2017 Ruse Public School Annual Report - Amazon S3 · • Held some successful fundraisers (5c Fundraiser, Easter Raffle, and the Legend Shopping Tour) • Established a P&C Facebook

Ruse Public SchoolAnnual Report

2017

4489

Printed on: 15 April, 2018Page 1 of 19 Ruse Public School 4489 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Ruse Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mr Paul McGillicuddy

Principal

School contact details

Ruse Public SchoolJunction RdRuse, 2560www.ruse-p.schools.nsw.edu.auruse-p.School@det.nsw.edu.au4625 7811

Message from the Principal

The Annual School Report reflects the self–evaluation process undertaken within Ruse Public School against the SchoolExcellence Framework and the improvement measures outlined in our School Plan 2015–2017. It provides a summary ofour achievements and communicates our strategic directions and the focus for our learning in 2017.

Ruse Public School offers a well–rounded and holistic education for all students. Through nurturing and providing fortheir academic, social and emotional needs, we endeavour to prepare all students to be engaged, literate, numerate,creative and critical thinkers, ready for the uncertain future. In 2017, learning was enhanced through deliberate efforts toshare our progress with families in newsletters, assemblies, open days, showcases, social media updates and ClassDojo. Through the model of our dedicated staff, students are continually shown the concept of lifelong learning; that weall need to approach new opportunities with an open, creative and critical mind to solve problems with a social, andethical conscience.

Our team of professional teaching and support staff has a clear vision and continuously works to deliver quality learningexperiences within a balanced curriculum, giving all students the opportunity to achieve to their potential and enjoyschool life. Staff, students and members of our school community are empowered to lead initiatives that they arepassionate about, which are outlined in our school plan and vision. This promotes the development of leadership efficacyacross the whole school community and builds a culture where everyone’s contributions are respected, valued andappreciated.

Outstanding teaching and learning programs have been designed and delivered by our dedicated staff, reflecting our keyfocus areas of literacy, numeracy, assessment, student engagement and wellbeing. Professional learning has beensupported and facilitated by executive teachers who have worked as instructional leaders with teachers in theirclassrooms. In addition, many opportunities and experiences have been provided for students to develop their skillsthrough cultural activities, sports and creative and performing arts.

I am extremely proud of the students, staff, parents and community members of Ruse Public School and theirachievements throughout the year. Our school is a wonderful example of the excellence made possible through strongand effective partnerships between students and teachers, school and the community and our local and extendedCommunity of Schools. It is a school where all stakeholders work harmoniously and collaboratively to achieve the bestpossible outcomes for every child.

I certify that the information in this annual report is the result of the school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.


Message from the school community

Firstly, I would like to acknowledge and thank all the staff at Ruse Public School for a truly successful and amazing 2017.Their commitment and dedication to our children is exceptional and I am so proud to be a part of such a wonderful schoolcommunity. I would personally like to thank Mr Paul McGillicuddy, for all the hard work and dedication to the students,staff, and families of the school. It is also with his continuous support, guidance, leadership and collaboration that theP&C has been able to shine and achieve so greatly this year.

Secondly, I would like to thank each and every person who has volunteered at functions the P&C has run in 2017. Manyhands make light work and when it comes to our fundraising and events there have been quite a few: Mother’s Day andFather’s Day Stalls, Easter Raffle, 5c Fundraiser, Election Day BBQs, Book club, Daffodil Day, Gala Day Canteens, ourschool Canteen and many more. There are also events with no fundraising attached, but volunteers are still required:Gala Day Canteens, Working Bees, Library Support and Classroom support. This is an example of a busy but rewardingyear, your help is truly appreciated.

Thirdly, I would like to thank the dedicated people who turned up to our P&C Meetings to discuss and give feedback onprograms, practices and projects happening in the school, as well as being involved in collaborative discussions on howwe could help support and improve our school. I would like to give a special mention to our current and ex CommitteeMembers of the past 12 months. It was with your ongoing assistance, support, time and dedication that the P&C wasable to achieve so many wonderful things. Thank you to Justine, Susie, Pam, Janiene, Jude, Annette, Kristy, Kylee andGavin. I sincerely thank you all for your amazing hard work. Reflecting on the past 12 months, the Ruse Public SchoolP&C has worked effectively with the school to achieve some significant outcomes, some of which include:

• The first–class canteen service which is provided to our students and staff daily. The canteen runs 5 days a weekwith thanks to parents, carers and grandparents volunteering their time. The canteen again proves to be ourgreatest asset and fundraiser and continues to supply our children with healthy food choices.

• The refurbishment and makeover of our canteen which consisted of new floors, stainless steel benchtops, newroller shutters and freezers.

• Organised Mothers & Father’s Day stalls which gave all our children the opportunity to choose and give theirparents and grandparents a gift.

• Provided Book Club to all students from Kinder to Year 6. • Introduction of a successful Sponsorship prospectus – We welcomed Flegg Kehlet Wagner Chartered Accountants

and Tint Me Up as our first Gold Sponsors • Commencement of a Terracycle recycling program. • Developed Code of Conduct, Grievance, Complaints and Dispute Policies. • Held some successful fundraisers (5c Fundraiser, Easter Raffle, and the Legend Shopping Tour) • Established a P&C Facebook Page to improve communications with our school community. • The introduction of a new and improved school shirt. • The purchase of 2 water slides for the school which will be used for rewards days and events around the school,

and • Commencing in 2018, we will be providing a reusable lunch bag to all Kindergarten and new student enrolments.

We had one of our Grandparents, Carol Kennedy, organise a Daffodil Day Fundraiser where all proceeds raised weregiven to the Cancer Council. One of our parents, Jude Pink who organised a successful Trivia evening where allproceeds were split between Ruse Public School and the Children’s Cancer Institute. The P&C have worked hard tomake monetary donations to support our school and our children’s education. Some of which include the installation andreplacement of air conditioners, assisting with donations for students who represented Ruse Public School at a Statelevel or above in sport, Monies from Sponsorship to go towards the purchase of Sports Jerseys, purchase of reusablelunch bags for new enrolments and more. But perhaps more importantly, the P&C functioned as a forum for thecommunication between the school principal, staff, parents and carers. This communication is and must always continueto be a two–way flow. Parents who attend our meetings can gain a greater understanding of the operation andmanagement of the school. In turn, the staff can use input and feedback from parents and carers when formulatingschool policies, programs and practices. I am looking forward to seeing what 2018 brings.

Melissa Keogh

President Ruse Public School P&C


School background

School vision statement

Ruse Public School is:

A connected and inclusive school community that challenges, nurtures and motivates students to become successfullearners who contribute meaningfully and with social conscience to shape the 21st century global community.

School context

Ruse Public School is located in Campbelltown and serves a mixture of privately owned residential and rental housing.The population of the school is 420 students. Sixteen percent of students come from a non–English speakingbackground and seven percent of students from Aboriginal and Torres Strait Islander backgrounds.

Ruse Public School is committed to continuous improvement and quality service. The school provides a safe andsupportive environment where students are nurtured, valued and encouraged to achieve their personal best. Highlyqualified, dedicated and caring staff members provide a range of excellent educational programs that meet theacademic, cultural, physical, emotional and social needs of students. A comprehensive curriculum complements our corevalues and is characterised by a strong focus in literacy, numeracy, technology, sport and the performing arts. Proactivewelfare programs provide an inclusive environment and focus on building respect, resilience and social responsibilityalong with the desire to excel.

Students are celebrated as safe, respectful learners with awards for merit and citizenship. The opportunity for students tohave a voice in decision making takes place through our Student Representative Council, which includes students fromYear 2 to Year 6. Parents, community members and our local schools play a vital role in the life of the school. Thesestrong partnerships contribute to the outstanding quality of education.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

Our achievements and internal monitoring processes were mapped by our executive and teaching staff againstthe School Excellence Framework. We collected evidence to support our self assessment and determine howour school is currently performing.

Learning

The results of the self–assessment process indicated that in the School Excellence Framework domain of Learning:

In the areas of Learning Culture and Curriculum and Learning, there was evidence to support that the school isfunctioning at ‘Sustaining and Growing’. Evidence included a strong focus on Every Student, Every School in the designand delivery of our learning support team practices and policies, action learning projects that focussed on studentlearning and student engagement and a number of student and parent forums. Recent implementation of L3, TEN andTOWN under the Early Action for Success (EAFS) program are demonstrating the school's commitment to qualityteaching, curriculum planning and delivery of evidence based programs. In the areas of Wellbeing and Assessment andReporting our evidence indicated that we are operating at ‘Sustaining and Growing’. Survey data demonstrates that apositive school culture exists amongst our staff and students and student wellbeing is supported by our comprehensivebehaviour code and positive reinforcement schedule. A new rewards system was developed for implementation in 2017,aligned with our PBL framework and thoroughly communicated with our whole school community. Our new Student


Welfare Policy will also be launched in Term 4 after thorough parent and staff consultation. At Ruse Public School weencourage students to recognise and respect cultural identity and diversity and two community events that emphasisethis are our Harmony Day and NAIDOC week celebrations.

The school notes that there is some work to do in the element of Student Performance Measures, as students do notperform consistently at high levels on external data measures.

Panel Feedback on Learning

In the domain of Learning the school’s self–assessment is consistent with the evidence presented in 3element/s and is validated using the School Excellence Framework. In the element of Learning Culture theevidence presented indicates the school is operating at the Excelling stage.In the element of Wellbeing theevidence presented indicates the school is operating at the Excelling stage.

Teaching

The results of this process indicated that in the School Excellence Framework domain of Teaching:

In the area of Teaching, Effective Classroom Practice, Data Skills and Use, Collaborative Practice and Learning andDevelopment, evidence was provided to demonstrate that we are ‘Sustaining and Growing’. Teachers are allocated timeeach term to collaboratively analyse data to inform planning, and student progress is regularly monitored and trackedusing PLAN. Teachers are also allocated time to observe their peers using a peer observation model. Throughthis process, teachers provide and receive constructive feedback from peers. TTFM survey data from teachers placedour school above the state norm in the area of collaboration. Distributed leadership responsibilities for aspects of theschool plan have promoted broader contributions to school programs and allowed for sustainability of initiatives such asTEN and TOWN. Within the Data Skills and Use element, the school uses student data to inform teaching and learningalong with shaping school directions and utlising EAFS Literacy and Numeracy targets. Professional learning hassupported teachers to make accurate decisions about student data that inform their teaching practices. School–wide datais displayed, analysed and monitored so that student learning progress is tracked and teaching and learning programsare created to assist in addressing skill gaps. Teachers collaborate with colleagues, including the Learning SupportTeam, Instructional leaders and parents, to make adjustments to learning and address individual needs.

The school notes that further promotion in the element of Professional Standards is required to embed the language intoall areas of teaching and learning.

Panel Feedback on Teaching

In the domain of Teaching the school’s self–assessment is consistent with the evidence presented in 2element/s and is validated using the School Excellence Framework. In the element of Effective ClassroomPractice the evidence presented indicates the school is operating at the Excelling stage. In the element ofCollaborative Practice the evidence presented indicates the school is operating at the Excelling stage.In theelement of Learning and Development the evidence presented indicates the school is operating at the Excellingstage.

Leading

The results of the self–assessment process indicated that in the School Excellence Framework domain of Leading:

In the areas of Leadership, School Planning, Implementation and Reporting, and School Resources, our evidencedemonstrated that we are ‘sustaining and growing’ in most areas. We have created collaborative leadershipopportunities for staff and the community to make decisions in areas of Community Events and PBL. We have committedto training our executive team and in 2017, three of our executive staff and aspiring leaders were involved in coachingand mentoring courses. These courses supported our leaders in guiding their respective teams through professionalconversations in goal setting and reviewing teaching and learning programs and practices. TTFM survey resultsindicated that leaders and aspiring leaders are highly valued by the staff and seen to be supportive, collegial andconcerned with their ongoing professional development. The strategic allocation of human and physical resources,longer term financial planning, opportunities for constructive feedback and the school’s ability to respond to feedback areevidence that decisions are made in consultation with the whole school community. Parents and community membersare regularly engaged in parent forums and workshops on whole school initiatives, and their support, feedbackand genuine input helps to build a culture of high expectations for our school community.

Panel Feedback on Leading

In the domain of Leading the school’s self–assessment is consistent with the evidence presented in 2 element/sand is validated using the School Excellence Framework. In the element of Leadership the evidence presentedindicates the school is operating at the Excelling stage. In the element of Management Practices and Processesthe evidence presented indicates theschool is operating at the Sustaining and Growing stage.


Our self–assessment and the external validation process will assist us to refine our school plan, leading to furtherimprovements in the provision of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Student Learning, Engagement Well–being

Purpose

Purpose:

To improve student learning and outcomes through the provision of an inclusive environment that supports the learning,social and emotional needs of all students in the context of 21st century society.To engage the broader communitythrough innovative communication strategies that support active partnerships with 21st century families. To develop aninterconnected learning community that values and fosters strong connections within and beyond the school for thepurpose of improving outcomes for students.

Overall summary of progress

In 2017, Ruse Public School has enhanced Student Learning, Engagement and Well–being through a variety ofinitiatives.

Our major focuses have been: • Improved curriculum understanding and delivery • Enhanced student wellbeing practices • Increased engagement in learning and school life • Improved collaboration between school and community

In 2017, we continued the ALfI project focusing on developing collaborative practices to improve student outcomes andengagement in writing, with a particular focus on the primary years of schooling. The implementation of targetedstrategies including L3 (Language, Learning and Literacy) and TEN (Targeting Early Numeracy) aim to improve studentoutcomes in Literacy and Numeracy in the early years.In the area of student wellbeing, the student welfare policy was reviewed and implemented. An investigation and trial ofstrategies to promote effective learner qualities K–6 was developed and a new learner qualities framework is ready forintroduction in 2018.In 2017, the new school positive reward system was implemented and evaluated. We have also continued to providenew extra curricular opportunities in a variety of areas including a whole school performance taught through Creative Artsand performed for the community in Semester 2. Positive feedback on this performance was received and this willbecome a biannual event.In addition, we have created new sporting teams to maximise opportunities for student participation in Gala Day sports.In 2017, we evaluated learning spaces to ensure they were meeting the needs of students and facilitating 21st centurylearning competencies, to determine any future needs and requirements. The stage 2 atrium has now been fitted out withnew furniture to support collaborative learning in the classroom and we will be looking at expanding this in 2018.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of students, as evidencedby triangulated data (PLAN, worksamples, standardisedassessments), show academicgrowth in reading, writing andearly arithmetic strategies andplace value.

Two instructional leadershired to support studentsK–2 under the Early Actionfor Success program(Staffing allocation 1.4 plusschool equity funds$52,000)

Deputy Principal HigherDuties allocation forInstructional Leadership3–6 ($18,000)

Assistant Principalmentoring and coaching allstaff ($50,000 plus QTS

Student achievement tracked and evaluated eachterm through triangulation of data days.

All students monitored and tracked using theLiteracy and Numeracy continuums.

Triangulation of data used to inform collaborativeliteracy and numeracy planning.

All students across K–6 receiving in classinstructional leadership within focus areas ofLiteracy and Numeracy.

Increased percentage of Year 5 students in the top2 bands in Reading from 10.4% in 2016 to 32.3% in2017.






100% of students, as evidencedby triangulated data (PLAN, worksamples, standardisedassessments), show academicgrowth in reading, writing andearly arithmetic strategies andplace value.

funding allocation)74% Kindergarten students reached green leveltargets in Reading in 2017 and 73% Year 3students also reached green level targets inReading in 2017.

83% Year 2 students achieved green level targetsfor Early Arithmetic Strategies in 2017.

Maintain student engagementand positive attitudes to learningat 80% or higher as evident instudent survey data.

ALFI ($5000)

PBL ($20,000)

Extra Curricula ($5000)

Aboriginal Education($10,000)

Student forum data indicate students feel good,happy and safe at school.

ALFI saw an increase in sprints around writingand vocabulary in the classroom.

New PBL signs have been erected around theschool as well as the creation of a new learnerqualities framework was developedaccompanying Learner Quality Owl awards, to behanded out each term at Celebration of Learningassemblies.

There have been several changes to theplayground to allow for more student engagementand effective placement of teachers, as well asmore structured games.

A comprehensive positive reward system wasintroduced in 2017, with the introduction of newbadges for all students.

Several teachers attended the Collective ImpactSummit, supporting student engagement byaligning the PBL framework with the new LearnerQualities document.

Tell Them From Me data demonstrated a highparticipation rate in school sport of 90%, as wellas 57% of students participating in extracurricularactivities

An Aboriginal garden was erected providing ameeting place for all Aboriginal students.

The Me program was also engaged to help supportall Aboriginal students with creating personallearning goals.

Premier Priorities

Increase the number of studentsin the top two NAPLAN bands by8% each year based on 2016data.

Increase the proportion ofAboriginal students in the top twoNAPLAN bands for reading andnumeracy by 30% by 2019,based on 2015 data.

Instructional LeadershipSupport ($70,000)

Increased percentage of Year 5 students in the top2 bands in Reading from 10.4% in 2016 to 32.3% in2017. This demonstrates above averagegrowth in NAPLAN Reading data.

Increased percentage of Year 5 students in top twobands in Writing from 1.7% in 2016 to 6.5% in2017.

Increased percentage of Year 5 students in top twobands in Numeracy from 13.6% in 2016 to 16.2% in2017.

20% increase in students beingable to articulate what they arelearning.

Employment of expertconsultant in FormativeAssessment ($40,000)

Student forum data indicated that learning goalsand success criteria help students learn.






20% increase in students beingable to articulate what they arelearning.

100% students surveyed said the school wasdifferent from last year, in terms of learning goalsand success criteria. All students commented thiswas a positive move.

Next Steps

Learning Support • Present revised Learning Support policy to staff and community • Strengthen the PDPs of SLSOs to ensure they provide the best support • Train a second leader in Learning Support to support students in the classroom and allow for sustainability

School Learning Support OfficersSOs • Learning and Support Team's support to be directed from LST referrals made by teachers • Implement the NCCD effectively from Term 1 and ensure it is evident in teaching programs • Continue communication with preschools and high schools • Build on the success of the Boys' and Girls' clubs to offer support to more students • Continue the Ruse Rockets program by targeting red students in targeted school priority areas. • Building the capacity of teachers to play an active role in learning support.

Aboriginal Education • Cultural experiences for ALL students • Student leadership opportunities at school and in the wider community • Training for all staff to embed Aboriginal perspectives across all KLAs • Exceeding the Premier’s Priorities for all Aboriginal Education • Reviewing and refining the tracking of PLP goals • Strengthening the links with the LARC and Junior AECG.

EAL/D Education • Revise the EAL/D policy • Continue to upskill teachers in the use of the Learning Progressions and ESL scales • Continue to provide support to students in developing their ability to learn English • Building capacity of teachers to lead EAL/D School Transition • Continue our communication and links with our feeder high school • Invite our local preschools to regular sessions throughout the year • Continue to provide information nights for Kindergarten parents • Refine the transition for students ready for the beginning of the year.

Extra Curricular • Responding to community feedback in relation to excursions • Provide a range of experiences to all students across their schooling at Ruse Public School • Continue to build the schools profile at PSSA events and to increase student participation. • Create more dancing groups, including a Boys' group, to enable students of all abilities to participate and perform. • Provide more opportunities for students to work creatively and collaboratively in highly engaging academic

challenges. • Survey students and their interests to plan future extracurricular activities and opportunities.

Wellbeing • Develop PBL lessons specific to the core values and expected behaviours across the school • Survey parents about the new positive reward system in early 2018 ensuring the system has had an appropriate

amount of time for constructive feedback • Staff professional learning and mentoring in tracking negative and positive incidents in LMBR • Revision and further development of wellbeing policies to align with Department regulations • Refining effective learner qualities and embedding them across the school • Up–skilling new staff to join the PBL team • Encouraging student voice by developing a student PBL team • Discussing PBL with our community of schools to gain different perspectives



Teacher Quality

Purpose

To improve student learning and outcomes through the development of strategies to support consistent, authenticassessment practices that drive high quality teaching practice resulting in rich, engaging and differentiated learning.

To develop school wide, inter school and community relationships to provide for the ongoing professional development ofall staff.


Throughout 2017, Ruse Public School has continued to ensure students are engaged in quality, differentiated andinclusive learning experiences through strategic focuses in:

• Teacher quality • Assessment practices • Visible learning.

In 2017, we continued our collaboration with Narrabri West Public School, Mt Annan Public School and Kentlyn PublicSchool to provide staff with comprehensive professional learning to embed Visible Learning and Assessment forLearning strategies in Literacy and Numeracy.

The Instructional Leadership model was refined, with the employment of 2 Instructional Leaders K–2 and an InstructionalLeader 3–6. This has allowed for improved data collection, analysis and interventions based on this data, as well asproviding shoulder to shoulder to support for our teachers in their classrooms.

Beginning teacher funds were utilised to ensure quality professional development occurred to support engagement andeffective teaching for early career teachers. The school's Instructional Leaders coordinated this support with theleadership team and experienced colleagues.

In 2017, we continued the ALfI project, focusing on these questions: How do we use Visible Learning and Assessmentfor Learning strategies to ensure individual growth for students in the area of Writing? How do we develop a culture ofcollaboration, consistent teacher judgement and benchmarks for writing in and across our schools? Short learning sprintswere introduced and trialed and will continue to be a focus area in 2018.

In 2017 we continued to work with Kentlyn Public School to achieve the following in S2–3 classrooms: a commonunderstanding of syllabus writing markers and methods to effectively assess them; collaboration on conceptualprograms, developing LG/SC for individual lessons and embedding opportunities for students to share their writing;student use of teacher/student created marking criteria to reflect and give feedback on their and others’ writing;Consistent Teacher Judgement on student writing samples; sharing of work samples A–E with other schools to use as amarking tool. Early Stage 1 teachers also worked closely with Kentlyn on assessment and reporting.





80% of teachers employauthentic assessment strategiesvalidated by consistent teacherjudgement within and across thecommunity of schools.

Data Days ($28,000)

L3 Kinder ($20,000)

Teachers demonstrating an improvedunderstanding of PLAN, as evidenced throughprofessional dialogue and conversations, led byinstructional leaders and stage supervisors.

All stages using triangulated data to accuratelyreport on student progress.

Teachers embedding aspects of the formativeassessment cycle in teaching and learningprograms, as evidenced by lesson observations,feedback sessions and teaching programs.

TTFM data demonstrates that teachers believe






80% of teachers employauthentic assessment strategiesvalidated by consistent teacherjudgement within and across thecommunity of schools.

significant collaborative practices are in place.

100% Kindergarten teachers surveyed believed L3Kinder supported authentic assessment strategiesin the classroom in Literacy.

100% of teachers engage withtheir personal professionallearning plans and individual goalsetting to achieve personal andcollective efficacy for theachievement of goals within thecontext of the school plan.

Professional Conversations($8,000)

Visible learning PL ($15,000)

100% of teachers completed a professionallearning plan in consultation with stage supervisors,via the use of the PDP framework and My PL Goalsprogram.

100% teachers aligned learning goals with theschool plan and Australian Professional Standardsfor Teachers.

TTFM data demonstrated that teachers collaborateover learning goals and regularly discuss learninggoals with colleagues.

10% of teachers have achievedhigher levels of accreditation

NA 17% teachers and executive achieving higher levelsof accreditation.

Two members of the executive are currentlyworking towards their Principal Credentials.

Next Steps

• Continue the ALfI project in 2018, led by Simon Breakspear. • Continue to celebrate student achievement in writing.. • Use Visible Learning and Assessment for Learning strategies to ensure growth for all students in writing. • Sustain and grow a culture of collaboration, consistent teacher judgement and benchmarks for writing in and

across our schools. • Develop a common understanding of syllabus writing markers and methods to effectively assess them across the

Community of School. • Collaborate on the creation of conceptually based English programs, with a focus on developing learning goals and

success criteria consistent with syllabus expectations. Enhance consistent teacher judgement of student worksamples within and across schools.

• Strengthen existing and forge new community partnerships to support the establishment of a CampbelltownWriters' Festival.

• Realign our focus area to meet the need of students using reading to model and inform writing. • Provide explicit Professional Learning for all staff to build capacity in providing quality feedback linked to Learning

Goals and Success Criteria, with a focus on Beginning teachers, in order to build a growth mindset culture. • Continue to support the implementation of L3 in Kindergarten, extending L3 to Stage 1 and supporting the

implementation of TEN in all classrooms K–2. • Implement a consistent approach to TOWN in Stage 2 and Stage 3, in order to provide research based explicit

teaching principles. • Expand the use of Learning Goals and Success Criteria to all KLAs. Begin professional learning around checking

for understanding, effective feedback, peer evaluation and student self–assessment. • Develop and refine protocols for collaborative planning to build collective efficacy. • Use stage planning sessions for discussing ideas and collaboratively planning lessons. Review student work

samples during collaborative planning to evaluate the effectiveness of instruction and assist planning decisions. • Strengthen our learning partnership with Kentlyn Public School, by building the capacity of teachers in a smaller

school setting. • Support teachers in the introduction of Learning Progressions for Literacy and Numeracy.



Leadership

Purpose

To develop strategic and effective leadership in order to foster a school wide culture of high expectations and collectiveefficacy for the learning success and engagement of all students.


In 2017, we have continued to strengthen collaboration within and beyond the school to improve student outcomes. Ourfocuses have been:

• Promotion of active student and parent voice • Authentic partnerships with local school communities and businesses • Leadership development of staff.

In 2017, we continued to support teachers to develop their leadership skills through the implementation of a distributedschool leadership model. In addition, teachers had access to MY PL Goals software to support them in the developmentof their Professional Development Plans. The employment of two instructional leaders has allowed for increased supportfor teachers across the school.

In 2017, we implemented regular parent morning teas and feedback/consultation sessions to provide increasedopportunities for parents to play an active role in school planning. In the area of student leadership, we expanded ourleadership roles to include canteen monitors and technology leaders, to provide even more opportunities for students tolead. Existing leadership roles were redefined to provide greater responsibility and more meaningful opportunities forstudents to contribute to the school and community.





75% of teachers have engaged indifferentiated, purposefulleadership roles.

Targeted ProfessionalLearning ($18,000)

50% of teachers held extended leadership positionsin 2017, with the remaining staff holding smallerleadership roles across the school.

2 staff members were promoted in 2017.

20% more parents activelyengaged in their child’s learningthrough a range of media.

Community participation($10,000)

The Ruse Facebook page has grown in 2017 withseveral posts going out daily.

100% of teachers use Class Dojo to communicatewith parents.

In 2017, we had positive feedback from parentsregarding communication and we will continue torefine this in our new school plan.

Increase in the number of families attending P&Cmeetings. This was achieved through increasedadvertising of meetings, change of venue andsupervision of children provided.

Parent forums held both in the day and after school,allowed for increased participation across thevarying sessions.

Improve practices to increasestudent leadershipresponsibilities and promoteauthentic student voice.

Student LeadershipCapacity Building ($3000)

60 students were appointed to leadership positions.Students were engaged in activities to promote andsupport positive leadership skills, including achallenge camp at Wedderburn. In addition, 25






Improve practices to increasestudent leadershipresponsibilities and promoteauthentic student voice.

students attained a leadership challenge medal in2017.

Next Steps

• Review the structure and roles of the senior SRC and current leadership team. • Community consultation sessions will occur each term, focusing on areas under the three strategic directions of

our school plan. This will ensure there are ongoing opportunities for our community to be actively involved inplanning. Greater promotion and more accessible times will be provided to ensure an increase in communityattendance. Feedback sessions will be aligned with P&C meetings each term to establish consistency andstrengthen community involvement.

• Quantitative and qualitative data will be gathered from authentic feedback from the school community. Ongoinganalysis will continue through rigorous discussions and weekly staff meetings. Adjustments and actions will occurbased on school need and community recommendations.

• Ongoing and consistent feedback opportunities will be provided to all key stakeholders within the schoolcommunity through various online and face–to–face platforms. Feedback from the community will be used to refinecommunication practices and procedures on a termly basis.

• Effective use of communication tools, such as ClassDojo, Facebook, school newsletters, school notes and verbalannouncements will be continued and refined based on community feedback. The introduction of the Skoolbagapplication will be organised to ensure all parents and community have access to specific information through oneaccessible platform. Learning Goals and Success Criteria will be presented in the school newsletter and on theschool Facebook page to celebration of student learning and inform parents of individual class/ stage directions inlearning.

• Key school events for fundraising, celebrating student success and community engagement will be embedded intofuture school planning. Funds raised will be used within the school context to enhance student outcomes and willbe consistently reported on and communicated to the school community via all communication sources. The P&Cwill continue to hold regular meetings and plan for greater community involvement within the school.

• The school will consistently provide opportunities for parents to be involved in student learning. Theseopportunities will be through parent workshops (L3, TEN/TOWN and Visible Learning), parent helpers withininfants classes (Reading) and through the use of Class Dojo and OneNote to report on student success in theclassroom. Parents will be regularly informed about what their child is learning and be better informed of theirchild’s individual learning goals and progression.

• The Parents as Teachers and Classroom Helpers (PaTCH) program will be implemented to upskill local parentsand provide more support for student learning for the community.

• Provide teachers with the opportunity to develop leadership skills across the school. • Continue to refine the way the school plan is developed, ensuring all key stakeholders have maximum input. • Train all staff on how to use the SPARO software, so Milestone Leaders can continue to contribute to the school

plan. • Continue to review and refine the leadership capacity building strategies within the school, exploring different

options to attract, retain and inspire leaders. • Refine and improve budgeting mechanisms within the school, distributing financial responsibilities to Milestone

Leaders. • Improve use of and access to SCOUT and Policy A to Z.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Releasing teacher tocollaborate with studentsand parents/ carers todevelop PLPs ($2200)

SLSOs hired to implementthe Quicksmart Numeracyprogram with identifiedAboriginal students andsupport PLPimplementation ($18000)

1/2 Day Data Days trackingAboriginal students($2500)

LARC project ($1500)

Aboriginal Garden ($6000)

All Aboriginal students have PersonalisedLearning Plans. which have been designed inconsultation with parents, students andteachers.

Ruse Public School continues to partner withother schools in the local community to form agroup called the LARC (Leumeah’s AboriginalRepresentative Council). The LARC meetingshave been held every term, effectivelydeveloping students’ leadership skills,building their confidence and fostering pride intheir cultural heritage. Through the LARCgroup, students have embraced theleadership opportunities provided and havecontinued to demonstrate these qualitiesduring various school events.

Targeted support was provided to identifiedAboriginal students through the Quicksmartprograms. These programs have resulted inimproved outcomes in literacy and numeracyfor Aboriginal students.

In 2017, we erected a new Aboriginal BushTucker garden, that was designed by one ofour Aboriginal staff members as a meetingplace for students and teachers. We held asmoking ceremony to open the garden andproduce from the garden is beginning toflourish..

English language proficiency Employment of an EAL/Dteacher ($18500)

SLSO funding to supportimplementation ($5000)

Community Days ($1700)

Targeted support was provided for studentsidentified in the Beginning and Emergingstages of English. Student progress wasmonitored and discussed at Data Days eachterm and during allocated time forprofessional conversations.

Strong links between the Learning SupportTeam and EALD team has continued andcoordinated through instructional leadership.

Low level adjustment for disability Employment of SchoolLearning Support Officers($53,000)

Individual education plans were developedand implemented with the assistance ofSchool Learning and Support Officers and theLearning and Assistance Support Teacher.

SLSOs were timetabled to support theeducational programs of identified students.,with a focus on improving Reading. SLSO'salso assisted with monitoring behaviour, bothin the classroom and in the playground.

Identified students were tracked andmonitored by the Learning and SupportTeam, as well as through data analysis days.

Fortnightly Learning Support Team meetingsand stage team planning meeting are held todiscuss targeted support programs.

Maintained school processes for the earlyidentification and ongoing monitoring ofstudents who experience difficulty at school.


Quality Teaching, SuccessfulStudents (QTSS)

AP Instructional Leadership(DoE staffing allocation)

Additional funding provides our AssistantPrincipals with additional release time toundertake planning, observations andfeedback sessions for the teachers theysupervise. To complement this funding, wealso implement a peer observation program.During T1 and T3, teachers work with theirstages to undertake observations of theircolleagues, reflecting on classroompractices..

Socio–economic background SLSOs hired to supportreading groups, students onbehaviour and supportplans, and run the Tiny OwlPlaygroup ($34,000)

SLSO to run interventionprogram under Early Actionfor Success program called"Ruse Rockets" ($30,000)

Speech Therapist ($18,000)

Three School Learning Support Officers areemployed to conduct Multilit and Quicksmartprograms with students identified through theNCCD and by the Learning Support Team.

An SLSO is employed to coordinate and runthe Ruse playgroup, which is continuing tobecome more popular each week.

An SLSO is being employed to support theEarly Action for Success (EAFS) program for16 hrs a week over four days, supporting aprogram called "Ruse Rockets". Identifiedstudents receive daily support in Reading andPhonics during this program. Rigorousnessassessment and observations occur duringthis program and so far is has demonstratedan 80% success rate on student growth inreading.

The school employs a Speech Therapist oneday a week to assess and work with K–2Kindergarten and Year 1 & 2 students whohave been identified with receptive andexpressive language difficulties.

The school has funded teachers to beinvolved in the Educational Change Makersprogram for the second year in a row, whereteachers have prototyped innovative ways toimprove engagement across the school.

Support for beginning teachers Funds allocated to supportbeginning teachers in thefirst two years of teaching($28,000)

Permanent beginning teachers are given their2 hours of regular RFF plus their allocatedbeginning teacher release. During theadditional release, teachers meet with theirsupervisor, instructional leaders and/ormentor to discuss a variety of matters orcooperatively plan lesson sequences.Structured timetables are in place to ensuresupervisors or mentors are off class at thesame time so that collaborative practice forbeginning teachers can occur.

Beginning teachers have attendedconferences and have worked across ourCommunity of Schools, learning valuableskills, such as programming, assessing,quality and innovative pedagogy andnetworking and collaborating with colleaguesfrom other schools..


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 205 215 217 222

Girls 194 195 199 199

Enrolment patterns have remained steady with a smallrise in student enrolment amongst the boys.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.4 94.9 94.6 95.2

1 94.9 93.5 93.7 93.7

2 94 93.7 93.7 93.4

3 95 92 94.5 93.6

4 96.5 94.6 93.3 94.9

5 96.1 94 94.8 93.9

6 94.7 94.7 93.3 93.6

All Years 95.3 93.9 94 94

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Attendance records are monitored closely by executivestaff. The Deputy Principals run reports on a fortnightlybasis and follow up students whose attendance dropsbelow 85%. This involves discussing individual studentsat executive meetings and ensuring classroom teachersfollow up concerns with parents. Senior executive staffwork in partnership with the HSLO, to track, monitorand follow up specific students with poor attendancerates. The school communicates regularly with parentsand offers support where needed to ensure attendancerates remain satisfactory. Students who take long

periods of leave are required to apply for approval fromthe School Principal.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 18.01

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

3.15

Other Positions 0

*Full Time Equivalent

One Aboriginal teacher is currently employed at RusePublic School as a classroom teacher.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 328,148

Revenue 4,208,659

Appropriation 4,026,757

Sale of Goods and Services 10,217

Grants and Contributions 166,999

Gain and Loss 0

Other Revenue 0

Investment Income 4,687

Expenses -4,297,677

Recurrent Expenses -4,297,677

Employee Related -3,661,356

Operating Expenses -636,321

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-89,018

Balance Carried Forward 239,130

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 2,681,983

Base Per Capita 63,576

Base Location 0

Other Base 2,618,407

Equity Total 505,490

Equity Aboriginal 24,394

Equity Socio economic 289,506

Equity Language 37,582

Equity Disability 154,008

Targeted Total 45,012

Other Total 690,057

Grand Total 3,922,541

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Increased percentage of Year 5 students in the top 2bands in Reading from 10.4% in 2016 to 32.3% in2017. This demonstrates above averagegrowth in NAPLAN Reading data.

Increased percentage of Year 5 students in top twobands in Writing from 1.7% in 2016 to 6.5% in 2017.


Increased percentage of Year 5 students in top twobands in Numeracy from 13.6% in 2016 to 16.1% in2017.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.au

and insert Ruse Public School in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes , schools arerequired to report on student performance for the top 2bands in reading and numeracy.

In Year 3, 17.6% of students were placed in the top 2bands in reading and 12.1% of students were placed inthe top 2 bands in numeracy.

In Year 5, 32.3 % of students were placed in the top 2bands in reading and 16.1% were placed in the top 2bands in numeracy.

16.7% of Year 5 Aboriginal students placed in the top 2bands in reading and numeracy.

Parent/caregiver, student, teachersatisfaction

In 2017, The Tell Them From Me suite of parent,student and staff surveys were used to gain feedback inrelation to a range of aspects of school life andlearning. All students in Years 4, 5 and 6 completed theTell Them From Me student survey. All staff completedthe "Focus on Learning" Teacher surveys and therewas a significant increase in parents completing the"Partners in Learning" survey, with 111 parentscompleting the survey this year. Some of the positiveresponses include: • 94% students believe that schooling is useful in

their everyday life and will have a strong bearingon their future.

• 84% students have friends at school they cantrust and who encourage them to make positivechoices.

• 88% students do not get in trouble at school fordisruptive or inapproropriate behaviour.

• 83% students are interested and motivated intheir learning.

• 96% students strive hard to achieve in theirlearning.

• 86% parents are involved in school communties • 84% parents found informal meetings most useful

as a communication form between the school andhome.

• 74% parents found use of Facebook to conveyschool news useful or very useful.

• 75% parents agree that the current PositiveBehaviour for Learning framework (positiverewards and negative consequence system) isunderstood by parents and students.

• 82% teachers believe school leaders at RusePublic School are leading improvement andchange.

• 76% teachers believe school leaders clearlycommunicate their strategic vision and values forour school.

• 88% teachers believe involvement in professionaldevelopment for visible learning has led tochanges in their teaching and practices of


learners in the classroom.Areas for development

Analysis of parent, teacher and student surveyresponses have highlighted some areas for furtherdevelopment: • Parent input has been sought readily for school

planning and policy development, however, therecould be more parent input in teaching practiceand curriculum delivery.

• Teachers believe delivery of feedback to studentscould be strengthened.

• Homework related behaviors continue to be lowerfor students surveyed at Ruse Public School thanthe NSW norm.

Policy requirements

Aboriginal education

Aboriginal students make up 7% of our school, of whichwe ensure that all aspects of the policy are covered.The school has a playgroup to encourage thecommunity to make connections and develop life–longfriendships in and around our school. Literacy andnumeracy are our major focus in all areas of the school,with funding being used to support students in Multilitand Quick–Smart programs. Staff encouragecommunity participation, holding student/parentconferences to develop Personalised Learning Plans(PLPs) for every child, of which these are regularlyupdated to reflect the growth and developmentthroughout the year. Aboriginal student performancedata is tracked and discussed each term at Data Days.Students continue to participate in the LeumeahAboriginal Representative Council (LARC) days,bringing together our community of schools tocollaborate and participate in cultural activities tosupport community ties and strengthen relationships,including transitions from Primary to High School. Thecontinued connection to University of Western Sydney(UWS) is through participation in Healthy Heartbeatdays to increase their awareness of educationalpathways. We work with outside agencies to supportAboriginal outcomes for students, their families andstaff, by celebrating NAIDOC day with ceremonies andcultural activities, as well as the Bush Tucker Gardenopening which was officiated by the Aboriginalcommunity with a ceremonial smoking and dance.Completion of the Yarning Circle and Bush TuckerGarden was through the hard work of the staff, withclasses using this area to reflect and develop theirknowledge through making connections andstorytelling.

Multicultural and anti-racism education

Ruse Public School provides a culturally inclusivelearning environment. Students are taught to respectand appreciate the diverse cultural backgrounds ofstudents, staff and the community. Multiculturalperspectives are embedded in all areas of thecurriculum.

In 2017, we celebrated Harmony Day with studentswearing cultural dress or orange clothing todemonstrate their respect and appreciation of culturaldiversity.

Students participated in a range of activities to promotegreater awareness of the different cultural backgroundsof their peers.

We currently have 3 staff members trained asAnti–racism officers and are on call to support anystudent in need.


Documents

2017 Ruse Public School Annual Report - Amazon S3 · • Held some successful fundraisers (5c Fundraiser, Easter Raffle, and the Legend Shopping Tour) • Established a P&C Facebook