Stephen Jolley

19/2/20

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(A full excerpt of the Chairperson's report will be provided at the AGM).

The Annual General Meeting at the beginning of 2019 saw the formation of the Reidy Park Primary School Governing Council. Iwas lucky enough to be re-elected as Governing Council Chairperson to begin my last year at Reidy Park with a mix of newfaces and some more experienced ones we began the new school year.

We had the usual fundraising activities throughout the year one of which was the sports day BBQ, Hot Dog, Cake Stall andRaffle which was fantastically supported by way of donations, patronage and volunteering to work on the various stalls. Thefundraising committee’s great efforts came to fruition with the upgrading of the library taking place and it having an immediateeffect on the school and benefiting all students. It is fantastic to see the immediate effects of the hard work paying dividendswith positive outcomes for the students and I encourage all to keep up the hard work with a future view to upgrading thequadrangle area, but that will be up to the new committee.

The financial position of the school has remained strong allowing us to pay out the gymnasium loan early which is a fantasticresult for the school, saving future interest payments as well as enabling the school to continue the general IT upgradesneeded. All of these actions benefit the students in an immediate way.

This year we had to renew the Out Of School Hours Care contract and it was a big surprise that we had a couple of tenders forthe service causing us to form a selection committee to evaluate the tenders and make a recommendation to the department onwho should be given the tender.

In conclusion I would like to thank all the present Governing Council Members, for their support throughout the year andvolunteering their time for the betterment of the school. The ability to be involved in the Council enables parents to understandday to day school operations, engage with the staff and teachers, support direction of the school curriculum and make apositive impact on the school.

As always there is a changing of the guard each year and next year will be no different with this being my last year at Reidyafter about 10 years. So next year there will be an opportunity on governing council to start fresh and mould it into your owndirection and style, I urge all interested to come along next year and get involved.

Reidy Park PS commenced the 2019 school year with 582 students. The students at Reidy Park come from a range ofsocio-economic backgrounds, with 18% School Card students, 3.27% IESP funding, 1% EALD. There are 19 Aboriginalstudents at the school. During term 4, the school's index of disadvantage was re-classified to Level 5 (previously Level 6 - thelower the number, the higher the degree of educational disadvantage as determined by departmental socio-economicmeasures).

A significant process for the school this year was the External Review held in Term 1. Feedback from the External Review,based on the interviews with students, parents and staff, commented favorably on the school’s positive culture, theeffectiveness of teacher teams working collaboratively to support student learning, the presence of high expectations andstudent capacity to talk about their learning. Along with these aspects, some recommendations were also provided as futuregoals for the school.

Staff continue to show a strong commitment to their own professional improvement and strive to provide teaching and learningexperiences that support all students. Along with our core focus on literacy and numeracy priorities, our work in other curriculumareas ensures students have the opportunity to experience a diverse curriculum. Performing Arts this year has been underlinedby the wonderful class concerts and Year 6 and 7 musical. In Physical Education, the Sporting Schools funding has enabledstudents to have specialised coaching in tennis, cricket and basketball. A highlight this year being the team of upper primarygirls who won the first ever girls football carnival in the local area. Learning in Japanese enabled us to provide support for oneof our students experiencing a personal health challenge through the creation of many paper cranes, a symbolic gesture ofgoodwill.

Other highlights for 2019 include:- Year 6 and 7 Canberra Camp and Musical.- Rec-Yr 5 class concerts- Our annual Sports Day, congratulations to Eaglehawk.- Walk safely to school day.- Support for areas within our wider community: Backpacks 4 SA Kids, Pyjama Day, Reconciliation Week and R U Ok Day.- Achieving positive outcomes in relation to the management of the school’s facilities, specifically the Library upgrade andpaying out the Gym loan. The school also opted in to the Department for Education’s high speed internet initiative.- End of year celebrations: Carols Evening and Year 7 Graduation.

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The implementation of a revised SIP process and accompanying resources enabled the school to identify key goals in Literacyand Numeracy, related learner achievement targets and challenges of practice for us to focus on over the next 3 years. Alongwith the 2019 External Review key recommendations, these key areas provide a clear foundation for our school improvementprocesses.External Review Recommendations:• Strengthen the staff capacity to clearly understand and apply the links between the challenges of practice and plans of action.• Strengthen practices in effective feedback for learning and setting individual learning goals which embed intellectual stretchand challenge.• Strengthen the processes to support staff to more effectively and rigorously collaborate to ensure all students are challengedto achieve at a higher level.Progress in Numeracy Priorities• PD delivered by Maths SIP Team on differentiation strategies including open questions and parallel tasks.• Ann Baker delivered training on problematised situations and strategy lessons with a focus on “I Do / We Do / You Do”structure. Teachers worked with peers from other sites and partnerships to develop problematized situations.• Ann Baker modelled strategy lessons.• Leadership observed strategy lessons, provided feedback and interviewed students.• All staff shared their work on differentiation at staff meetings.• Proformas developed to support team planning in problematized situations.Key Outcomes• 8 teachers participated in R-POP project and presented to Education Directors and Ann Baker (math consultant), receivingpraise for their commitment, collaboration and development in natural math pedagogies.• 90% of year 3 students (2015) were retained in higher bands as yr 7s (2019).• Teaching through problem solving is becoming more evident in classrooms.Next Steps• Continue progression with building staff capacity in differentiated strategy lessons through ‘teacher sprints’ process. Identifiedcoaches to lead this process.• Continue to use whole school texts to support teacher expertise in differentiation strategies, mathematical mindsets andteaching through problem solving.Progress in Literacy Priorities• Staff engaged in PLCs to improve their guided reading . These groups set commitments to action, implemented these and metfortnightly to discuss. In addition, staff individually analysed their students PAT reading data.• Staff identified opportunities for whole class teaching and individuals who needed ‘stretching’. They used this to inform theirinstruction within the 4 approaches model – modelled, shared, guided & independent. Teacher teams met to discuss the impacton student achievement based on what students say, make, write and do.Key Outcomes• SIP team received partnership-wide training in Teaching Sprints where the focus was to raise inferential comprehension. Fourteachers from yrs 3 to 7 were involved and data from all 4 classes shows an overall increase in students’ achievement in thearea of finding the main idea.• The site’s reading agreement has been redesigned to support staff to deliver effective reading instruction.• Staff underwent peer observations of their guided reading practice. This provided the opportunity for feedback to be given onchosen principles of the guided reading session. The feedback shows staff are engaging with the 4 approaches model and goalsetting, a site priority, is present.Next Steps• The purpose, communication and management of individual reading goals will be a key agenda. Holding the line on the 4approaches model.

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2019 Learner Achievement TargetsMathematics: For the students enrolled in Yr 3 in 2018 who achieved HB in NAPLAN Numeracy, all students are retained in thehigher achievement bands in Year 4 PAT M.Outcome: 100% of the target cohort achieved the SEA in PAT Maths. 91% were retained in the 50th percentile, whilst 55%were retained in the 74th percentile.Reading: For students enrolled in Yr 3 in 2018 whose achievement was above the SEA in NAPLAN Reading, all students areretained in higher achievement bands in Year 4 PAT R.Outcome: 100% of the target cohort achieved the SEA in PAT Maths. 82% were retained in the 50th percentile, whilst 47%were retained in the 74th percentile.Writing target: For the boys enrolled in Yr 5 in 2018 who did not achieve the SEA in NAPLAN Writing, increase by 5 studentswho demonstrate satisfactory achievement in text type moderation task.Outcome: 3/14 achieved targetDfE SEAThere was an increase in the % of students in Yr 3 & 7 who achieved SEA in Reading and Numeracy. In Yr 5, there was adecline in these areas. For Writing, there was an increase across all 3 cohorts. Spelling achievement was on par with previousresults and in Grammar and Punctuation, there was a significant increase in Yr 3 achievement however the Yr 5 cohort wasbelow 2018 results. Yr 7s achieved a similar result to 2018.Higher Bands RetentionTwo main measures are used in this area: the retention of Yr 3s who achieved in higher bands when they undertake theassessment in Yr 5 and then later in Yr 7. In Reading, the % of students retained in the higher bands in Yr 5 was above 2018.From Yr 3 to 7, the % of students retained (52%), was on par with the school’s historical average. In Numeracy, the % ofstudents retained in the higher bands in Yr 5 was also above 2018. From Yr 3 to Yr 7, 91% of students were retained in thehigher bands which was an outstanding achievement.Areas the school met or exceeded past performance trends:- % of Yr 3 & 7 who achieved SEA in Reading and Numeracy.- % of Yr 3 & 7 who demonstrated high achievement in Reading and Numeracy.- % of students retained in the higher bands in Reading and Numeracy (Yr 3-7).Areas the school’s achievement declined against past performance trends:- % of Yr 5 who achieved SEA in Reading & Numeracy.- % of Yr 5 who achieved in Numeracy higher bands.Running Records and Year 1 Phonics Screening57% of Yr 1 and Yr 2 students achieved the expected reading benchmark. This was an overall increase for Yr 1s compared tolast year however a decrease for the Yr 2s.62% of Yr 1s achieved the phonics screening benchmark, an increase from the 2018 (39%).SummaryDifferentiation in Maths strategy lessons was a key focus and we will be looking to strengthen our work in this area. Guidedreading, in the context of a balanced reading program, was also a key focus. These two areas are key components of theschool’s identified challenges of practice. Staff have provided feedback on their progress toward embedding the challenges ofpractice which in turn, will help inform future actions.

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Overall attendance maintained similar levels to past years. End of year data indicates that the overall attendance rate for for2019 (92.7%) is similar to 2018 (93.7%). A slight increase in exempted students has impacted on overall attendance levels(family holidays account for a large proportion of this category).

Attendance monitoring processes are in place, including a focus on obtaining appropriate documentation from families if theirchild is absent. A pleasing outcome for 2019 has been the decrease in unexplained absences in 2019 (1.1%) when comparedto 2018 (1.6%).

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The school continues to monitor and manage student behaviour in alignment with existing policies.

From our school population of 580 in 2019, there were 32 take home and 40 suspension consequences applied. This was anincrease from 2018 and can be attributed to a small cohort of students that require significant intervention and adjustments.Ongoing behaviour matters with children are addressed collaboratively and in consultation with the school's behaviour supportcoach and other relevant personnel.

A small group of staff have undertaken training in Berry Street, a whole school well being program. Having all staff trained inthis area will be a priority for 2020.

A parent opinion survey was conducted in term 4 and had 45 respondents. Families had the opportunity to complete an onlineclient opinion survey that has been endorsed by ACARA.Strengths:Teachers at this school expect my child to do their best.I can talk to my child's teachers about my concerns.My child feels safe at this school.My child likes being at this school.Areas of growth:Student behaviour management.The school works with me to support my child’s learning.

Staff feedback indicated:Strengths.Teachers at this school expect students to do their best.Teachers at this school treat students fairly.The school looks for ways to improve.Areas of growth.Behaviour management processes.Family partnerships.

Students from Yr 4-7 completed a department endorsed Wellbeing Survey.Strengths (areas that showed growth from 2018):Identification of an important adult at school.Connectedness to school.Decreased bullying (physical, verbal, cyber).Cognitive engagement.Areas of growth.There were only small decreases noted in this year's data: Levels of optimism, presence of worries, overall health rating andinvolvement in sports

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Reidy Park PS adhere to the Department for Education's policy in relation to the Working With Children Check for volunteers,sports coaches (who don't have their own children in the team) and camp helpers.

All applications are done online. Notification of approval is gained via email to the school and a letter is received by theapplicant.

This information is maintained at the school so that it can be referenced when required.

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