Rankins Springs Public School Annual Report

2018

2935

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Introduction

The Annual Report for 2018 is provided to the community of Rankin's Springs Public School as an account of the school's operations and achievements throughout the year.

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

Jacinda Makepeace

Principal

School contact details

Rankins Springs Public School Boree St Rankins Springs, 2669 www.rankinspr-p.schools.nsw.edu.au [email protected] 6966 1206

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School background

School vision statement

Rankin’s Springs Public School strives to be a community of learners in which all members use their minds well. We engage with challenging and innovative academics and practices in order to become active and informed citizens of the future.

Our school is a place where children can achieve full potential in their academic, creative, personal, physical and moral development.

We are creating a culture in which teachers continually improve their practice so that all students succeed.

It is a supportive place where children and adults feel they make a contribution and are valued as individuals. Our school is a place of moral values where children learn respect for themselves and others.

School context

Rankin's Springs Public School serves a small rural community located 65km north of Griffith, situated on the Mid Western Highway between Hay and West . Students who attend Rankin's Springs Public School live in the village of Rankin's Springs and surrounding farming areas.

Rankin’s Springs Public School is a small school that has seen a recent growth in student enrolments. The school has a current enrolment of 31 students from 15 families with an Aboriginal population of 13%. The school structure consists of two multi–grade classes with one full–time teaching principal, three part–time temporary teachers, a school administration manager and a general assistant.

The Rankin’s Springs community is highly involved with the school and parents have an active role within the school. Staff and students enjoy a positive relationship with the wider community. The Parents and Citizens Association and School Council provide opportunities for consultation with parents and the community over future directions for the school.

Rankin’s Springs Public School is an Early Action for Success (EAfS) school and has the support of an Instructional Leader to assist teacher and student learning to improve literacy and numeracy outcomes for students in Kindergarten, Year 1 Year 2 and Year 3.

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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. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

Learning

In the domain of Learning, our school self–assessment shows we are delivering. A thorough analysis of our school in regards to the Learning domain of the School Excellence Framework show that we have a clear focus on meeting the learning needs of all our students. The school has used resources to implement well–being programs which has shifted our delivery of the well–being component of the learning domain to sustaining and growing. We have continued to employ additional teaching staff to implement Intervention Support Programs with target students to continue to improve student achievement.

The next steps identified for focus from our self–assessment have been developed into our 2019 school plan milestones. We will ensure that the Intervention Support Programs are continuing to be implemented with relevant students, sourcing evidenced based programs and professional learning for teachers to meet the needs of identified target students. We are also focusing on further improving our teacher quality through continued partnerships with the RIEN network and School Services.

Teaching

In the domain of Teaching, our school self–assessment shows that we are delivering. All our teaching staff undertake professional learning in alignment with our school plan, in evidence–based teaching strategies every year. All teaching staff continued into their second year of the professional learning program which began in 2017. It is solely based on evidence and research of highly effective teaching strategies. This training will be completed throughout 2019, driving improvement across the 'Teaching' elements of the School Excellence Framework, and in turn, improving student achievement for all students in our school. Other professional learning programs completed by teaching staff included building our schools numeracy leadership capacity which is implemented with all staff across the school and building our Literacy capacity in the infant sector of our school. Our Instructional Leader has worked collaboratively with the Principal to improve teacher quality across the school focusing on assisting and mentoring teachers to implement current evidenced–based Literacy and Numeracy classroom practices.

Student assessment data is used on a five–weekly basis, termly and each semester at our school to identify areas of improvement and needs for all our students. We have particularly focused on developing teacher knowledge and understanding of the Literacy and Numeracy Progressions as a tool to collect student performance data and inform teaching programs. This data was collected regularly each term to inform teaching and learning directions and track students progress in these areas.

Leading

In the domain of Leading, our school self–assessment shows that we are delivering. We are strongly achieving the 'delivering' outcomes for this component of the Framework, and are continually developing our processes, skills and implementation of policies to achieve improved results in the future. Our school resources are used strategically to achieve improved outcomes for all our students. There is a provision of additional staffing as well as employing a Rural Experience Teacher which enabled our school to provide more support to students through our Intervention Support Programs. Teaching and administrative staff are provided with opportunities to mentor and support other staff members, by being given responsibility for training staff in their particular areas of expertise. Our administrative staff were given the opportunity to participate in the Excellence in School Administration Program. This program has provided access to various support channels and provided opportunities for administration staff to build their capacity in their role. This program will continue to run within our school in 2019.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery 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

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Strategic Direction 1

Wellbeing

Purpose

Create whole school wellbeing processes that support the wellbeing of all students and staff to enable them to connect, succeed and thrive in their learning and teaching.

Overall summary of progress

Our annual milestones in 2018 for Strategic Direction 1 – Wellbeing were 'Researched and evidence based well–being programs implemented across the school, delivering a NSW Healthy school canteen and implementing the 'Live Life well at School' practices.

Our teachers committed to implementing the 'You can do it' wellbeing program during health lessons. This was successfully implemented across the school in both the infants and primary classrooms. Student well–being results entered/comment here.

Our school community successfully delivered a Canteen throughout 2018 which adhered to the Healthy School Canteen Strategy Guidelines. Our menu successfully passed the guideline check demonstrating that our school is providing healthy options for students to purchase through the school community run canteen.

Teachers successfully completed the 'Live Life Well at School' professional learning developing an action plan to further improve the healthy lifestyle education our school is providing students.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Increase the schools $863.63 – Implementation The 'You can do it' Health Program was achievement on the Well–being of the 'You can do it' whole implemented across the school in 2018. The element of the School Excellence school wellbeing program. program was successful with a clear improvement Framework from delivering to in students wellbeing. excelling. $474.80 – Attendance at wellbeing RIEN day The 2018 Canteen was successful in adhering to the Healthy Schools Canteen Guidelines. $865.62 – Peer Support Program and Training Morning fitness was reimplemented and delivered daily from 9:00–9:15am with the exception of daily $5,900 – Sporting Schools school interruptions such as excursions and KLA Grant days.

A 'Live Life Well at School' Action Plan was developed in 2018 ready for implementation in 2019.This Action Plan outlines our next steps in moving our school forward and improving the Health and Fitness of our students.

The Peer Support Program was run successfully at school with groups reporting feeling great or good when participating in the program.

We were able to provide specialised sport coaching clinics for Hockey, , Basketball and Swimming as well as improve our school sporting equipment supplies for Hockey, Cricket and Lawn Bowls enabling us to deliver a wider range of sports now and in the future.

Rankin's Springs Public School has improved their achievement on the Wellbeing element of the School Excellence Framework from delivering in

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Increase the schools 2017 to sustaining and growing in 2018. achievement on the Well–being element of the School Excellence Framework from delivering to excelling.

Increased level of positive $863.63 – Implementation The Infant well–being survey conducted at the end responses on Students of the 'You can do it' whole 2018 indicates that the majority of students are Self–Esteem survey. school wellbeing program. liking school, feeling safe, developing social skills, developed friendships and are happy with themselves.

The primary survey indicates that the majority of students feel comfortable and safe at our school with the majority of the student surveys indicating an improvement on their view of our school and how it caters for student wellbeing.

Next Steps

In 2019, we will begin to implement our 'Live Life Well at School' action plan developed in 2018 during the completion of the professional learning. We will continue to implement the 'You can do it' wellbeing program and monitor student's wellbeing improvements. We will continue to provide students with the opportunity to participate in various physical education programs through the Sporting Schools Program. Our school community will continue to provide a healthy school canteen for our students in 2019 which provides a range and variety of healthy food choices for students throughout the year.

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Strategic Direction 2

Teacher Quality

Purpose

Establish a collective and collaborative community of learning to improve teacher quality, that reflects current evidence–based research and quality teaching practices.

Overall summary of progress

Our annual milestones for the 2018 Strategic Direction 2 – Teacher Quality were to develop and implement a school level action plan to monitor the implementation of evidence based practices including Building Numeracy Leadership and SCOPE pedagogies, establish the collective purpose of the Rural Innovative Educators Network (RIEN) and develop school based protocols and practices of classroom observations.

The teaching staff at our school have collaborated and drawn upon their professional learning to develop our action plan which incorporates the key pedagogies from both Building Numeracy Leadership and SCOPE. Our action plan focused on the pedagogy of 'Quality Talk' and improving the quality of both teacher and student talk within lessons. Through reflective practices we were able to see evidence of an increase in student talk and decrease in teacher talk. We were able to see evidence of teachers using the quality talk strategies from both areas of professional learning to improve the quality of student talk within their classroom include the talk moves strategy.

The principals of the RIEN network evaluated the current purpose and practices of the RIEN to develop a revised and refined purpose for the network which reflects the network of schools current needs. The RIEN is a professional learning community that is focused on continuous improvement of teaching and learning. The RIEN facilitates an integrated approach to quality teaching and curriculum planning to improve student outcomes. The RIEN strategically plans an approach to develop wellbeing processes that support students and staff to connect, succeed, thrive and learn.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

• Teacher improvement as In 2018 we focused on other areas of teacher evidenced by the Australian quality improvement within this strategic direction Institute for Teaching and School therefore this tool will be the foremost method of Leadership (AITSL) teacher improvement measures in 2019 in Self–Assessment Tool. conjunction with Performance and Development Plans and reflective practice.

• Teachers are reflecting on SCOPE Training – $3970 An action plan was developed which reflected big practice and achieving goals set ideas in both Building Numeracy Leadership and in their Performance and Building Numeracy SCOPE professional learning. We focused on Development Plan (PDP) Leadership Professional improving the quality of talk both teacher and Learning – $1968.55 student talk throughout Key Learning Areas. We are continuing this journey in 2019 monitoring our Language, Learning and progress through personal reflections of lessons Literacy Professional measuring the amount of teacher and student talk Learning – $4492.25 and the quality of the talk content.

All staff completed their Performance and Development Plans and completed reflection sessions throughout the cycle to measure their progress towards their personal learning goals.

• A sustainable collaborative RIEN meetings The common purpose of the RIEN has been practice system is embedded developed and all members know and understand across the Rural Innovative RIEN excursions – this purpose. The RIEN will continue to meet to Educators Network (RIEN). $1100.00 collaborate at various levels including student, teaching, and teaching principal levels to RIEN teaching staff collaborate and add rigour to our school practices. meetings relief funds – The RIEN is a professional learning community that $1051.00 is focused on continuous improvement of teaching

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

• A sustainable collaborative and learning. The RIEN facilitates an integrated practice system is embedded approach to quality teaching and curriculum across the Rural Innovative planning to improve student outcomes. The RIEN Educators Network (RIEN). strategically plans an approach to develop wellbeing processes that support students and staff to connect, succeed, thrive and learn.

The RIEN has been collaborating with school services to develop documents which ensure schools are meeting the Education Standards Authority requirements. A system of timely professional learning meetings was put in place for teaching principals to meet and develop scope and sequence documents. This training will be further implemented in 2019 through using the same system of professional learning to educate teachers within our school and empower them to lead and take part in document / policy development.

Next Steps

In 2019 our school will continue to participate in SCOPE and Building Numeracy Leadership professional learning. The Building Numeracy Leadership professional learning will take a new direction after evaluation of the professional learning undertaken in 2018 through the Early Action for Success Strategy. This will be our final year of the SCOPE training and we will attend SCOPE training with the RIEN network as well as be further supported with the implementation of SCOPE pedagogies through increased collaboration and revision training with our RIEN network of schools.

In 2018, the RIEN network worked with School Services which provided strategic support to bring rigour to our school Scope and Sequences in History, Geography and Science and Digital Technologies. This support will continue in 2019 working with the new PD/H/PE syllabus.

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Strategic Direction 3

Student Learning

Purpose

Ensure students become resourceful, confident and resilient learners who build a strong foundation of knowledge, understanding and skills to enable them to become productive citizens in the future.

Overall summary of progress

Our annual milestones for Strategic Direction Three – Student Learning in 2018 were teachers have a shared understanding of our professional learning vision and protocols within the school, goal setting practises established across the school, Instructional Leader has access to infant teaching staff for mentoring and professional growth and learning and teachers, students and parents have a shared understanding, knowledge and ownership of their goals and progress.

Students and teachers met regularly throughout the year to develop shared learning goals which were visible to students on their desks. Initially students set a goal for reading, writing and mathematics although after reflection and observation this was difficult for both students and teachers to manage. Thus students and teachers then met to develop one shared goal for learning for students to focus on. These goals were shared with parents during parent and teacher interviews and written reports.

The Interventionist teachers held regular parent communication meetings to discuss and plan for learning with students they supported. Teachers wrote intervention plans which were updated on a 5–weekly basis to ensure students progress was monitored and targeted intervention plans were appropriate for students development.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

A sustained increase in all Language, Learning and 75% percent of our students achieved results above students results in all NAPLAN Literacy Professional the National Minimum Standard in all NAPLAN assessments. Learning – $4492.25 assessments..

Building Numeracy 83% of our students achieved results above the Leadership Professional National Minimum Standard for Numeracy NAPLAN Learning – $1968.55 assessments and all students within the cohort achieved the National Minimum Standard. Funds expended reflected in Key Initiatives for 73% of our students achieved results above the employment of an National Minimum for NAPLAN Literacy domains. Intervention Support Teacher and SLSO.

Funds expended also attributed to the Department of Educations Rural Experience Program which enabled our school to employ a FTE 1.0 Interventionist teacher for the duration of semester two with no staffing costs charged to school.

All students achieving at least National Literacy and Staff continued to participate in professional semesterly expected growth on Numeracy Progression / learning to increase their knowledge and the Literacy and Numeracy PLAN2 Professional understanding when working with the progressions. progressions. Learning – $1057.00 Students in K–3 were regularly assessed against the focus domains 'Quantifying Numbers' and Decodable Readers 'Crafting Texts'. –$1229.20

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

All students achieving at least 80% of our kindergarten students and 100% of our semesterly expected growth on Synthetic Phonics year 1 students achieved above or expected the Literacy and Numeracy Professional Learning – indicators on the Literacy Progression element – progressions. $1057.00 Crafting Text.

80% of our kindergarten students and the majority of our year 1 students achieved above or expected indicators on the Numeracy Progression element – Quantifying Numbers.

All students demonstrating Achievement towards this improvement measure resourcefulness, resilience and has been minimal due to an increased focus on confidence in learning, through other improvement measures within this strategic school–based survey. direction.

Next Steps

In 2019 we have timetabled regular extra weekly release from face to face teaching for both full–time infant and primary classroom teachers to collaborate with Instructional Leaders to further improve their teaching practise. This will enable staff to collaborate and monitor student progress using the Literacy and Numeracy progressions and work towards improving our school wide understanding and implementation of the Literacy and Numeracy progressions.

In 2019, we will continue to implement goal setting practices across the school. We will increase our parent involvement in student goal setting by communicating students goals in the form of written communication on a termly basis ensuring parents are regularly informed of student learning goals and targets.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading SLSO An SLSO was employed to support Aboriginal • Aboriginal background students by implementing a reading tutor loading ($ 3231.00) program – MiniLit. • Out of Home Care ($ 1000.00) • Aboriginal background loading ($3 231.00) • Out of Home Care ($1 000.00)

Low level adjustment for disability • Low level adjustment for Two interventionist teachers have been disability ($ 25506.00) operating throughout the school year • Low level adjustment for providing one on one support to targeted disability ($25 506.00) students identified using the literacy and numeracy progressions, external assessments and internal assessments. Programs ran include Mini–Lit and personalised learning plans.

Socio–economic background • Socio–economic Two interventionist teachers have been background ($ 10411.00) operating throughout the school year • Socio–economic providing one on one support to targeted background ($10 411.00) students identified using the literacy and numeracy progressions, external assessments and internal assessments. Programs ran include Mini–Lit and personalised learning plans.

Support for beginning teachers Beginning Teachers Increase in beginning teachers knowledge of ($3919) researched–based practices that improve student Literacy outcomes. This money was utilised to release beginning teachers to attend Language, Learning and Literacy training throughout the year.

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Student information Our school implements an attendance policy which rewards students for excellent school attendance rates Student enrolment profile at the completion of each term and at the completion of the school year. This system encourages students to Enrolments attend school regularly. Students 2015 2016 2017 2018 Workforce information Boys 17 15 13 15 Girls 6 8 12 15 Workforce composition Position FTE* Rankin's Springs Public School is maintaining a steady Principal(s) 1 increase in enrolments throughout the past 4 years, as can be seen from the data above. Our proportion of Classroom Teacher(s) 1.39 boys to girls as equalised this year. Our enrolments are projected to be maintained at similar levels in 2019. Learning and Support Teacher(s) 0.2 Teacher Librarian 0.08 Student attendance profile School Administration and Support 0.9 Staff School Year 2015 2016 2017 2018 *Full Time Equivalent K 93.7 95.9 95.5 95.3 1 90.7 95.6 90.9 95.1 Schools are required to report on the Aboriginal composition of our workforce. Rankin's Springs Public 2 98.1 92.6 96.8 88.1 School has no Aboriginal teachers or support staff. 3 98.3 96 96.3 95.3 4 96.3 97.7 93.9 92.8 Teacher qualifications 5 95 95.8 92 90.3 All teaching staff meet the professional requirements 6 95.9 92.8 97.7 95.8 for teaching in NSW public schools. All Years 95.3 95.4 95.1 93.9 State DoE Teacher qualifications Year 2015 2016 2017 2018 Qualifications % of staff K 94.4 94.4 94.4 93.8 Undergraduate degree or diploma 100 1 93.8 93.9 93.8 93.4 Postgraduate degree 0 2 94 94.1 94 93.5 3 94.1 94.2 94.1 93.6 4 94 93.9 93.9 93.4 5 94 93.9 93.8 93.2 6 93.5 93.4 93.3 92.5 All Years 94 94 93.9 93.4

Management of non-attendance

Attendance rates at our school are very pleasing with our overall attendance slightly above state levels in 2019. Parents and carers provide verbal and/or written explanations of absences promptly in the vast majority of cases. Unexpected or unexplained absences for which parents do not contact the school on the day of the absence, are followed up with a phone call or note sent home, shortly after the absence.

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Financial information Professional learning and teacher accreditation

All teaching and administrative staff undertook a large Financial summary amount of Professional Learning during 2018. Principal The information provided in the financial summary and Administrative staff continued to undertake training includes reporting from 1 January 2018 to 31 in the new Learning Management Business Reform December 2018. software and systems that the school began using in August 2017.

Teaching staff undertook professional learning aligned 2018 Actual ($) with the strategic directions in our school plan. The Opening Balance 56,777 professional learning undertaken in 2018 focused on implementing quality research–based teaching Revenue 543,263 practices into our classrooms on a daily basis. Professional Learning included: Appropriation 488,477 • Language, Learning and Literacy Sale of Goods and Services 0 • Building Numeracy Leadership • SCOPE Grants and Contributions 54,128 • National Literacy and Numeracy Learning Gain and Loss 0 Progressions • Early Action for Success Network Days Other Revenue 0 • Synthetic Phonics Investment Income 658 Professional Learning in 2018 also focused on developing rigorous processes within the school to Expenses -526,968 meet New South Wales Education Standards Authority Recurrent Expenses -526,968 requirements. This professional learning focus will continue into 2019 and it's impacts on student Employee Related -403,850 achievement will be evaluated in the coming years. Operating Expenses -123,118 For the majority of 2018 we had three full time Capital Expenses 0 equivalent teachers at our school. Two of these teachers are accredited at Proficiency with the New Employee Related 0 South Wales Education Standards Authority and one teacher began their application process for teacher Operating Expenses 0 accreditation in 2018 to be completed by 2019 with the SURPLUS / DEFICIT FOR THE 16,295 assistance of Beginning Teachers Support Funding. . YEAR Balance Carried Forward 73,072

Funds carried forward include grant funding received to use over a number of years for long–term projects. Remaining funds will be utilised on key projects for the continued implementation of the 2018–2020 School Plan.

Our school continues to use strong financial management processes and governance structures that meet financial policy requirements.

Financial summary equity funding

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

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2018 Actual ($) Our achievement in NAPLAN literacy has been pleasing this year. 73% of the cohort achieved results Base Total 441,900 above the National Minimum Standard in all Literacy domains. Base Per Capita 4,834 Base Location 22,963 Other Base 414,103 Equity Total 37,708 Equity Aboriginal 1,790 Equity Socio economic 10,411 Equity Language 0 Equity Disability 25,506 Targeted Total 0 Other Total 3,865 Grand Total 483,473

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

A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

In 2018 we had seven Year 3 students and five Year 5 students complete all NAPLAN assessments. 75% percent of our students achieved results above the National Minimum Standard in all NAPLAN assessments. Due to a cohort of less than 10 students for each year level, achievement graphs cannot be published in this report in line with privacy and personal information policies.

From 2018 to 2020 NAPLAN is moving from a paper test to an online test. Individual schools are migrating to the online test, with some schools attempting NAPLAN on paper and others online.

Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.

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Our achievement in NAPLAN Numeracy has also been pleasing this year with 83% of the cohort achieving The My School website provides detailed information results above the National Minimum Standard and all and data for national literacy and numeracy testing. Go students achieving the National Minimal Standard. to http://www.myschool.edu.au to access the school data.

In 2018 we have continued to work towards the Premier's Priorities of improving education results. On

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average 37.5% of our 2018 NAPLAN cohort achieved Parent/caregiver, student, teacher results in the top two bands for Numeracy and Reading. Due to a cohort of less than 10 students for each year satisfaction level, achievement results for Aboriginal students cannot be published in this report in line with privacy Each year we seek the opinions of students, parents and personal information policies. and teacher about our school. Responses received in 2018 are as follows:

Students:

Students were surveyed throughout the year on various occasions regarding various school elements and activities. • Students indicated that further improvements to the school playground would be beneficial including court lines on the cement and grass play areas. • Infant students reported that they are liking school, feeling safe, developing social skills, developing friendships and are happy with themselves. • Primary students feel comfortable and safe at our school with the majority of the student surveys indicating an improvement on their view of our school and how it caters for student wellbeing. • All students reported either feeling great or good when completing the peer support program with suggestions to provide more time to complete all group activities. Staff:

Staff regularly provide feedback regarding programs, school organisation and activities run at the school. • Staff indicated that Science, History and Geography learning weeks had both positive and negative impacts to student learning and school organisation. • Staff believe that individual goal setting assists student achievement and progress although teachers and students need additional support and training to develop consistent implementation. • Staff indicated that the intervention support provided within their classrooms is invaluable to supporting students growth and achievement. Parents:

Parents were surveyed to gather parent perceptions about how Rankin's Springs Public School addresses healthy eating and physical activity to assist us in moving forward with our strategic direction focusing on wellbeing. • The majority of responses indicated that parent believe our school encourages healthy eating, provides information to support families to maintain healthy eating and physical activity and that our school encourages and provides opportunities for regular physical activity. • Some suggestions to boost our efforts towards reaching our healthy eating goals included providing fruit and vegetable special days at our school canteen to further educate students about the variety of fruit and vegetables available and staff incorporating healthy eating rewards into their behaviour management programs.

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• Feedback also suggested that our school needs of a racial or discriminatory nature. to provide more information to parents and carers regarding strategies to limit sedentary behaviour of children as well as be more supportive of our healthy canteen volunteers through the Healthy Schools Canteen Resources available.

Policy requirements

Aboriginal education

In 2018, Rankin's Springs Public School continued to provide all students with Aboriginal education as an integral component of their primary education. All teachers ensure that there is an emphasis on Aboriginal education in their teaching and learning programs when they are implemented in the classrooms. Aboriginal education is also explicitly taught during History and Geography lessons as per specific content featured within these subject syllabuses. In 2018 all students at Rankin's Springs Public School participated in activities to celebrate NAIDOC week within their classrooms..

Multicultural and anti-racism education

Cultural diversity is acknowledged and celebrated at Rankin's Springs Public School. We hold various annual events to celebrate cultural diversity including Harmony Day and Christmas in July community lunches. These events highlight for students the importance of cultural inclusion by inviting all community members to come and share various traditional cultural meals.

We enjoy an inclusive school and promote a racism free learning environment. The school has a trained Anti–Racism Contact Officer to manage any complaints

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