2019 revesby public school annual report...revesby public school victoria st revesby, 2212...

Revesby Public School2019 Annual Report

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Printed on: 17 May, 2020 of 53 Revesby Public School 2958 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Revesby 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.

School contact details

Revesby Public SchoolVictoria StRevesby, 2212www.revesby-p.schools.nsw.edu.aurevesby-p.school@det.nsw.edu.au9773 8255

Message from the principal

This year was an outstanding year seeing the school experience much success and recognition within the broaderlearning community. I thoroughly enjoyed the year and what has been achieved and I could not be more proud to be thePrincipal of Revesby Public School. It is an absolute privilege to be the leader of this wonderful school community. I havebeen fortunate to lead a collaborative executive team and dedicated team of teachers, support and office staff andtogether, we consider ourselves privileged to teach enthusiastic students and to work alongside a supportive parent andcommunity body in an authentic partnership.

Revesby Public School is a vibrant learning community delivering excellence where every student has the opportunity toachieve their personal best. 2019 saw celebration across our three key values of Success, Opportunities andPartnerships. Our stories of academic and extracurricular success demonstrate our school as a place where studentscome to learn, achieve, make friends and have fun. 2019 has been a phenomenal year.

Our vision remains constant, as a school we wish to create an environment where we all feel welcome, valued andempowered to make a positive difference in our own way for ourselves, our school, our families and our world. We wanta school where children, parents and teachers work together to pave the way towards learning success, socialwell–being and global responsibility. We want it to be a place that inspires creativity, teamwork and confidence. We wantour school to be a place we are all proud of. We have had a superb year and I don't think that I could be any more proudof all that happens within this school community. I look forward with excitement as to what lies ahead.

Our school staff are enthusiastic, dedicated and continually develop their professional skills and knowledge so that theycan provide quality education for every child. I would like to acknowledge the work of the staff for they are the beatingheart of the school, always willing to go the extra mile and show genuine interest in and compassion for every child. Iwish to recognise the Executive staff who provide leadership and ensure that our programs are of the highest quality. Wecould not achieve the highs we do without them.

The school recognises success in many ways and here are just a few examples. • Our school team received a Secretary's Award for Global Citizenship through Student Agency. • Mrs Brady was presented with a Minister's Award. • Mrs Das and Miss Halzhouser were recognised as award winners at the Director's Network Awards. • We were finalists in the Australian Education Awards in two categories for Government School of the Year and

Principal of the Year. • Our Debating Team saw great success winning our pool within the competition. Congratulations to the competitors

and to Mrs Jegers for leading this success. • The school also participated in the Macquarie Gifted and Talented Maths Competition where we entered 3 teams.

All teams worked incredibly hard but it was our youngest team that saw the best results. Thank you Mrs Brady forpreparing our students.

• We saw students compete for the first time in the Robotics competition. Our students finished 11th out of 38 teamsin the challenges (we were one of a few primary schools in amongst high schools). Thank you Mr Watson and MrsJegers for your support in this, along with one of our hard working parents who guided us along the way.


• We were proud of two of our Aboriginal students who represented the school by speaking in the NSW Parliamentthrough the Yarn Up Program. Thank you Mrs Southon and Miss Grimson for your work in preparing our studentsfor this success.

• Our school made it through several rounds in the Catalyst Lab and were selected as the only school to representall of the schools in the Metro South presenting an innovative solution that will be rolled out across NSW Schools.

• We successfully transitioned our wonderful Kindergarten students into the school, along with our students that wetransitioned into our support unit where we have seen advances in students socially, emotionally andacademically.

• This year 110 students made the Level 5 award where they celebrated at the Principal's Picnic. This means thatone third of our students have demonstrated outstanding behaviour across the school.

• Attendance month saw 170 students achieve 98% attendance or higher. • We had wonderful success with two of our students being recognised for their artistic abilities in the Banks

Christmas Card Design Competition. Congratulations to Isabella and Amelia in Kindergarten. • We would like to recognise Imogen, Shabnum and Evaan for speaking at the Stage One Public Speaking and with

Athan for representing Stage 1 further at the District Competition. • Recognition goes to our Aboriginal students who made wonderful progress in their PLPs and then contributed

positively to the Aboriginal Garden. Well done to Rosewyn, Eliza, Laisani, Nkosi, Amethyst, Elijah, Kaviahlia andJeehavarni. Thank you to Mrs Southon, Miss Grimson and Mrs Poll for your work with our Aboriginal students inensuring they achieve their personal best.

• Our school worked with the Little Scribe Program to see every student becoming a published author and wecelebrated with a published version of their book for each family.

• This year we also saw more students from Year 2 be leaders within the Student Representative Council. Wedefinitely noticed a greater confidence in our Year 2 student leadership abilities this year.

• Students were involved in opportunities such as Esteem Designs, Seasons for Growth and Growing Gritty Girls.These programs focus on well–being for students. The year also saw the continuation of our Peer Support lessonsin our Champion Children Program.

• Dance was also a highlight with 2 dance groups entering the East Hills Dance Festival delivering an outstandingperformance.. Congratulations to Mrs Cameron and Mrs Samphier on their wonderful work with the dance groups.We also saw several students from our Support Unit participate in School Spectacular. Thank you Mrs Baxter andthe Support Unit team for your work with ensuring our students were able to participate. Our school community canbe very proud of the achievements and ongoing improvements in our school to create high quality learningexperiences for our students.

• This year we have also had the wonderful experience of Choir and we thank Mrs Pantel for her leadership. Sheoften comes in on days that she does not work to support. We are also looking forward to growing the choir in thecoming years.

• Throughout 2019 we continued to offer a diverse range of opportunities for all our students through our educationprograms, the creative arts and sport. The school is very proud of its many achievements this year. Our studentsparticipated at the District Swimming Athletics and Cross Country Carnivals and we thank Mrs Henry for herleadership across the sporting program. Students also participated in a range of PSSA sports and had theopportunity to participate in swimming and gymnastics. Special mentions go to :–Ester who progressed through theDistrict and Regional levels to make it to the State Athletics Carnival to represent our school proudly in discus andshot put events.– Daniel who made the District and Regional Soccer Team as a goalkeeper where he was notedfor his talents and wonderful sportsmanship on the field.– Kiara made both the District Soccer and Netball teamspresenting herself as an all rounder.– Jade made it to the District level for Cross Country.– Ishpreet who made theDistrict and Regional teams for Girls Cricket with her talented bowling.– Josiah who made the Under 11 RugbyLeague Team and Jonah who made the AFL District team– I also think a noteworthy mention goes to Jack B whoprogressed to the District Swimming Carnival as a Year 2 student. We look forward to following his success overthe years.– Special mention goes to our Rugby League boys who represented at the State Cup. Thank you, MissGrimson for coaching the team. We are proud of our students demonstrating their talents on the sporting fields.

• We increased community participation within the school through the termly Community Engagement Evenings,through our P&C engagement, through school events such as Mother's and Father's Day Assemblies, the ColourExplosion Run, and Education Week. This year saw the celebration of cultural and religious events within thecommunity with the hosting of Iftar, Diwali and Lunar New Year Celebrations. Community Engagement alsoincreased through the newsletters, school website and social media. Authentic partnerships grew to assist inimproving learning outcomes for our students.

• In terms of partnerships the people that I would like to recognise are all of the parents and families. We continue togrow these partnerships and have seen our community engagement at an all time high. It is with this partnershipthat sees our school grow stronger daily. I would like to thank the wonderful P & C Association for their continuedand outstanding support to the school. They work hard in partnership with the school to provide the best for ourstudents. The P&C are a small of group of hard working people who give so much of their time, efforts and energyto make our school great. I too wish to thank the whole school community for the wonderful partnerships that youoffer daily. Your support, encouragement, and goodwill does not go unnoticed.

• We place a strong emphasis on professional learning for teachers and this year has seen non teaching staffinteract with professional learning too. Our school is a professional learning community and we prioritise teacher


and student learning for the purpose of improving student outcomes. This year the professional learning has alsoincorporated visible learning and ensuring students receive quality feedback which has had a wonderful andpositive impact on learning.

• We further developed our partnerships with the broader community and work closely with Sir Joseph Banks ourlocal high school and Broderick Gillawarna School through transition programs. We have developed stronger linkswith our local member Mr David Coleman and with the residents at Beechwood Aged Care. Our goal is to developglobal citizens who are an active part of their community.

I would like to acknowledge the extraordinary work of our 2019 Student Leadership team. Thanks you to Daniel, Jade,Edward, Celine, Ryan and Kimaya. You certainly took your leadership role seriously and have left a wonderful legacy forour future leaders and the student body as a whole. You have been wonderful ambassadors for our school and havelived and breathed our 'Know the way, show the way and go the way'.

We also have some happy but sad news to share with you. Miss Bova will be leaving us and Bankstown South InfantsSchool is the lucky school where she will be working next year. We wish Miss Bova well in her endeavours and know thatshe will continue to be an outstanding teacher. Our school community will miss her soft, kind, gentle nature andwonderful teaching ability. We also say a farewell to Mrs Wijay from our Support Unit. We thank Mrs Wijay for herwonderful work leading our team this year. We have valued her input, support, expertise, leadership and good humour.Mrs Wijay will return to Caroline Chisholm SSP as a substantive Assistant Principal which is a promotion position for MrsWijay. We will miss you but tap into your expertise in coming years as you are just down the road. We also have somehappy but sad news to share with you. Mrs Tate has been successful in her application as Instructional Leader at GymeaBay Public School. This is a promotion only on temporary basis for Mrs Tate and we wish her well in her endeavours. Weknow that she will be amazing and our school community will miss her dearly next year. Her appointment is for one yearand then she will return to our school.

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

Message from the school community

2019 was a busy year for the Revesby Public School P&C association. It was great to welcome some new members tocontinue the hard work of the devoted existing committee members.

Our Second Hand Uniform Shop was once again successfully operated this year with the shop being opened twice amonth. We would like to thank the members who worked hard to ensure that the shop was organised and was awonderful service to our community. Thank you to all the families who donated their unwanted uniforms towardsreplenishing our stock. We would like to acknowledge the generous time and effort of the parents who washed all ofuniforms and had them ready for the second hand sale.

The P&C has been very active and working closely with the school to be a part of all school activities. The P&C haveparticularly enjoyed being involved in the community nights each term. The raffles for Easter and Christmas raffle werethe main fundraising activities along with the Athletics Carnival Sausage Sizzle, Mother's Day Stall and Father's DayStall. Sausage sizzles were also run;

I wish to thank all the volunteers from the school for giving up their time for the benefit of the school and in turn allowingthe P & C Association to purchase all the extras to make the education of our children more enjoyable.

Our aim for next year will be to continue to grow the P&C and invite more families to support. We aim to have culturalrepresentation from all groups within our school. We aim to be an integral part of the school's decision makingprocesses.

It has been a privilege to lead the RPS P&C association over the last year. I feel particularly blessed to be part of aschool community that has strong positive partnerships with all members of the community. This team work has resultedin achieving the wonderful fundraising activities mentioned above and has brought the school and community closer.

Ray Elbourne

P&C President

Message from the students

Students at Revesby Public School have many leadership opportunities. The leaders include schoolcaptains,vice–captains, prefects, sports captains and students on the Student Representative Council (SRC). Being aleader of our school, we get to improve our skills and experience a whole range of opportunities. These include running


attending ANZAC Day services, Leadership Days and organising events for students. This year we have focussed onpromoting our three key focus areas of success, partnership and opportunities.

To be a leader is a huge privilege. We get to help make our school a better and safer environment for both staff andstudents. Being the leaders of Revesby Public School is one the best opportunities ever to learn and grow throughrepresenting our peers. We really enjoyed being able to contribute to the school directions in school planning. We areproud of our leadership this year and what we have achieved.

We have worked to present Student Leadership as being an important role within the school.. We have taken ourleadership role seriously and we hope that we have legacy for our future leaders and the rest of the student. We havelived by our leadership motto where we 'Know the way, show the way and go the way'.

Thanks you, Daniel, Jade, Edward, Celine, Ryan and Kimaya.


School background

School vision statement

At Revesby Public School we are successful, active and lifelong learners where wellbeing is a clear focus. We are aninclusive, supportive community who value respectful, collaborative partnerships. We celebrate diversity of abilities,beliefs, opinions and traditions by treating each other with fairness, dignity and respect. We foster resilience andpersistence through a growth mindset. Data informs quality teaching programs and provides a strong foundation inliteracy and numeracy through explicit teaching, high expectations, collaboration and effective feedback in a safe andinnovative learning culture; where students are challenged to reach their individual learning goals. Our students areengaged learners who are creative and critical thinkers who will become effective global citizens with the ability to adaptto an ever changing world. Revesby Public School is committed to building the capacity of all its staff through evidencebased professional learning. We learn together and together we learn.

School context

Revesby Public School is a community based metropolitan school situated thirty kilometres south–west of the centre ofSydney. The school is in a residential area in close proximity to both Revesby railway station and the M5 toll road.

The school has an enrolment of 332 students with 78% of the population having language backgrounds other thanEnglish. The school has twelve mainstream classes (K–6) and three support classes for students with disabilities (I.O.,I.M. and Autism).

The Revesby Public School Community values academic excellence that recognises progress, effort and achievementleading to lifelong learning; excellence in teaching through a commitment to continuous professional learning; equity forall; diversity where the whole school community values and respects individuals and their beliefs; a safe, happy andcaring environment where all stakeholders are known, cared for and valued. Strong partnerships with the communityaims to improve student learning.

The school provides comprehensive extra–curricular programs in sport, creative arts, debating and public speaking.Revesby Public School has a dedicated staff comprised of both early career and experienced teachers. The staff issupported by a strong collegial approach to ongoing professional development. The parent community is activelyengaged in the school and has high expectations for teaching and learning.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Excelling

LEARNING: Assessment Excelling

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Excelling

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing

This year, our school continued to engage in the self–assessment process using the School Excellence Framework. Theframework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of highquality practice across the three domains of Learning, Teaching and Leading. During the external validation process, anindependent panel of peer principals considered our evidence and assessment of the school's progress, aligned with thestandards articulated in the School Excellence Framework.

The results of this process indicated:

Revesby Public School (RPS) is a school that strives for excellence through continuous improvement. This is achievedthrough the strong evaluation processes, synthesis of all data and the triangulation of school based and external data toensure growth and consistency. The RPS community used the data derived from the external validation process as anopportunity first and foremost to celebrate all of the wonderful programs, achievement and initiatives. As a school wereflected upon our school's processes and practices against the School Excellence Framework (SEF2) to measure ourachievements and successes. As an executive team and then as a whole staff we have identified areas for furtherdevelopment. We have always had a healthy process for measuring ourselves against the SEF2 in order to seekcontinual improvement. This has been a part of the school culture since the introduction of the framework.

RPS has a staff of 30, including full time, part time, temporary and casual staff. The staff are made up of very


experienced teachers, early career teachers with several in the first two years of their career, support staff andadministrative staff who all contribute to the delivering of quality programs at RPS . The large part of the annotation andanalysis of the SEF2 was conducted by the executive. As a school we gained the input of the staff regarding externalvalidation to ensure all staff had an understanding of the SEF2 and professional learning supported opportunities toexamine and analyse each of the themes within the elements. Staff were asked to support by validating our on balancejudgements against each of the elements, they reviewed the artefacts to view their relevance, they engaged inprofessional dialogue related to the impact across the school community and they worked towards planning next stepspost the external validation process.

The school has moved significantly within domain areas since the initial stages external validation and this can beaccredited to the instructional leadership model and the visible learning processes being embedded throughout theschool.

At executive meetings, the leadership team collaborated to identify evidence of set themes and discuss the elementscovered. Initially 10 themes were proposed but following discussion the executive team narrowed this down to nine dueto an overlap.

The leadership team then collaboratively identified evidence which could support each element. The discussion revolvedaround finding the evidence that was the gold and the strongest artefacts chosen that represented the statement ofexcellence. The executive team, led by the principal, then linked the SEF2 to the themes they had chosen.

During the compilation and annotation of evidence sets it was noticed that some themes overlapped and a decision wasmade to look for the best evidence or in some cases combine sections to make it succinct.

The external validation team made up of the executive team annotated the pieces of evidence, analysed and madeon–balance judgements against the SEF2. Following the annotation it was really important to the team that a clearanalysis of each set, impact of practices was demonstrated and this was further used to inform decisions regarding futuredirections.

Throughout this process there were many opportunities for professional dialogue where the executive team reflected onand contributed to feedback which will lead to the next steps being undertaken by the external validation team in order toseek further improvement. After all of the nine evidence sets were completed the executive team reviewed theon–balanced judgements against the SEF2 in order to ensure accuracy. We challenged ourselves to ensure that theartefacts and evidence along with the annotation and analysis really placed us at the level of excellence we were stating.This was further analysed by the whole staff to ensure that the judgements made were accurate and a reflection of thewhole staff's judgements.

Summary:

The external validation process has been an evaluative, reflective and celebratory process that has given the wholelearning community of Revesby Public School greater clarity and allowed us to synthesise the School ExcellenceFramework 2, School Plan 2018 – 2020, School Strategic Directions and Annual School Report in a more meaningfulmanner. This greater clarity around areas for improvement (to move into Excelling), areas to extend and embed currenthighly successful practices will allow us to ensure the sustainability of Revesby Public School's successes into the future.

At present, after this process of external validation, we can celebrate the Revesby Public School learning community asa high quality institution that provides opportunities through explicit teaching, high expectations, collaboration andeffective feedback in a safe learning environment where students reach their individual learning goals. The school isdefinitely delivering a high standard across the Learning, Teaching and Leading domains. The school strives for equityand excellence through providing opportunities to be successful learners through a strong culture of growth andimprovement and being responsive to student needs, and demonstrating a high moral purpose that every studentdeserves a quality education.

Learning

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

The results of this process indicated that in the School Excellence Framework domain of Learning: The on–balancedjudgement indicated that RPS are Sustaining and Growing for three of the elements (Learning Culture, Reporting andStudent Performance Measures) and Excelling for three (Well–being, Curriculum and Assessment). Within some of theSustaining and Growing elements there were themes where the school fell within Excelling but after averages andprofessional dialogue the decision to stay within the stage where the school fit most comfortably. Within the Reportingelement the executive team felt that we are excelling in the student reports theme where student reports arepersonalised, providing detailed, clear and specific information about student learning, growth, next steps andimprovement measures. In the Learning Culture element in the theme Transitions and Continuity of Learning theexecutive felt that the school functions with the excelling statement. The executive team also challenged thinking in theAssessment element under the theme of student engagement in terms of all students and parents understanding the


assessment approaches used in the school and their benefits. This will be an area for future focus.

When analysing evidence it is clear that the value added, the well–being programs, Individualisation and differentiation,shows that RPS school culture is one which fosters educational aspiration where there is a focus on continualimprovement. The school is responsive to the needs of all students, ensuring that they can connect, succeed and thrive.RPS is also proud of the work around transitions, curriculum, formative assessment and visible learning.

Teaching

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

The results of this process indicated that in the School Excellence Framework domain of Teaching: The on–balancedjudgement indicated that RPS is at Sustaining and Growing for two of the elements (Data Skill & Use and ProfessionalStandard) and Excelling (Effective Classroom Practice and School Planning, Learning and Development). All teachingstaff are proficient in their teaching with a particular focus on literacy and numeracy. There were themes within elementswhere the executive team placed us at excelling however, the on balance judgement kept us within Sustaining andGrowing. An example of this is within the Professional Standards under the Improvement of Practice theme where theevidence suggested that we sat within Excelling and the Data Skills and Use where evidence for the Data Use inPlanning theme placed us within Sustaining and Growing.

To further excel, RPS is now considering replicating the model of feedback used with writing where great success hasbeen seen into the areas of reading and mathematics. Visible Learning is embedded in every classroom and hasbecome a part of everyday practice. The school plan has focused on supporting teachers to embed explicit teaching. TheInstructional Leadership model has provided a consolidated model with a focus on improvement and growth. FeedForward sessions allow teachers to sit with an Instructional Leader and to review data and map ways forward.Individualisation and differentiation is a clear strength with the school where expert teachers support with planning ofSMART goals. The evidence demonstrates that the school values collaborative practices, maximising the collectiveefficacy and has in place highly effective processes to support mentoring and coaching to support all staff in reachingtheir potential.

Staff work collaboratively using all of the expertise within the school and beyond to promote improvement for all students.We display commitment to support all students to realise their potential. The school culture demonstrates successful,active and lifelong learners where well–being is a clear focus. We are an inclusive, supportive community who valuerespectful, collaborative partnerships with our school community and beyond. The executive team debated placementunder Professional Standards and found that while evidence was strong we could not place ourselves at Excelling as wecould not demonstrate a high proportion of the teaching staff having attained accreditation at Highly Accomplished orLead teacher against the professional standards. As a team it was decided that there needed to be evidence of this andhave planned ways of attaining this in the future.

Leading

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

The results of this process indicated that in the School Excellence Framework domain of Leading the on–balancedjudgment indicated that RPS is at Sustaining and Growing in two of the elements (Educational Leadership and SchoolPlanning Implementation and Reporting) and Excelling in two elements (School Resources and Management Practicesand Processes). Once again there were discrepancies in the theme of School Resources in the theme of Community useof Facilities where the team placed the school at Excelling however, the other themes were Sustaining and Growing.

There has been an explicit drive to develop leadership capacity skills across on every level within the school andempower all staff to be leaders. As a result of this capacity building we have seen two leaders become principals, twoaspiring leaders act as Relieving Assistant Principals and one staff member mentor an Early Career Teacher. We haveteachers using their expertise to lead areas such as EAL/D and individualisation. With the successful expression ofinterest and employment of a Business Manager, the school has been able to make adjustments to the systems andpractices in place which has seen confidence grow in the financial resources being strategically aligned to the fundingsources and linked to student outcomes and high quality service delivery.

The school continues to foster a culture of high expectations through utilising a model of continuous improvement, wherereflection and feedback from students, staff and the community supports future directions. While the leadership teamhave worked with SEF2 and have unpacked it to examine practices, this process has provided the opportunity tofamiliarise and utilise the framework effectively. The external validation process has allowed all staff to make informeddecisions and clarify thinking about the impact of the leading domain to develop the understanding that this is not onlyabout the element of Educational Leadership but about school resourcing, planning and implementation andmanagement practices and processes.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements 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


Strategic Direction 1

Active, innovative & informed global citizens.

Purpose

To foster an innovative learning culture that provides opportunities for students to be critical learners who are activelyinvolved in achieving their potential through a growth mindset. Visible learning promotes self regulation with a focus onpersonalised and individualised learning goals. Every student to be engaged in meaningful, challenging and futurefocused learning to achieve active and informed global citizens equipped to transition and thrive in a rapidly changingworld.

Improvement Measures

Students can explain their learning goal and how they know they are successful. TTFM data indicates activeengagement in learning.

Based on the innovative rubric teachers report that through dynamic programming increased levels of creativity in theirclassrooms. Students are engaged in innovative learning opportunities (STEM, SOLE, PBL)for students to be criticaland creative.

Increase consistency of the quality of individualised plans / personalised pathways (Aboriginal and OoHC students)that ensure the achievement is matched or better than the outcomes for all students.

All children make a strong transition into the school (Kindergarten, high school and new students) to ensure the beststart possible.

Increase students participation in school based activities outside of the curriculum to develop authentic globalcitizenship.

Overall summary of progress

The focus is on every student being known, cared for and valued. Developing student voice and students agency acrossthe school through teaching and learning and extracurricular programs we have effectively supported students to beconfident and creative individuals who experience success and develop a positive sense of well–being. The schoolpromotes optimal conditions for student well–being across the school where extracurricular programs such as ChampionChildren/Peer Support Program, Project Based Learning, the Youth Summit, School Spectacular, dance groups, SpellingBee and Debating all provide opportunities to build upon students' strengths.

The school chaplaincy program fosters well–being through the implementation of programs such as Esteem Dezignwhich works on promoting positive self–image and esteem and the Seasons for Growth supporting students goingthrough a significant change in their lives. The school chaplain also checks in on students on a regular basis and runs asocial and emotional program during lunchtimes prioritising well–being.

Progress towards achieving improvement measures

Process 1: Embed visible learning throughout lessons. Demonstrate and maintain explicit systems that facilitateprofessional dialogue, collaboration and classroom observations.

Evaluation Funds Expended(Resources)

As a result of the visible learning, formative assessment and improvedreporting processes students have also become aware of their learning andhow to move forward. Students are

"I always expect students to do well and use visible learning and ongoingassessment daily to ensure students are working on a range of strategies inboth literacy and numeracy at their level. Students working at a level belowthe average are frequently challenged to move onto the next cluster as arestudents who are working at or above expectations. Collected data is used toinform further teaching using explicit teaching that sets expectations on giventasks such as writing learning goals,developing success criteria and mappingfuture progress. Students are aware that to move forward, they need to show



understanding and be able to apply concepts being taught. Students mayshow understanding by doing or verbalising what they've learnt. Ongoingobservations with a focus on making the learning visible is also usedincluding peer interactions during tasks. Student and teacher interactions,positive relationships in and out of the classroom, an engaging and excitinglearning environment and a sense of belonging all support studentwell–being." TTFM Staff Response

This comment is indicative of the work across the school community. Visiblelearning is embedded within the school and often we have teachers fromother schools visit to be a part of the classroom environment demonstratingvisible learning strategies and we do this with pride to display learning on aglobal scale.

Process 2: Build a systemic culture that is creative and innovative to promote achievement. Innovative teachingprograms that have been developed collaboratively which set high expectations for individualisedstudent learning including extending students and G&T.


Innovation Team: Based on teacher observation and assessment againstthe rubric, students have been learning to use creative and critical thinkingskills to solve problems. They have developed collaboration and teamworkskills. Students can identify areas of achievement and areas requiring furtherdevelopment in their problem solving.

After consideration it was decided that prior to introducing Project basedLearning/ SOLE students needed to acquire the soft skills essential foreffective group work. This became the focus for the development of our Term2 Peer Support Program. The Peer Support Program was very successful inaccordance with evaluations.

Teacher feedback: Peer Support anti bullying program language is difficultfor students to access. Stage 3 leaders were not prepared to play the games,do not have the skills to group students or lead discussions. The supportingresources need to be differentiated for all students. Stage 3 students needmore training around classroom systems for learning (grouping, discussions,role play). Going forward Peer Support should only take place in Term 2 and3. and to consider Peer Support being reflected in our reports for 2020.

Student Feedback: I liked the 1st Peer Support this year. The Year 6leaders helped a lot and were very organised. I liked the activities and I learnta lot about working in a team and how I like to learn and how to solveproblems in my group.

The Peer Support in term 4 was not good. The group was loud and theleaders did not help us as much.

Innovation Team

Process 3: Connect students with extra curricula to increase opportunities in learning, sport, arts, public speakingand beyond the school.


Through focus groups, staff, students and parents all believe thatinvolvement in extracurricular activities has seen students become moreresilient, confident and exhibit generally higher self–esteem which hasdirectly impacted on student learning outcomes evidenced in both schoolbased and external data.

Achievement (academic, sporting and personally) contributes positively to astudent's overall well–being, and can contribute to a student's confidence andself–esteem. Positive relationships that foster connectedness and feelings ofbelonging are reflected in classrooms, through extracurricular activities and



on the sporting field. These relationships are characterised by constructiveinteractions that provide enthusiastic and genuine support. They areimportant because they help students build social and emotional skills and inturn nurture other positive, caring and respectful relationships.

This year there have been stories such as students communicating onlinebeyond school hours where one of the students recognised that thewell–being of another student was not positive and that the student may be atrisk. The student directed their peer to the Kids Helpline for support and thenreported to staff to get further support the following day which is evidence ofstudents acting responsibly on line and being empowered to support a peer.The student recognised that the well–being of a peer was at risk and theschool believes that this is a result of a school culture where students areempowered to act in positive ways.

Process 4: Successful transition programs for all children to make a strong start to school as a new student,Kindergarten and High School.


High School transition programs were implemented to support successful thetransition for all students. Successful connections with all local high schoolscontinued and a thorough hand over of all relevant information fortransitioning students was ensured.

Students at risk were identified and supported through additional transitiontimes to relevant high schools. This was done on an individual needs basis.Goals for each student were identified and then supported through staff atRPS connecting with their local high school.

Students from support unit that required additional support moving to highschool were identified and supported. Specific planning took place with thefamilies to assist with understanding concerns and the supports required.

The Kindergarten Orientation Program was successfully implemented withthe majority of our students attending. Families were supported in thetransition process and reflected positively on how well they thought studentswere prepared for their start to school..

Process 5: Programs are individualised and personalised. Aboriginal Learning Pathways & Individualised EducationPlans for all OoHC students.


PLP's demonstrated growth in student outcomes across the student body.Aboriginal students were identified and teachers have negotiated PLP goals.Professional Learning in using the 8 ways of learning PLP proforma for anynew staff members was undertaken. PLP meetings were held and noted as asuccessful meeting time between students, parents/carers and staff. Thestaff reflected that the 8 ways proforma, whilst time consuming, was useful inunderstanding the student and the family better.

The End of Term Celebration was an outstanding success. All familiesattended except for one that could not make it. Students were able to developleadership capabilities in leading the meeting. One student had expressedthat she did not think that she could lead the meeting however, she was ableto overcome this and she did a wonderful job. Families reflected saying thatthey enjoyed listening to and celebrating the goals of the students. They alsoliked to have the opportunity to have input on programs. Families alsoreflected saying that they enjoyed being able to interact with one another andmake connections. Aunty Carol Brown and Jayson Neill (from the AboriginalEducation Team) also reflected positively on the meeting. They too had awonderful input to the meeting. The meeting was a



huge success and needs to be a termly event.

PLPs for students on Tier 2 and 3 were based on SMART goals. PLPsworked on a 5 week cycle where data was reviewed. PLPs werecommunicated with families in order to gain input.

PLPs for every OoHC student were implemented and reviewed with carerinput. Review meetings were held within each semester.

Process 6: Expanding opportunities for Student Voice in order to create active, innovative and informed globalcitizens. Students as: designers, evaluators, teachers, problem solver, leaders, researchers, advocates,global citizens.


STEM learning experiences, where Science, Technology, Engineering andMathematics are effectively integrated, produce lessons that are highlyengaging. It is evident that STEM education has enhanced student learningexperiences through an engaging curriculum that has included integration,inquiry and project–based learning.

Professional learning has seen staff confidence increase in the area ofleading innovative practices. This professional learning has supportedinnovative practices which are now common practice across the schoolcommunity. As a school we have developed some baseline data regardingthe implementation of innovative practices with the aim to review our gapsand promote further professional learning and support.

Evidence of impact is students are now using processes such as ideatingwhere they generate ideas and solutions to problems. Other evidence ofimpact is in several other schools visiting our school to share in the learningindicating that the school is recognised as a leader for its impact on learningprogress in the area of innovation.

Little Scribe was a great success with every student in the school becomingpublished authors. Positive feedback has been received from parent/carers.

In a recent survey, conducted during a Student Voice session where studentswere asked about their connectedness to school, students reported that theyfelt that there were positive relationships across the school community. Theschool promotes students having opportunities to engage in activities that areof interest and value to them. They reported that they feel like they alwayshave a staff member that they can go to.

Next Steps

Plan further opportunities for Project Based Opportunities in order to develop global citizenship. Provide opportunities forstudents to apply their knowledge, which has seen a deepening of understanding and developing high–order thinkingskills. Ensure students have opportunities to demonstrate their learning during the culminating activity where they had todevelop a plan to solve a community or real world issue. Students all successfully engaged in presenting theirideas/initiatives at events such as the People's Choice Fair. Continue to provide further opportunities for parents toengage in this process allowing them to engage with the initiative. This will strengthen the strong collaboration betweenparents, students and the community. The school has embedded strong innovative practices and we need to continue tobuild upon these.

Through analysis of all data sources it is clear that students who experience explicit teaching practices make greaterlearning gains. Ensure that school protocol such as peer observations support explicit teaching where staff give andreceive feedback. Evidence demonstrates that all teachers have expert contemporary content knowledge and useeffective teaching strategies in order to improve student outcomes. Further build links from timetabling, to scope andsequences to programming to strengthen curriculum implementation.

Professional learning has seen staff confidence increase in the area of leading innovative practices. This professionallearning has supported innovative practices which is now common practice across the school community. Continue to


further build expertise within the staff through providing professional learning.

Provide further opportunities for processes such as ideating where they generate ideas and solutions to problems posed.Other evidence of impact is in several other schools visiting our school to share in the learning indicating that the schoolis recognised as a leader for its impact on learning progress in the area of innovation.

Further build knowledge of the general capabilities across the curriculum content in NSW syllabuses where we effectivelycover the knowledge, skills, behaviours and dispositions that will assist students to actively shape their future. We havegiven opportunities for students to develop these capabilities when they apply knowledge and skills confidently,effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outsideschool. Share the work from the work within the Catalyst Lab and implement professional learning.



Quality teaching and learning.

Purpose

To create an engaged learning culture with a strong foundation in literacy and numeracy supported by instructionalleadership. Establish and maintain a culture of high expectations and the use of data to inform quality teaching practicesthat are flexible & challenging to meet the diverse needs of the learning community. Build capacity through focusedprofessional learning that creates a culture where every staff member is engaged in ongoing, differentiated, relevant andevidence–based learning.


Students demonstrate expected growth across literacy and numeracy progressions/plan relevant to expected timeframes.

Increased proportion in the top two bands for NAPLAN for reading and numeracy for all students and specifically forAboriginal students in line with Premier's targets.

New arrival and Phase 1 EAL/D students make expected growth through the EALD progressions.

All staff track and evaluate PL aligned with their PDP and teaching standards. All staff successfully meet PDP goalsas supported by evidence and the PDF. All teachers work towards successful completion and maintenance of theaccreditation process.

All teachers tracking growth through Plan data and through PL exposure to learning progressions.

Increased accountability through clearly defined and transparent role statements that identify key responsibilities.


In literacy and numeracy, teachers have accurate information on what students know already, are ready to learn nextand they differentiate the learning accordingly to scaffold the next steps. This is built on the philosophy that students whoare taught explicitly in literacy and numeracy are more likely to perform better than students who do not. The syllabus,learning progressions and the Teaching Standards are used to support learning.

Teacher clarity at Revesby Public School is linked to assessment. Teachers effectively implement FormativeAssessment across literacy and numeracy. Our teachers are responsive to learning needs, and are able to adjust theirteaching to the learning. Teachers are experts at differentiating and individualising learning. At Revesby Public Schoolwe use a variety of feedback strategies. Some teachers use exit slips, methods such as three stars and a wish which aregauged against the learning intentions and success criteria to evaluate student learning. Other teachers use systemssuch as 'Bump It Up' walls for students to assess their learning. Using this feedback, the teacher knows where to go inthe next lesson. It makes the learning visible so that the teacher can modify their teaching and the student takes on moreresponsibility for the learning.

The leadership team implements an instructional model, where they analyse student progress and achievement forinsights into student learning across literacy and numeracy and then use this to distribute support effectively across theschool. All teachers contribute to the gathering, analysing and reflecting upon data and scaffold future learning. Thisdemonstrates the use of data that is valid, reliable and triangulated.

Successful teaching and learning is dependent on the effective analysis of student data to inform practice is key. Theeffective use of these assessments and data is used to drive improvement and have a direct impact on student learning.Quality data is important in teachers being able to use and implement assessment data effectively to improve studentachievement and well–being outcomes. The leadership team analyses student progress and discusses the results withwhole staff.

The instructional leadership model has been effective not only in supporting effective literacy and numeracy teaching andlearning, but it has seen the analysis of data, in order to point out areas of development across the school. This modeltoo has been effective as support timetables are adjusted in accordance with need creating a fluid timetable that isresponsive. There is staff confidence that the support and allocation of staff resourcing reflects student need and theyfeel that the student needs are being effectively met. This model has also proven effective in the triangulation of data toassist in identifying any anomalies. The triangulation also provides a safety net so that students do not slip between anycracks. Recently there was a conversation about a particular child, that through NAPLAN data was of concern, as he had


not been highlighted within school based and PLAN data. This sparked a conversation around what was happening forthis child. These conversations are also aspirational as when the data for particular students is highlighted then wechallenge ourselves in terms of ensuring that we are stretching our students also. When analysing data it is obvious thatthe impact for student learning has been clearly evident. Data definitely reflects that student needs are being met andthat progress is being made.

The school uses a centralised system to analyse and report data on student and school performance with a focus onliteracy and numeracy. This data is used to inform collective decisions about student learning. The focus is on the explicitprocesses to collect, analyse and report internal and external data to parents and the broader community.

Successful teaching and learning is dependent on teachers working collaboratively to ensure consistent teacherjudgement where work samples are moderated and matched against syllabus content to make informed decisions aboutstudent learning and progress. This process also connects to assessments and reporting where collegial discussionssupport consistency across the stage. The school has explicit processes in place to gather, analyse and report onspecific data from both internal and external sources. The school has developed and strengthened processes to collect,analyse and report upon internal and external student and school performance data, on a regular basis. This is evidenceof how teachers respond to student progress and achievement data where trends are identified and investigated. As aschool we work towards consistency of judgement and moderation of assessment tasks. The school has alignedimprovement measures and identified and embedded these in the school plan and then evaluated in an ongoing mannerthrough the milestoning.

As a school we have aimed to strengthen the processes of teaching and learning within literacy and numeracy where wehave implemented a 5 week planning cycle. This starts with data collection and analysis and implementation of aprogram aimed at identified learning to take place. Time is allocated and built into timetabling to support data analysiswith the support of the Instructional Leaders (K–2 and 3–6). This time allows teachers to reflect with theexpert support of Instructional Leaders to analyse and engage in professional discussion around the data for theirstudents. Success is celebrated, areas of further need identified and ways forward mapped. There is definitely a closelink between building teacher capacity and improving student outcomes.

There is a greater confidence in the interaction between what the data is informing and the close links to teachingprograms. This close mapping has demonstrated greater student achievement and progress. Teachers have reportedthat they have rich information about their students. They have gathered and analysed both formative and summativeachievement data using many different ways of utilising a variety of assessment tools, tests, observations, andprofessional dialogue. Teachers have reported that their confidence has grown in the ability to analyse this informationrelated to the progress of individuals and groups of students. The leadership team have reported that teachers havebecome more skilled at using this analysis to plan teaching and learning programmes.

Feedback exemplifies 'Feed Forward' sessions where a stage supervisor or mentor coaches the teacher to reflect uponstudent progress. Student progress is analysed and reviewed collaboratively with feedback given. Feed forward sessionswere introduced where a professional conversation, in a collegial environment, occurs between an instructional leaderand a teacher. A key component of these sessions is to discuss student progress of learning, reviewing and analysingdata and to map ways forward in a supportive environment. The focus during these sessions is to ensure that teachershave an understanding of their teaching impact. The second is to provide a planned time to analyse, review and explorestudent assessment data in order to get a clear picture of the pivotal point of learning and where to next. One of the keyfeatures of this dialogue is individualisation and differentiation where support across the school is tailored and matchedto the identified need.

Through the 'Feed Forward' sessions as a part of the Instructional Leadership, we are working towards strengtheningdata processes for the purpose of supporting collective decisions about student learning. 'Feed Forward' sessionsinvolve planning using evidenced based research to move forward. School based evidence demonstrates theeffectiveness of this process. This demonstrates the school's implementation of a systematic and reliable assessmentsystem guided by quality coaching/mentoring sessions to evaluate student learning over time and where teachers makechanges in teaching to inform further progress.

Staff feedback has reported the positive impact of leaders giving feedback in the Feed Forward sessions related toteacher clarity, where they complete observations and also walk throughs with a focus on improvement. Feed Forwardsessions have assisted teachers in having a clear and sharp focus on the intent behind the learning, how this learningwill be taught and linked to assessment.

Our students use formative assessment strategies to reflect on their learning and to identify key ways to move forward inliteracy and numeracy.

Teachers consistently share criteria for student assessment with students. We ensure that the learning is visible wherestudents know what is expected of them and what it is that they need to learn from the specific task. Teachers ensurethat students are given time to engage with the learning process effectively, ask questions and are given thorough andclear feedback. Feedback is used and has positively impacted across the whole school. We pride ourselves oneffectively analysing student data to inform practice.


As a result of the visible learning, formative assessment and improved reporting processes have also led to studentsbeing aware of their learning and how to move forward. Students are thoroughly involved in assessing their own learningand use a variety of assessment strategies to reflect on their progress. Students are encouraged to take someresponsibility in their learning, through the use of strategies such as Bump It Up Walls to allow students to review theirlearning against exemplars and receive explicit feedback on where to next in terms of their learning. These processesand strategies are used consistently across the whole school and are embedded in the school culture. Formativeassessment strategies are used flexibly as a part of regular classroom instruction.

The school effectively uses the funding allocation to meet the strategic priorities and meet identified improvement goalsas reflected in the NAPLAN Year 3 results where the school is above the National average for Writing and on par inReading, Spelling, Grammar and Punctuation and Numeracy. In Year 5 NAPLAN we are on par with the Nationalaverage for Writing and Spelling. School based data also supports the Instructional Leadership model.

Revesby Public School demonstrates evidence of the process and practices that we have in place to foster, facilitate andgrow community engagement in all areas of school life. This includes the Tell Them From Me Survey, focus groups andopportunities to give authentic feedback exemplifying evaluation processes and how the school measures communitysatisfaction to promote continuous improvement. This shows the high expectations of the school and how it is responsiveand effectively caters for a range of equity issues supported strongly by the core values of success, partnerships andopportunities. The school collaborates with the community regarding decision making.

Professional learning across the school is strategically mapped and these also include 'Opt In' sessions which hasallowed teachers to attend professional learning that is of interest to them. Using the expertise of various staff membershas been a highlight and had a positive impact. Professional learning has a strong focus on collaboration and continualimprovement where specific systems are in place for quality feedback against the Professional Standards and alignedwith the professional teaching standards with a focus on teaching clarity and quality.

Explicit teaching involves teachers clearly showing students what to do and how to do it. Each teacher ensures that theyteach Literacy and Numeracy systematically where they build upon strong foundational skills. This explicit teachingrecognises that learning is a cumulative process where teachers build upon previous skills and knowledge. Explicitteaching is supported through Professional Learning where stage supervisors lead professional dialogue that supportsexplicit teaching and team leaders monitor this within each classroom. Leaders support teachers through ensuringexplicit teaching is a key focus in every classroom. Explicit teaching ensures that teachers employ strategies andmethods that ensure student growth.

Evidence of impact can be seen in the People Matter survey results:

100% of staff indicated that they work collaboratively to achieve its objectives.

100% of staff indicated they receive help and support from other members of their workgroup.

100% of staff indicated that the organisation focuses on improving the work we do.

100% of staff indicated there is good cooperation between teams across our organisation.

Professional learning guides teachers in using the Professional Standards as a reference point for reflection andimprovement with the alignment of Professional Learning. Through an effective Beginning Teacher Induction programseveral teachers achieved their accreditation.


Process 1: School measurement, assessment and reporting tools are shared through school planning and decisionmaking where expectations and targets for student learning is clearly communicated. Data informspractice and is used for planning and feed forward sessions.


As a school we have aimed to strengthen the processes of teaching andlearning within literacy and numeracy where Revesby Public School hasimplemented a 5 week planning cycle. This starts with data collection andanalysis then implementation of a program aimed at identified learning totake place. Time is allocated and built into timetabling to support dataanalysis with the support of the Instructional Leaders (K–2 and 3–6). Thistime allows teachers to reflect, with the expert support of InstructionalLeaders, to analyse and engage in professional discussion around the datarelated to their students. Success is celebrated, areas of further need



identified and ways forward mapped. There is definitely a close link betweenbuilding teacher capacity and improving student outcomes. It is all aboutensuring that as a leader that I play a leading part in enabling an environmentwhich sees growth for all and ultimately improved student outcomes.

We have highlighted the processes for feedback. 'Feed Forward' sessionswhere a stage supervisor or mentor coaches the teacher to reflect uponstudent progress. Student progress is analysed and reviewed collaborativelywith feedback given. Feed forward sessions were introduced where aprofessional conversation, in a collegial environment, occurs between aninstructional leader and a teacher. A key component of these sessions is todiscuss student progress of learning, reviewing and analysing data and tomap ways forward in a supportive environment. The focus during thesesessions is to ensure that teachers have an understanding of their teachingimpact. The second is to provide a planned time to analyse, review andexplore student assessment data in order to get a clear picture of the pivotalpoint of learning and where to next. One of the key features of this dialogueis individualisation and differentiation where support across the school istailored and matched to the identified need. 'Feed Forward' sessions involveplanning using evidenced based research to move forward. School basedevidence demonstrates the effectiveness of this process. This demonstratesthe school's implementation of a systematic and reliable assessment systemguided by quality coaching/mentoring sessions to evaluate student learningover time and where teachers make changes in teaching to inform furtherprogress. Staff feedback has reported the positive impact of leaders givingfeedback in the Feed Forward sessions related to teacher clarity, where theycomplete observations and also walk throughs with a focus on improvement.Feed Forward sessions have assisted teachers in having a clear and sharpfocus on the intent behind the learning, how this learning will be taught andlinked to assessment.

Process 2: Strengthened accountability structures including instructional leadership guide and support schoolimprovement grounded in research and shared best practice.


We have a clear focus on instructional leadership where the focus is onprioritising teaching and learning. As a part of the leadership team wedesigned an instructional leadership model (self funded) that was designedwith the needs of the staff and students in mind. We wanted to build thecapacity of staff to authentically work with data, to analyse student progressand achievement for insights into student learning across literacy andnumeracy and then plan pathways that would see growth for students.

We continued to refine a model that would see support distributed effectivelyacross the school in order to more effectively meet student needs. The resultof this has seen teachers contribute to the gathering, analysing and reflectingupon data and scaffolding future learning. We wanted to build in feedbackprocesses to build teacher capacity and this saw the introduction of FeedForward sessions. Feed Forward sessions were planned to invest inproductive dialogue between staff regarding student learning. Teachersconfidence in the use of data that is valid and reliable and triangulated hasincreased.

Successful teaching and learning which is dependent on the effectiveanalysis of student data to inform practice is key. We have supported theprocesses for the effective use of assessments and data and seeing furtherconsolidation. We have highlighted collating and understanding quality datais important in teachers being able to use and implement assessment dataeffectively to improve student achievement and well–being outcomes. Wehave embedded the leadership team with skills in analysing student progressand lead discussion with whole staff inviting input.

We are proud of the instructional leadership model which has been effective



not only in supporting effective literacy and numeracy teaching and learningbut it has seen the analysis of data, in order to point out areas ofdevelopment across the school. This model too has been effective assupport timetables are adjusted in accordance with need creating a fluidtimetable that is responsive to student needs There is staff confidence thatthe support and allocation of staff resourcing reflects the student need. Staffhave responded well to this as they feel that the student's needs are beingeffectively met. This model has also proven effective in the triangulation ofdata to assist in identifying any anomalies. The triangulation also provides asafety net so that students do not slip between any cracks. Recently therewas a conversation about a particular child, that through NAPLAN data wasof concern, as he had not been highlighted within school based and PLANdata. This sparked a conversation around what was happening for this child.These conversations are also aspirational as when the data for particularstudents is highlighted then we challenge ourselves in terms of ensuring thatwe are stretching our students also. When analysing data it is obvious thatthe impact for student learning has been clearly evident. Data definitelyreflects that student needs are being met and that progress is being made. Iwork hard to know the student stories so as to consider the statistics in linewith their stories. I am proud of the operational model that we have put intoplace and where we continually modify this process to ensure that iteffectively meets the needs of the school context. This model of practice hasbeen in response to the school need and context.

Instructional Leadership plays a leading role in the school using a centralisedsystem to analyse and report data on student and school performance with afocus on literacy and numeracy. This data is used to inform collectivedecisions about student learning. The focus is on the explicit processes tocollect, analyse and report internal and external data to parents and thebroader community. We are proud of the adjustments that we have made tothe reporting processes where they are now more personalised and trulyreflect the student's abilities. The reports identify students' strengths andareas of development.

We believe that successful teaching and learning is dependent on teachersworking collaboratively and we work towards an environment that isconducive to this. This collaborative practice ensures that all staff areexposed to quality practices. This collaboration supports consistent teacherjudgement where work samples are moderated and matched against syllabuscontent to make informed decisions about student learning and progress.This process also connects to assessments and reporting where collegialdiscussions support consistency across the stage. The school has explicitprocesses in place to gather, analyse and report on specific data from bothinternal and external sources. The school has developed and strengthenedprocesses to collect, analyse and report upon internal and external studentand school performance data, on a regular basis. This is evidence of howteachers respond to student progress and achievement data where trendsare identified and investigated. I have led in the alignment of improvementmeasures and embedded these in the school plan and then evaluated in anongoing manner through the milestoning.

As a school we have aimed to strengthen the processes of teaching andlearning within literacy and numeracy where I have implemented a 5 weekplanning cycle. This starts with data collection, analysis and implementationof a program aimed at identified learning to take place. Time is allocated andbuilt into timetabling to support data analysis with the support of theInstructional Leaders (K–2 and 3–6). This time allows teachers to reflect withthe expert support of Instructional Leaders to analyse and engage inprofessional discussion around the data related to their students. Success iscelebrated, areas of further need identified and ways forward mapped. Thereis definitely a close link between building teacher capacity and improvingstudent outcomes. It is all about ensuring that as a leader that I play a leadingpart in enabling an environment which sees growth for all and ultimatelyimproved student outcomes.



The Instructional Leadership model has had a direct impact on the identifiedarea of Quantifying Number where every child has demonstrated growthwhen reviewing PLAN 2 data. This has been a consequence of capacitybuilding with the teachers, targeted 5 week cycles of interventions, teachershave a more thorough understanding of the markers, a tight focus on onearea, and support with resourcing through the staff Google Classroom.

Success has been noted in Stage 2 results where many students havemoved from Tier 3 to Tier 2 interventions.

Improved students' results could also be a reflection of the tiering processwhere every student that has been identified as a Tier 2 or 3 has anIndividualised Support Plan that has very targeted SMART goals.

Process 3: Accreditation processes are validated with evidence aligned to the performance management anddevelopment process. Refine PDPs processes for all staff reflecting evidence of achievement of goalsaligned with national standards.


Professional learning is mapped to teachers' Performance and DevelopmentPlans (PDPs) which are supported by a strategically coordinated approachacross the whole school which is underpinned by research. PDPs also alignclosely to the teaching standards and worked on in a collegial manner whereprofessional learning ensures that all staff have the skills and expertise toperform at a high level. As a part of the Performance and DevelopmentProgram, teachers are given both formal and informal feedback. PDPsincorporate whole school analysis of the staff which identify strengths andenable plans to be formulated to support areas of development. Theoutstanding and positive inter–school relationships provide mentoring andcoaching to ensure ongoing professional development so as to seeimprovement for staff members. These relationships are built on a high levelof trust. Professional development aims to build capacity to improve studentoutcomes. The school goal based on teacher clarity and visible learning, alsoprovides an opportunity for collegial discussion around teaching and learninglinked to the professional standards where the aim is to assist reflection andimprovement.

Professional learning guides teachers in using the Professional Standards asa reference point for reflection and improvement with the alignment ofProfessional Learning. Through an effective Beginning Teacher Inductionprogram several teachers achieved their accreditation.

The school has embedded explicit systems and professional learning tosupport Beginning Teachers. Support includes; facilitating professionaldialogue, collaboration, classroom observations, modelling effective practicesand support through timely feedback with a focus on continual improvement.Time is built into Stage Meetings to discuss programming, assessment andevaluation where teachers are supported by their Stage Supervisor.Teachers collaborate across stage teams to share curriculum knowledge,discuss and analyse data to inform their teaching and seek feedback todeliver quality teaching and learning programs that are responsive to studentneeds. It is imperative that teachers work collaboratively to improve theirpractice. Beginning teachers are given weekly time to work with their mentor.Supportive processes are put in place to ensure teachers are building ontheir strengths whilst being coached in their areas of development.

Evidence of impact is that all Beginning Teachers accomplished theirAccreditation at Proficient level. Beginning teachers all reported theeffectiveness of the Teacher Induction Program and noted the support given.

Stage Supervisors completed teaching observations for the teachers theysupervise providing collegial support and feedback based on theirobservations. Moving forward we need to develop a way to plan and



timetable peer observations. and to develop a Highly AccomplishedObservation feedback protocol.

Process 4: All programs for Literacy and Numeracy are data based, differentiated and personalised to meet theindividual student learning needs and demonstrate explicitly syllabus content. Individual studentprogress is monitored and assessed against progressions and syllabus.


Students demonstrated expected growth across literacy and numeracyprogressions and plan relevant to expected time frames. Reports reflect thework of the classroom where the learning is visible recognising studentstrengths and identifying areas for future improvement. There is an increasedproportion in the top two bands for NAPLAN for writing for all students. InYear 3, Writing results saw 60.53% of students in top 2 bands (Bands 5 & 6)out performing like school groups representing 47.4%. In Year 3 Spellingresults 42.11% of students were in the top 2 bands (Band 5 & 6) and 27.9%in Band 4 out performing like groups representing 22.2%. In Year 5 Writing14% of students in top 2 bands (Bands 7 & 8) out performing like schoolgroups representing 11%. In Year 5 Numeracy 26.19% of students were inthe top two bands (Bands 5 & 6) out performing like school groupsrepresenting 21.7% and there were not any students who did not meetbenchmarks. In Year 5 Reading 26.19% of students were in the top 2 bands(Bands 7 & 8) and there were not any students that did not meetbenchmarks.

External data in NAPLAN results depicted that in Year 5 Numeracy Results42.9% (18 students) made above expected growth, in Year 5 ReadingResults that 60% (25 students) made above expected growth and in Year 5Grammar and Punctuation, 59.5% (25 students) made above expectedgrowth. Year 5 Writing results were quite pleasing where there were nostudents that did not meet benchmark even with the support class resultsincluded. 2019 results demonstrated Year 5 Average Scales Growth rateshigher than both SSG and State in Reading and Numeracy which was reallypleasing. Identified area for future further improvement is Numeracy acrossboth Year 3 and Year 5.

School based data as follows:

* 7 Tier 3 students in ES1 at the beginning of Term 1 and 6 at the end ofTerm 3

* 16 Tier 2 students in ES1 at the beginning of Term 1 and 12 at the end ofTerm 3

* 23 students 'On Track' in ES1 at the beginning of Term 1 and 30 at the endof Term 3

* 8 Tier 3 students in Stage 1 at the beginning of Term 1 and 5 at the end ofTerm 3

* 23 Tier 2 students in Stage 1 at the beginning of Term 1 and 21 at the endof Term 3

* 66 students 'On Track' in Stage 1 at the beginning of Term 1 and 71 at theend of Term 3



* 58 students 'On Track' in Stage 2 at the beginning of Term 1 and 71 at the

Funding Sources: • Socio–economic background($60000.00)



end of Term 3



* 56 students 'On Track' in Stage 3 at the beginning of Term 1 and 66 at theend of Term 3

This data is used to develop future plans and strategies for furtherimprovement.

We have led a whole school focus aimed to strengthen the processes fordata collection, with monitoring of PLAN data updated every 5 weeks. Wehave reinforced this teaching and learning cycle in order to have a clear focuson current reality and focused on mapping pathways for growth. We havesupported time being allocated and built into timetabling to support dataanalysis with the support of the Instructional Leaders (K–2 and 3–6). Thistime allows teachers to reflect with the expert support of Instructional Leadersto engage in professional discussion around student progress. Success iscelebrated, areas of further need identified and ways forward mapped. 'Everystudent, every teacher, every leader improving every year' is at the heart ofall we do. We have focused on ensuring that there is growth for students andstaff alike.

We value and support collaborative stage planning. This has been key indeveloping systematic programs that are tailored to meet the learning needsof the students. The school has worked hard on moving beyond cooperativeprocesses to true collaborative practices. Teams work together to reviewteaching and learning to ensure teacher clarity. Processes are embedded toensure data informs future teaching and learning. There is a strongcorrelation between the school based data and external data and there is astrong culture of consistency. Stage supervisors tap into the strengths withinthe team to assist in the planning and leadership. Programming is based oncycles of learning and adjusted accordingly to the learner as opposed toplanning a unit of work for the whole term. Stage teams work closely togetherto meet the needs of the student body. An example of this in writing is when apretest is administered with the purpose of identifying individual needs but toalso determine the main teaching points. Students are given specific andindividualised feedback and, when a complete writing sample is achieved,post testing occurs. This is not only to assess students but to also todetermine the success of the teaching. This assists in the foundationallearning being systematically built upon. Teachers receive professionallearning to ensure consistency in practice. Programming reflects themodelled, guided and independent framework.

Facilitating the sharing of information and expertise between and among staffwithin the school is of great importance. Within the staff there is anextraordinary amount of expertise and highlighting and celebrating thishappens each term. Staff strengths are recognised and promoted. Staffsupport each other in a number of ways; through stage meetings, throughcoaching conversations (staff have been involved in professional learning),through Feed Forwards sessions, through sharing professional readings,through administration meetings, through sharing professional learning,through the PDP process and through daily dialogue. Staff feel confident andcomfortable to identify areas of need and seek support within the school orpotentially beyond.

Process 5: Development of executive infrastructure to maintain research based programs (Learning Sprints) tosupport/upskill staff through QTSS, dem lessons, walk throughs & PL observations.




Learning Sprints play a critical role within our school improvement. We havesupported the structures that have been put in place to see all staff becomeconfident in their use across the school. This pedagogy has becomeembedded into our culture and plays a key in the learning for our staff interms of capacity building which has seen positive impact on studentoutcomes. Learning Sprints ensure that staff are seeking their ownprofessional learning in areas where they may not have the skill. The MostSignificant Change protocol was used to ask teachers what was the mostsignificant change in learning related to using the Learning Sprintmethodology. Teachers reported that the methodology had helped themrefine the issue being experienced to find the real area of need. In summary,teachers reported that there was a clear focus on improving studentoutcomes and the feedback for students related to clear, specific andchallenging goals for the recipient. Specific attention was on the learningrather than the student or comparisons with others which saw an increase inself esteem for students. The professional learning mapped to the schoolplan has ensured that the development and learning runs across all of thestrategic directions. The evidence of impact has seen many of theimprovement measures being met early in the school planning cycle.

Funding Sources: • Socio–economic background($10000.00) • ($0.00)

Next Steps

Evidence of impact can be seen in the writing results right across the school community. This positive data can beattributed to the direct, accurate and timely feedback given during writing. Students have reported that due to thefeedback that they have a real sense of where to go next. When observing students within writing sessions, you seethem link directly to the feedback which is based on the learning intention and success criteria. We need to replicatethese feedback processes within the reading and numeracy processes.

The instructional leadership model has been effective not only in supporting the analysis of data, but to point out areas ofneed across the school. This model too has been effective as support timetables are adjusted in accordance with needcreating a fluid timetable that is responsive to student need. There is staff confidence that the support and allocation ofstaff resourcing reflects the student this. Staff have responded well to this as they feel that the student's needs are beingeffectively met. This model has also proven effective in the triangulation of data to assist in identifying any anomalies.The triangulation also provides a safety net so that students do not slip between any cracks. When analysing data it isobvious that the impact for student learning has been clearly evident. Data definitely reflects that student needs are beingmet and that progress is being made. We continue to refine the Instructional Leadership model, Feed ForwardProcesses, build teacher capacity in terms of data and use research as a part of the Learning Sprint process.

There has been an observable difference that has been noted in teacher's ability to identify the need, assess the learningand plan ways forward. The most obvious difference in the conversations is that the clear focus is on the learning.Teachers are now taking the lead in the conversations which has been powerful in terms of them reflecting upon theirown practice. We continue to build upon teacher clarity to ensure that teachers are clear on the intent of the learning,matching the learning against the success criteria and differentiation to cater for all learning needs.



Communication,collaboration,connection, community.

Purpose

All stakeholders are known, cared for and considered as valued members of our community. Develop communityconfidence and authentically connect with the learning through effective communication and wellbeing to supportstudents to connect, succeed and thrive. Embed a collaborative approach that builds on collective efficacy in order toshare knowledge and expertise.


Increase partnerships with parents, students & broader community and organisations including the AECG. Increaseparticipation in the P&C. Build team with a focus on cultural inclusivity.

Increased proportion of students reporting a sense of belonging expectations for success and advocacy at schoolevidenced through the TTFM. Developed confidence in communication evidenced through the TTFM survey. Improvedstaff engagement results in the People Matter Employee Survey.

Parents have connected with school applications as a form of communication between home and school.

Collate, compare and evaluate communication channels to engage parent and community in the use of schoolnewsletter, Website, Facebook and communication applications.

Improve attendance at P/T interviews. Collect data by tracking parent participation at events. Increase attendance atparent workshops and Cafe Connect.


Keeping the school community authentically involved is a high priority. Feedback from the school community was integralto the planning of the programs. The school has a flexible approach to support parental engagement and satisfaction.We seek feedback and community input and makes adjustments in accordance with this feedback. The leadership teammeasures school community (parent and student feedback) and responds to the findings. The school takes suggestionsfrom the community and puts them into practice. An example of this was the lights being sent to Papua New Guineawhich started as an email from a parent. There is a whole school approach to improving service delivery andparent/student experience. The school community indicated that what they wanted most from the school was to havehigh expectations, for their children to be able to collaborate, for their children to be achieving in areas such as literacyand numeracy accomplished through explicit teaching. The broader school community also indicated that they wantedtheir child to be known and cared for and that their needs effectively met. Strong and authentic dialogue between theteacher and students takes place on a regular basis.


Process 1: Staff and leaders build collective efficacy in school & broader learning community. Create and amaintain collaborative communities/ networks of practice that assume shared responsibility forpromoting individual and collective practice for the ongoing growth and development of the schooldirections through strong communication networks.


As a school we are active within the school community and the broaderlearning community as a part of systematic leadership. I see professionallearning being an integral part of the learning. We aim to supportprofessional learning that meets the needs of the school's strategic directionsand promote that learning is embedded into the school culture. Professionallearning is closely linked to the goals of the school to ensure growth in areasof identified need.

We have worked collaboratively to develop a strategic plan for ourCommunity of Schools (COS), where we have played a pivotal role in theprofessional development of staff across the learning community. Our mottois 'Partners in Learning' which encapsulates the learning for our leaders,



teachers, SLSO's and administration staff. We played a pivotal role in theprofessional learning within the COS in the areas of Visible Learning andMaths Mindset presenting to staff. The principal planned professionallearning for the SLSOs and administration staff. Feedback from the COSConference was extremely positive regarding the professional learningdelivered and staff highlighted the importance of the networking.

Process 2: Develop whole school programs/strategies to enhance wellbeing and values with a growth mindset.


The focus is on every student being known, cared for and valued. Bydeveloping student voice and students agency across the school throughteaching and learning and extracurricular programs we have effectivelysupported students to be confident and creative individuals who experiencesuccess and develop a positive sense of well–being. The school promotesoptimal conditions for student well–being across the school whereextracurricular programs such as Champion Children/Peer Support Program,Project Based Learning, the Youth Summit, School Spectacular, dancegroups, Spelling Bee and Debating all provide opportunities to build uponstudents' strengths.

This year there have been stories such as students communicating onlinebeyond school hours where one of the students recognised that thewell–being of another student was not positive and that the student may be atrisk. The student directed their peer to the Kids Helpline for support and thenreported to staff to get further support the following day which is evidence ofstudents acting responsibly on line and being empowered to support a peer.The student recognised that the well–being of a peer was at risk and theschool believes that this is a result of a school culture where students areempowered to act in positive ways.

Process 3: Maintain high level communication through within the school and broader community in order to developand maintain community confidence.


A fortnightly newsletter process and communication was implemented .Positive feedback was received from families regarding the fortnightlynewsletters where they noted that they particularly enjoyed the increase inphotos. Parents reported that they like the Stage section of the newsletterand reported that they felt connected with the learning and classroomactivities. Social media a huge positive and used as a communication device.The school has 670 Facebook page likes – this has tripled in a year.

Twitter is now being used more regularly by staff with eight members using itas a professional learning device. The Class dojo application has beenpositive with parents interacting positively and using as a communicationdevice.

All communication notes home are uploaded onto school e–news and thisincreases the opportunity for the community to access all information.

Student Voice is regularly uploaded onto social media through Facebook andplaced in the newsletter. There are several posts weekly.

Parents reported that they felt connected to the school throughcommunication such as Facebook, newsletters and through communityevents.

Process 4: Increase community partnerships in communication, collaboration and connection to authenticallyengage and contribute to school community. Expanding opportunities for Community Voice to createactive, innovative and informed global citizens. Students as: designers, evaluators, teachers, problem



Process 4: solver, leaders, researchers, advocates, global citizens.


The project team conducted a parent survey through Survey Monkey andanalysed data in regards to parent engagement with the school and theirchild's learning with a focus on mathematics.

A total of 42 parent surveys were completed and analysed. •36% of parents have contact with their child/children's school every day. Afurther 21% of parents have contact a few times a week, 7% about once aweek, 7% a few times a month, 6% once a month and 19% less than once amonth. •In 2019 19% of parents communicated weekly with the school about howthey can help their child's learning at home. 14% communicated monthly anda total of 58% every few months to twice a year. 10% almost nevercommunicate with the school about their child's learning. •33.5% of parents feel that their opinions are heard with a further 33.5%usually feel that their opinions are heard. A total of 19% feel that theiropinions are sometimes heard. 12% rarely feel their opinions are heard and2% never feel that their opinions are heard. •A total of 64% of parents always feel that they are informed of events atRevesby P.S. 22% of parents usually feel informed, 12% sometimes feelinformed and 2 % rarely feel informed.

The following forms of communication best provides details of events atRevesby P.S: (parents may have chosen more than 1 form ofcommunication) •83% of Parents selected Class Dojo has the best form of providing details ofevents, 71% selected Facebook, 60% notes home, 45% Newsletter, 29%School E News and 29% direct teacher contact.

The following Parent Workshops were selected as an interest/need:

Mathematics: 69%

English: 60%

Student Well–being: 55%

Technology: 40%

Other: 7% (not specified) •57% of parents prefer to attend events during the evenings and 48% prefer toattend during the day.

Process 5: Celebration meetings with the Aboriginal community based on Personalised Learning Pathways. Thesewould be student led enabling leadership opportunities.


All Aboriginal students and their parent/parents/carer were present duringPLP Review meetings. All students shared their goals and how they haveachieved at least 1 goal or more. Staff were given great verbal feedback, "Iam very proud of my daughter and how much she has learnt this year so far".



The End of Term Celebration was an outstanding success. All familiesattended except for one that could not make it. Students were able to developleadership capabilities in leading the meeting. One student had expressedthat she did not think that she could lead the meeting however, she was ableto overcome this and she did a wonderful job. Families reflected saying thatthey enjoyed listening to and celebrating the goals of the students. They alsoliked to have the opportunity to have input in on programs. Families alsoreflected saying that they enjoyed being able to interact with one another andmake connections. Aunty Carol Brown and Jayson Neill (from the AboriginalEducation Team) also reflected positively on the meeting. They too hadwonderful input to the meeting. Meeting was a huge success and needs to bea termly event.

Next Steps

Student Voice has been a school highlight. Students were asked about their connectedness to school, students reportedthat they felt that there were positive relationships across the school community. As a school we promote studentshaving opportunities to engage in activities that are of interest and value to them and as a result their well–being isenhanced. When asked further about this they said that students got along well in the classroom and playground andthey felt that teachers worked well together. They reported that they feel like they always have a staff member that theycan go to. A focus group of parents reported that they felt that meaningful goals were planned for their child/childrenwhich was what was contributing to the success. They also reported they they felt connected to the school throughcommunication such as Facebook, Class Dojo, newsletters and through community events. We will continue to provideopportunities to for Student Voice and authentic involvement within our school operations.

Leadership is evidenced at every level of the school environment which assists in enabling a culture where we allconnect, succeed and thrive. Students, staff and parents contribute to the leadership of the school and to theachievement of its goals and priorities which are reviewed and assessed against school based data, external data andevidence of school plan implementation where the success of milestones can be clearly seen.

A self–evaluation of well–being incorporates the stages of learning of the students, environmental factors and theinfluences and domains of the Well–being Framework. We will continue to use both qualitative and quantitative evidenceto inform and guide school planning for well–being including the monitoring of the referral system, positive awardssystems and all learning data. Data analysis indicates that there has not been one negative incident during class timeindicating a strong culture of engagement within classroom.

We continue to provide quality adjustments to programs including groupings, modification of learning and assessmentsand individualisation. Individual adjustments and modifications are discussed at stage meetings, when needed throughthe positive partnerships section of our administration meeting and at Learning and Support Team Meetings. We will lookto provide further opportunities for differentiation as this is key the success of the curriculum delivery and to consult withparents to contribute to the planning to support their child's individual learning. Evaluation of student achievementinforms individual learning.

The school continues to build upon collaborative programming which is evident in all results. We build positive, respectfulrelationships and this is evident and widespread among students and staff. We also promote student well–being toensure optimum conditions for student learning across the whole school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading PLPs demonstrated growth in studentoutcomes across the student body. Aboriginalstudents were identified and teachers havenegotiated PLP goals. Professional Learningin using the 8 ways of learning PLP proformawas provided for any new staff members..PLP meetings were held and noted as asuccessful meeting time between students,parents/carers and staff. Staff reflected thatthe 8 ways proforma whilst time consumingwas useful in understanding the student andthe family better.

PL for staff did not go ahead. Need to revisitin 2020 plan.

Unfortunately we have not increasedparticipation in the NSW Aboriginal EducationConsultative Group Incorporated (NSWAECG Inc.) in attendance at meetings.

We did also consult with the AboriginalEducation Team and most importantlymembers within our own community to ensurethat our plan reflects Aboriginal needs andpresented the desired outcomes for ourstudents.

Aboriginal student attendance was monitoredclosely and any concerns followed uppromptly. As a school we place a clear focuson the attendance of the Aboriginal studentsseeing the Semester 1 attendance rate atabove the state percentage.

Professional learning regarding AboriginalEducation did not occur. Need to plan for2020 to increase knowledge andunderstanding of the histories, cultures andexperiences of Aboriginal and Torres StraitIslander people as the First Peoples ofAustralia through programming. Prioritise thislearning.

Students are closely monitored ensuringsufficient progress is being made and if notconcerns raised through Learning andSupport Team and through InstructionalLeadership Program.

The 8 Ways PLP provided a protocol thatsupported a positive exchange between allfamilies and the school. The area of storysharing was particularly powerful in the schoolunderstanding the family structure. Studentsresponded well to having input into theirlearning goals. The section for where parentscould support provided a great opportunity todiscuss the links between home and school.Definite benefits were found in thediscussions between students, parents andthe school related to learning. While the initialset up of this proforma was time consumingthere were benefits of going through eacharea specifically. Teachers reflected saying


Aboriginal background loading that as a result of the process they had abetter understanding of the child that theysupported.

The End of Term Celebration was anoutstanding success. All families attendedexcept for one that could not make it.Students were able to develop leadershipcapabilities in leading the meeting. Onestudent had expressed that she did not thinkthat she could lead the meeting however, shewas able to overcome this and she did awonderful job. Families reflected saying thatthey enjoyed listening to and celebrating thegoals of the students. They also liked to havethe opportunity to have input on programs.Families also reflected saying that theyenjoyed being able to interact with oneanother and make connections. Aunty CarolBrown and Jayson Neill (from the AboriginalEducation Team) also reflected positively onthe meeting. They too had wonderful input tothe meeting which was a huge success andneeds to be a termly event.

English language proficiency Supervision of EAL/D programs has been aclear focus and the EAL/D teachers havereported that they have felt better supportedand that there is a clearer focus within theschool on EAL/D.

* Professional learning has occurredthroughout the year in respects of theprogressions and EAL/D across the school.

We too have matched ourselves against theSEF and mapped ways of making progress.We have facilitating collaborative teachingamong EAL/D specialist and class teachers.

The EAL/D teacher continued to implementthe Learning Sprint protocol where qualityresearch has been used to assist inunderstanding the learning to take place.

Teachers using the Learning Sprints reportedthat the methodology had helped them refinethe issue being experienced to find the realarea of need. In summary, the teacherreported that there was a clear focus onimproving student outcomes and where thefeedback for students related to clear, specificand challenging goals for the recipient.Specific attention was on the learning ratherthan the student or to comparisons withothers which saw an increase in self esteemfor students. Teachers reported that theywere encouraged to be continual independentlearners who used quality research to supportthe hunch that they had formed.

Teachers reflected positively reporting thatthey valued professional learning and supportpromoted by the school's leadership team.

Low level adjustment for disability Integration funding support is used to supportstudents with disabilities within the classroom.Low level funding is allocated across the


Low level adjustment for disability school for students that may require extrasupport. This support has been used totransition students to our school who havedemonstrated behaviour concerns that maybe a result of trauma. This support has beenwell used to assist students in settling intotheir environments. It has also been used tosupport students access the curriculum assome of these students are functioning wellbelow the expected stage level. Thisadditional support has seen these studentsmake progress in reading, writing andnumeracy.

Transition programs for students at higher riskwere successful. and several visits to highschools was undertaken to support thetransition of students. to Year 7.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 167 165 170 161

Girls 160 157 159 180

Student attendance profile

School

Year 2016 2017 2018 2019

K 95.9 93.7 93.2 91.6

1 95.2 94.7 93.6 92.5

2 95.6 94.1 94 92.8

3 93.4 93.1 93.7 93.2

4 94.1 92.1 93.6 91.9

5 94.1 93.7 93 92.5

6 96 95 93.6 91.1

All Years 94.9 93.8 93.5 92.2

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

The school is proud of its strong attendance processes including policy and flow charts that support positive schoolattendance and provides systematic process to ensure that absences do not impact on learning outcomes.

Student engagement is supported by a strong culture of positive student attendance. The school prioritises regularattendance and views this as being an essential component to maximise potential. The school's attendance proceduresincluding a flow chart, demonstrates the partnership with parents. The staff, as part of their duty of care, record andmonitor part and whole day absences accurately and efficiently. Revesby Public School provides a supportive teachingand learning environment, which addresses the learning and supports the needs of students, including those withadditional learning and support needs or complex health conditions. This environment fosters students' sense ofwell–being and belonging to the school community. The school has high expectations regarding positive attendancewhere we work together to focus on continuous improvement to support teaching and learning.

Student attendance has indicated a slight decline from last year's data. Student attendance is regularly monitored byindividual class teachers, in Stage Meetings, at Executive Meetings and through roll checks completed regularly by theHome School Liaison Officer (HSLO). Regular communication regarding attendance is a key focus at administration andstage meetings. Prompt action takes place for any student where attendance falls below 85%.


While our student attendance profile is in line the state average, there are some students who have quite significantabsences or late arrivals. These students are monitored using a Lateness and Monitoring Program (LAMP) which canshow patterns of absences and allows for sharing with the HSLO and parents and review at Learning Support Teammeetings. The LAMPs are monitored closely and if student do not reach the expected level of attendance further action isseen.

Positive attendance is encouraged and celebrated and this will be a future focus next year with recognition given topositive attendance. In Term 2 we implemented our Attendance Month which saw improvement in attendance andpositive patterns. This was a proactive measure implemented and will be implemented once a semester next year. InTerm 4, there was a greater focus on attendance and following up on students where attendance had fallen below 85%.Attendance rates improved as a result of this intervention. A greater focus was placed on families applying for overseasleave and the school now maps overseas leave with a spreadsheet. Parents recognise the importance of applying forextended leave. The principal will continue to work with families in terms of encouraging all leave to be taken duringholiday vacations or either side of the holidays. Families are being informed during interviews that leave will be declinedfor families that take overseas leave repeatedly for long periods of time within the school term. This focus will continueinto 2020 where procedures will be reviewed as a part of the Learning and Support processes.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 12.9

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.1

Teacher Librarian 0.8

Teacher ESL 1

School Counsellor 1

School Administration and Support Staff 5.87

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 714,067

Revenue 4,064,929

Appropriation 3,931,039

Sale of Goods and Services 8,460

Grants and contributions 120,629

Investment income 4,801

Expenses -3,877,717

Employee related -3,603,525

Operating expenses -274,192

Surplus / deficit for the year 187,211

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.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 594,928

Equity Total 437,991

Equity - Aboriginal 8,414

Equity - Socio-economic 120,040

Equity - Language 144,508

Equity - Disability 165,029

Base Total 2,238,751

Base - Per Capita 82,442

Base - Location 0

Base - Other 2,156,309

Other Total 350,494

Grand Total 3,622,163

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.


School performance - NAPLAN

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

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

Parent/caregiver Satisfaction

Data recorded on numbers of community in attendance during the community information evenings indicates that there isan increase in community engagement. The school continues to seek collaboration with parents and the community toensure continuity of learning including transition points. It is the vision that underpins the pedagogical practices in orderto build a strong, collaborative and engaging learning culture at Revesby Public School, demonstrating the school'scommitment to meeting the student needs and deliver on school learning priorities. As a school we commit to maintainingpositive partnership and community engagement, each of these areas within the school's vision was developed inconsultation with our student, staff and parent community. The result of this collaborative and inclusive process is thatthere is ownership across the school community. This culture sees our values and expectations broadly communicatedwith the wider community, resulting in a authentic collaborative responsibility for student well–being, engagement andachievement.

Triangulation of data from the Tell Them From Me survey, school based data including social media (Facebook andtwitter) demonstrates a clear message of a culture where students are known, cared for and valued.

Student Satisfaction

Visible learning is embedded within the school and often we have teachers from other schools visit to be a part of theclassroom environment demonstrating visible learning strategies and we do this with pride to display learning on a globalscale. What is evident is that students have access to a rigorous, dignified and meaningful curriculum which ispersonalised and differentiated and where they are challenged through visible learning. The Tell Them From Me studentsurvey: 84% of students feel classroom instruction is well–organised, with a clear purpose, and with immediate feedbackthat helps them learn. 82% of students feel teachers are responsive to their needs, and encourage independence with ademocratic approach. 86% of students feel school staff emphasises academic skills and hold high expectations for allstudents to succeed.

Student learning goals see students being keyed into the pivotal point in their learning and planning ways forward. As aresult of explicitly integrating student learning goals there has been sustained improvement and growth across all grades.There is confidence that these processes are now embedded and have become a regular part of learning culture.

Teacher Satisfaction

Explicit teaching is supported through Professional Learning where stage supervisors lead professional dialogue thatsupports explicit teaching and team leaders monitor this within each classroom. Leaders support teachers throughensuring explicit teaching is a key focus in every classroom. Explicit teaching ensures that teachers employ strategiesand methods that ensure student growth.

Evidence of impact can be seen in the People Matter survey results:

100% of staff indicated that they work collaboratively to achieve its objectives.

100% of staff indicated they receive help and support from other members of their work group.

100% of staff indicated that the organisation focuses on improving the work we do.

100% of staff indicated there is good cooperation between teams across our organisation.

Professional learning guides teachers in using the Professional Standards as a reference point for reflection andimprovement with the alignment of Professional Learning. Through an effective Beginning Teacher Induction programseveral teachers achieved their accreditation.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Aboriginal Education in 2019 at Revesby Public School centred around building understanding of the concept of'Belonging'. Special days were shared at whole school assemblies with a NAIDOC Day and a Reconciliation WeekAssembly held led by our Aboriginal students with each playing a special part. We also implemented and worked withone of our parents to implement engaging lessons for all students. We also continued our work in the bush tucker gardenunder the guidance of Kathy Poll.

Personalised Learning and Pathways were implemented and monitored for all Aboriginal students. These weredeveloped collaboratively with the classroom teacher, student and family. The aim of these plans was to act as anempowerment plan in order to facilitate inspirational goals for each student. As a part of the PLPs student attendancewas closely monitored. Students responded well to having input into their learning goals. The section for where parentscould support provided a great opportunity to discuss the links between home and school. Definite benefits in thediscussions between student, parent and school related to learning. While the initial set up of this proforma was timeconsuming there were benefits of going through each area specifically. Each teacher reflected saying that as a result ofthe process they had a better understanding of the child that they support.

One teacher reported: The 8 Ways PLPs provided direction for conversation and allows the student, teacher and parentsopportunities to have input. They provided clarity for parents to see exactly where we are working towards with theirchild. The process of the meeting provided many insights that may not have otherwise been made known to us. I thinkparents appreciated the opportunity to share information about their child and also themselves. It was a valuableopportunity to break down some barriers.

Another teacher reported: While the 8 ways PLP was time consuming to set up, I felt that the guidance offered by theproforma prompted discussion with the carer which might otherwise not have taken place. I felt reassured by thestructure that we were covering all aspects of the student's home and school life that were relevant to her learning andwell–being. Having a series of structured questions helped the carer to reflect on what information was relevant to sharewith us. This helped me gain a sense of the relationship between the student and her carer and of her home life.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Staff took on the role of Anti–Racism Contact Officers to monitor any reports of racism and act upon these in a timelymanner. We were unable to train new staff members due to a lack of localised professional learning.

Revesby Public School takes pride in celebrating its diversity at school and in the wider community. A greater focus oncelebrating cultural diversity has been implemented with specific focus on being an an inclusive school community.Respecting all cultural backgrounds and traditions is an integral part of our school community. This year the schoolhosted cultural and religious events including Iftar, Diwali and Lunar New Year. Easter was also celebrated with anEaster Hat Parade.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through


their teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

Revesby Public School is a culturally diverse community that is rich in the representation of many cultures. In 2019, withan enrolment of 332 (78%) of a Language Background Other than English (LBOTE). These students were from manydifferent nationalities, all speaking English as an additional language. The EAL/D program provided explicit languagesupport to students from Language Backgrounds Other Than English so that they could fully participate in schooling andachieve equitable educational outcomes.

The 2019, RAM equity funding for EAL/D was used to develop individual language programs for students who requiredintense tuition such as the New Arrivals Programs, collaborative team teaching in the classroom as well as providingtargeted teaching programs to more independent EAL/D students. Equity funding was used to top up EAL/D teachertime. Several students participated in the New Arrivals program.

Special events such as Harmony Day, NAIDOC and Belonging Days and community evenings supported culturaldiversity represented within the school. The school also hosted special assemblies such as NAIDOC and ReconciliationDay. Teaching programs addressed the learning and cultural needs of students and promoted connections to culturalbackgrounds and the respect for all students.

In March, our school celebrated Harmony Day where students in class created posters and decorated flags of countriesrepresented by students at the school. A special assembly was held where students celebrated harmony and diversityand talked about the significance of Harmony Day for them.

Other School Programs (optional)

Revesby Public School is a vibrant learning community delivering excellence where every student has the opportunity toachieve their personal best. The school's true identity can be seen in our three key values of Success, Opportunities andPartnerships. Our stories of academic and extracurricular success demonstrate our school as a place where studentscome to learn, achieve, make friends and have fun.

RPS is a place where we all feel welcome, valued and empowered to make a positive difference in our own way forourselves, our school, our families and our world. At RPS students, parents and teachers work together to pave the waytowards learning success, social well–being and global responsibility. It is a place that inspires creativity, teamwork andconfidence and that all stakeholders are extremely proud of.

Our school staff are enthusiastic, dedicated and continually develop their professional skills and knowledge so that theycan provide a quality education for every child. They are the beating heart of the school, always willing to go the extramile and show genuine interest in and compassion for every child. The Executive staff provide leadership and ensurethat our programs are of the highest quality.

RPS is a school that strives for excellence through continuous improvement. This is achieved through the strongevaluation processes, synthesis of all data and the triangulation of school based and external data to ensure growth andconsistency.

Our school staff are enthusiastic, dedicated and continually develop their professional skills and knowledge to providequality education for every child.They are the beating heart of the school, always willing to go the extra mile and showgenuine interest in and compassion for every child. Our Executive staff provide leadership and ensure that our programsare of the highest quality, we could not achieve the highs we do without them.

Quality Teaching, Successful Students (QTSS) Instructional Leadership Model

In 2019, The QTSS funding was utlised to develop an effective instructional leadership (IL) to facilitate whole schoolplanning developing classroom teachers as leaders. The program involved high quality instructional leaders buildingshared expertise across the school to support literacy and numeracy with a clear focus on identified needs. Our IL's buildthe capacity of all staff and consider succession planning and leadership opportunities within a Systems LeadershipFramework. Through professional learning they support teachers in the effective use of data, support to addressstudents' needs, and facilitate opportunities for collaboration within and across schools. At Revesby Public School thismeans confidence in the tiering structure where students receive the support they need and the capacity of the teacher isbeing built. Leaders systematically monitor and report on student progress and have interventions in place to reducegaps in attainment of student outcomes.

Instructional leaders keep a clear focus on leading colleagues to select and develop teaching strategies to improvestudent learning. IL's give structured feedback, peer review and use the Australian Professional Standards for Teachersto lead personal improvement of both students and staff. They communicate high aspirations and expectations for all,


celebrate success and challenge under–performance.

Leadership Team

The leadership team establishes a professional learning community where the focus is on continuous improvement andthis can be seen within the school and beyond the school gates.

The school executive continues to use mentoring and coaching methodology to support staff in achieving their identifiedprofessional goals. Collaboration is an integral part of professional learning where we have investigated research basedapproaches to 'What Works Best'. After each PL session executive staff members have supported each staff member inreflecting upon current practice and working with expertise to seek improvement. High expectations, explicit teaching,data to inform practice, collaboration, effective feedback and well–being continue to be supported in each stage with aframework of executive support to ensure impact on student learning is the key focus.

Explicit Teaching: Literacy and Numeracy

The school demonstrates a strong focus on developing effective literacy and numeracy strategies as foundations forlearning, using evidence based pedagogies and innovative delivery systems which thoroughly engage students in theirlearning. Our school has led the way in implementing and demonstrating quality practice to other schools in ourcommunity, modelling best practice through programs and practices including Focus on Reading, Visible Learning andopening our Support Unit Classes to both parent and teachers. .

The school has a strong focus on explicit teaching with each teacher ensuring that they teach literacy and numeracysystematically where they build upon strong foundational skills. This explicit teaching recognises that learning is acumulative process where teachers build upon previous skills, knowledge and high expectations. We ensure thatstudents have clear instructions on what is expected and what it is that they need to learn from the specific task (oftenidentified through the learning intention). Teachers ensure that students are given time to engage with the learningprocess effectively, ask questions and are given thorough and clear feedback. Explicit teaching is supported throughProfessional Learning where stage supervisors lead professional dialogue that supports explicit teaching and teamleaders monitor this within each classroom. Leaders support teachers through ensuring explicit teaching is a key focus inevery classroom. Teaching programs show evidence across KLA's of adjustments in order to meet individual needs.

All teachers complete regular readings on current research, which is closely linked to curriculum programs and has adirect impact on students outcomes. This research base uses best practice to effectively cater for student needsincluding programs such as L3, FoR, TEN and TOWN and gives teachers a scaffold to look at quality research and thenplan moving forward with students.

Explicit teaching involves teachers clearly showing students what to do and how to do it,and is supported throughProfessional Learning. Leaders support teachers through ensuring evidenced based programs are implemented in eachclassroom. By using evidence based programs we aim to meet students at their pivotal stage of learning and thenchallenge them appropriately. The analysis of data from K–6 demonstrates that we maximise learning.

Collaborative Planning Processes

Collaborative stage planning has been key in developing systematic programs that are tailored to meet the learningneeds of the students. The school has worked hard on moving beyond cooperative processes to true collaborativepractices. Teams work together to review data which informs future lessons. There is a strong correlation between theschool based data and external data and there is a strong culture of consistency of data. Stage supervisors tap into thestrengths within the team to assist in the planning and leadership. Programming is based on cycles of learning andadjusted accordingly to the learner as opposed to planning a unit of work for the whole term. Stage teams work closelytogether to meet the needs of the student body. An example of this in writing is when a pretest is administered with thepurpose of identifying individual needs but to also determine the main teaching points. Students are given specific andindividualised feedback and, when a complete writing sample is achieved, post testing occurs. This is not only to assessstudents but to also to determine the success of the teaching. This assists in the foundational learning beingsystematically built upon. Teachers receive professional learning to ensure consistency in practice. Programming reflectsthe modelled, guided and independent framework.

Visible Learning

Teacher clarity and visible learning extends across the school community. Teacher clarity is demonstrated throughlearning intentions being clear and explicit in every classroom. Then observing the teachers work through strategies toguide students in being able to demonstrate that the students are able to do what it is the learning intention is askingthrough success criteria. Being clear about what we want our students to know and be able to learn is the first step inteacher clarity. Teachers clearly explain new content to students, then demonstrate relevant skills and processes thatthey expect students to do, provide students with tasks clearly focused on what they want them to know and then checkthat students have a clear understanding of the new learning. At Revesby Public School this is evident in every teaching


program and lesson structure, this is the way in which teachers program and structure each lesson. Lessons have amodelled, guided and independent section to cater for the new learning being explained, the modelling of new skills orinformation and then the guided section of the lesson. There is also a clear focus on the teaching and learning cycleacross the school. All lessons are systematically planned as part of a coherent program. Well planned teaching takesplace, so that students can engage in productive learning where there is minimal disruption.

Student Voice

We have authentically increased student voice to allow students to have a say about what goes on within our school andto be active participants in the school community. This comes in many forms including the Student RepresentativeCouncil which allows over 50 students the opportunity to have a say and has helped to increase decision making,confidence of our students through providing feedback on teaching and learning.

We believe that when students have a voice they have more choice. Developing opportunities for student voice weembrace opportunities, for students to make rational and informed decisions about their own lives and acceptresponsibility for their own actions, which is a key life skill.

Student voice is evident in all areas of decision making across the school and student opinions on topics are regularlyshared through our Facebook and Twitter student voice posts.

In addition students at RPS have developed their own vision for student voice.

"Student voice is when students have an opportunity to have a say and express themselves. Student voice helpsstudents and teachers to understand progress through learning and where feedback is a two process where students areactive. Students get to share their knowledge and expertise within the school environment to make changes. Whenstudent voice is strong it allows students to be involved in decision making processes. Student voice is made up of firstlystudents being heard and then the actions followed up. It is important to recognise that student's ideas and abilities arevaluable. Student voice is powerful when staff listen, reflect and actively implement what it is that students arecommunicating. Student voice increases interest and engagement in school life. When students are heard it creates asense of belonging which then sees students strive to succeed as part of the school community."

We have authentically increased student voice to allow students to have a say about what goes on within our school andto be active participants in the school community. Student voice has helped to increase confidence of our studentsthrough providing feedback on teaching and learning. When students have a voice they have more choice. Throughdeveloping opportunities for student voice we embrace opportunities for students to make rational and informeddecisions about their own lives and accept responsibility for their own actions. Valuing the genuine input of our studentsas learners, learners who have agency and the ability to add value.

Learning and Support

In 2019, the Learning and Support Team (LaST) worked collaboratively with staff, parents, the community, and outsideagencies to provide support to children across the school. Student welfare programs that operate within the schoolsupport student learning outcomes and engagement. The LaST meets weekly and includes the Principal, AssistantPrincipal Special Education, School Counsellor, Learning and Support teacher, EAL/D teacher, Support Class teacher,and classroom teachers when identified students are discussed. The LaST continues to work with students, parents andteachers in strengthening programs and interventions, ensuring that the individual learning needs of all children are met.

This team has three sub committees including attendance, health care procedures and learning support. Each subcommittee has a clear focus and procedures that guide the processes where an essential aspect of prioritising andproviding personalised and individualised learning and support for students. A system of tiered intervention whichoperated in line with the instructional leadership model to support students presenting with additional support needs,ensuring that every child has equal opportunity to reach their potential. The result of this has seen several students whoare new to the school and who demonstrated gaps in their learning make quick progress in the endeavour to bridge thegap. This school–wide collective approach for student learning and success ensures that learning is viewed and plannedfor holistically.

We have seen an increased proportion of students improve through the referral and support offered through theexpertise of the team. The other highlight was with the Instructional Leaders where tiered support was a part ofintervention. There was a notable improvement in the writing of individualised education plans with the main differencebeing that learning goals became very specific using the SMART goal methodology.

Individualised Education Plans

Individualised Learning Plans (IEP) informed by sound holistic information about each student's well–being and learningneeds in consultation with parents/carers. Individualisation and personalisation assists students to connect, succeed andthrive and accommodation and adjustments are made to suit needs as they arise.


IEP's strive to tailor learning to the specific needs of a student. At Revesby Public School IEP's are strengths based. Weuse staff expertise to tap into specialists that guide other teachers in the planning of SMART goals. They ensure that thegoals are measurable, achievable, supported, time–framed and aim to support achievement. The IEP goals take intoconsideration academic, social and emotional domains. These goals are also communicated and negotiated with thestudent to allow them to be able to articulate their learning to make improvement. The school has also implementedprofessional learning to build teacher capacity in the implementation of effective IEPs. Teachers worked with a specialistteacher individually on identified goals. Adjustments and individualisation involves parents in the planning to support thelearning in order to maximise the impact.

Through a focus group teachers and leaders expressed that the professional development had a positive impact in theway that they feel that they now know how to tailor really specific goals and as a result the IEPs are more effective.Triangulation of school based data including PLAN2 data, external data including NAPLAN with individualised learningplans, indicates growth for students where individualisation has been a focus.

Kindergarten Transition

In Term 4, the Kindergarten teachers welcomed over 50 students to our Kindergarten Transition Program. The importantfour sessions held over four weeks gave 2019 Kindergarten students the opportunity to experience the school setting,engage with their future peers as well as get a taste for some of the fun activities they will be experiencing inKindergarten. Two parent sessions were held in the hall so all the important information in regards to starting schoolcould be addressed and any queries from parents could be answered. It was a very successful, engaging transition andwas completed with the students performing a song for their parents.

Communication

At Revesby Public School we have many ways of communicating with the community. Our staff are dedicated toproviding as much information to our community as possible. Each and every class provides up to date informationthrough the use of the application Class Dojo. A part from this we have a detailed newsletter, the School eNews App andour very active Facebook page to keep parents up to date with the happenings at our school. Our school website isupdated constantly to provide our community with a wealth of information about the school and teaching and learning.

Community Nights

We are very proud of our termly community nights as they bring all members of our community together to share in bothsocial and educational events. This year community nights have been a collaboration between our hardworking P & Cand staff. 100% of staff attended each community night and saw this as an opportunity to interact with the community ona more informal basis, ensuring that we build strong partnerships to enhance student learning. This year saw the schoolhost an Iftar which was well received within the community. We also held a Diwali celebration which was predominatelyrun by community members. Our community nights are regularly attended by over 60% of our school community. Inrecent times we have extended this to include members of our broader community.

Transition programs

The school focuses on positive and smooth transition points. The school works collaboratively between parents, thestudents and the community to support continuity of learning for all students at all transition points. We work closely withour local preschools where staff visit preschools to get to know the students, children visit the school, attend extensiveorientation sessions with our local high schools in particularly Sir Joseph Banks High School and East Hills Girls HighSchool.

Beechwood Aged Care

Over the past three years we have developed many close partnerships with our local community. One of these has beenour connection with Beechwood Aged Care facility. Our students visited Beechwood on a number of occasions to sharemusic, stories.. The residents love interacting with our students and our students saw first hand the importance of humanconnection across the generations. The students displayed qualities such as kindness, compassion and empathy. Thesekey qualities are the qualities that we wish to develop in our students as global citizens. We see all of the residents asbeing a part of our community and we wish to connect with them. This is evidence of teachers, parents and thecommunity working together to promote learning.

Filmpond

The school has developed a strong partnership with Filmpond, who have helped us develop and produce the 30films we currently have in our school pond. We have enjoyed sharing our stories with the broader community.We believe that everyone has a story to tell and Filmpond are helping us share them. Filmpond is anotheroutstanding example of the working relationship and partnership we have with the broader community and


provides a platform to all of the community into our school.

Learning Links

Interagency support with Learning Links have provided students who are experiencing reading difficulties the opportunityto work with a specialist to improve reading skills. This program has been very effective both in the improvement inreading and in the relationships formed between the students and the personnel. Learning Links also provide a programcalled Heartlinks with the aim of supporting cultural diversity.

Film By The Banks Short Film Festival

Revesby PS has coordinated the Film By the Banks Film Festival. This has provided students from across theBankstown network and beyond the opportunity to develop skills in filmmaking, script writing and then go on to produceshort films. Students experimented with 'Green Screen Film Technology' and stop motion techniques. Our school thenworked in community partnerships with several other schools to judge the films and edit them to have them ready for afilm festival. The films depicted our wonderful community partnerships and focused on the genuine learning that tookplace.

Three Way Parent Teacher Student Interviews

During 2019 we continued three way interviews which form an important part of the connection between home andschool. It is also an indication of how it is important that students take responsibility for their learning while being aneffective way to track student progress and achievement.

Teachers involve students and parents in goals to support learning which have been devised against the curriculum andshare expected outcomes. This process supports the visible learning work where the child negotiates a goal and takesresponsibility in understanding where to next. Teachers effectively involve the students and parents in planning tosupport learning and share the expected outcome and the progress. The school is inclusive of cultural and linguisticbackgrounds and students with disabilities to ensure that all have a positive sense of belonging. Our school encouragesparents, carers, families, the broader community and students themselves to hold high expectations for their educationaloutcomes. The school promotes a culture of excellence, by providing challenging, inspiring and innovative learningexperiences and opportunities that enable all students to meet their learning potential and where learning outcomesshared with the community supported by a three way process. Effective partnerships in learning with parents andstudents mean that students are further motivated to pursue their best and continually improve.

100% of parents interviewed as a part of a focus group reported that they felt the three way process was beneficial.Comments such as 'It put everyone on the same page with the learning'. Some parents noted that they would have likedan opportunity to raise things without their child present. 100% of families either attended the three way interviews or hadcommunication via a phone call where teachers communicated progress. Staff survey responses noted the three wayprocess as being beneficial in negotiating and sharing learning goals.

Evidence of impact of community partnership is in the incline in community engagement, where home and school workedin close partnerships to improve and strengthen student outcomes. This year we saw an increase in positive feedbackfrom the community in terms of the range of activities and opportunities offered. The result of all of these additional linkshas been that there has been a large increase in the community using the Facebook page to gain information andcelebrate learning.

Evidence can be seen in the many positive comments added by community members. There has been an increase in theuse of Twitter as a professional learning tool whereby staff have contributed to the learning community and have alsolearnt from it as well. We now have nine staff members using this platform to connect with the broader learningcommunity. The 30 films produced by Filmpond have promoted positive partnerships between home and school. Parentshave reported that as a result of the programs, events and authentic engagement we have strengthened parentalengagement and increased the opportunities where they can engage in meaningful ways. The response to this wasoverwhelmingly positive where the opportunity to allow our families and communities to experience the learning andinitiatives first hand was noted. The school placed high value on enabling and promoting opportunities for the communityto connect in meaningful ways where input is genuinely valued.

School Awards

Our school prides itself on the achievement we have made as a result of excellent teaching and learning programs,outstanding professional, community partnerships and innovation. During 2019 our school received the following awards:

• Our school team received a Secretary's Award for Global Citizenship through Student Agency.

• Mrs Brady was presented with Minister's Awards • Mrs Das and Miss Halzhouser were recognised as award winners at the Director's Network Awards. • We were finalists in the Australian Education Awards in two categories for Government School of the Year and


Principal of the Year. • Our Debating Team saw great success winning our pool within the competition. Congratulations to the competitors

and to Mrs Jegers for leading this success. • The school also participated in the Macquarie Gifted and Talented Maths Competition where we entered 3 teams.

All teams worked incredibly hard but it was our youngest team that saw the best results. Thank you Mrs Brady forpreparing our students.

• We saw students compete for the first time in the Robotics competition. Our students finished 11th out of 38 teamsin one of the challenges(we were one of a few primary schools in amongst high schools). Thank you Mr Watsonand Mrs Jegers for your support in this, along with one of our hard working parents who guided us along the way.

Library

Our school library is a hub or student and staff learning. Students continue to use information technology to enhanceteaching and learning experiences through the many forms of information the library provides. The learning space withinthe library is extremely flexible and allows multiples classes and groups to make use of the library at the same time.During 2019, there has been a focus on building our collection to enhance student learning with quality AustralianLiterature and resources to support the NSW English and Science syllabuses. Technology to enhance student learningoutcomes is a major focus within the library and the school, this year we have focused on film and visual literacy as wellas robotics and coding to increase students ability to use technology to solve problems and develop literacy andnumeracy skills. Student involvement in the Premier's Reading Challenge from K–6 ensures that students are borrowingage appropriate quality literature, this year we had 225 students completing the Premier's Reading Challenge. The libraryis also a place of community learning, this year we have hosted School Administration Staff Conference, communitynights, P & C Meetings, Aboriginal Pathways celebrations and the Metropolitan South Operational Directorate BankstownNetwork Public Speaking Competition and the Multicultural Perspectives Public Speaking Competition.

Extra Curricular Programs and Activities

Dance Groups

Revesby Public School had three amazing dance groups incorporating over 80 students. These dance groups weregiven great opportunities to perform at the Bankstown East Hills District Dance Festival and at Presentation Day. Theinfants dance group which is Kindergarten to Year 2, choreographed by Mrs Rebecca Samphier, were very cute andcolourful. The Junior dance group which consisted of students in Years 3 and 4, showed off their dance talentschoreographed by Mrs Melissa Weir and then by Mrs Carnovale and Miss De Santi when Mrs Weir went on leave.. TheYear 5 and 6 students in the Senior Dance group had a great year dancing together to a number that promoted thegrowth mindset, choreographed by Mrs Nyree Cameron. We sincerely thank our dance teachers who take the time towork with our students to enable them the opportunity to demonstrate their talents.

Education Week

Revesby Public School celebrated Education Week 2019 with the theme Every Student, Every Voice. We celebrated theday at Revesby Public School sharing our student voice projects with our community, this informative session was run byour student leadership team, with the highlight being our families having the opportunity to share their vision for theschool. Together our students and community created a whole school vision for Revesby Public School. The familiesthen visited classrooms where students were working on a student voice project to identify areas for improvement for ourschool. Community Engagement was very high during our Education Week Open Day, parents and community memberstook the time to interact not only with their own children but with their students from other classes too. Our EducationWeek celebrations continue to be an excellent opportunity to celebrate community partnerships we value, and the waysin which we work together to achieve the best outcomes for our students. Our annual Book Fair held during EducationWeek was again a wonderful opportunity for our students to share their excitement about books and reading and yetanother wonderful opportunity for our students to connect with the community. Many families supported this event withsome families donating their purchased back to the school. We sold over $2500 of books at our Fair and received over$700 of resources for our school.

Public Speaking

This year students from Kindergarten to Year 6 participated in the Metropolitan South Operational Directorate PublicSpeaking Competition. This was an extremely successful event where students were able to share their knowledge andskills in public speaking. Students shared a speech within their class and then one student from each stage were chosenas finalists to go and represent the school at the area competition. At the next level students delivered their speeches aswell as an impromptu speech. In 2019 we again hosted the Bankstown Network Final of the Metropolitan SouthOperational Directorate Public Speaking Competition. We shared the success of Zaynab A, Athan T, Maha A, Edward.H. who all represented our school at the Bankstown Network Final.

This year we also hosted the Regional Multicultural Public Speaking Competition, we are very proud of our student's


achievements in public speaking and look forward to again hosting the Bankstown Network Final of the PublicMetropolitan South Operational Directorate Public Speaking Competition and the Regional Multicultural Public SpeakingCompetition in 2020.

Walkathon and Fun Day

The K– 6 Walkathon was a chance for the whole school to improve their fitness skills and support Stage 3 fundraising. Allstudents participated enthusiastically and were well supported by sponsorship from within the school community andbeyond.

Fun Day was another successful community and student partnership opportunity. Students spent a day of real learningsetting up ideas for our stalls, costing our equipment and creating an outstanding service to the school community. Onthe day students were treated to an amazing variety of activities and gourmet food. There were 18 stalls in all and theday was a great success. We thank our community for their continued support of Stage 3 fundraising.

Stage 3 Camp

This term 59 students from Stage 3 attended camp at the Outdoor Education Centre in Gosford. The students andteachers were able to participate in archery, raft building, bushwalking, challenge ropes, giant swing, rock climbing andthe flying fox with much laughter and some screaming at times! The instructors all commented on the excellent behaviourof our students and their willingness to have a go at the challenging activities. The students supported each other whenthey experienced fear, encouraging them to have a go and not give up. We thank our teachers for their wonderfulpreparation and their work. It is a big ask taking time away from families to give our students these wonderful educationopportunities.

Enrichment Programs

Debating

This year 14 of our Stage 3 students represented our school in the Bankstown/East Hills debating competition. Our teamcontinued to collaborate using Google Docs to share in online preparation of all debates and argued each of thechallenging topics in an outstanding manner. Our outstanding preparation and speaking skills saw us finish equal first inour pool. Debating at Revesby Public School is a great example of the wonderful opportunities provided for successwhile developing positive partnerships across our community of schools and we look forward to entering two teams in2020.

Premier's Spelling Bee

The 2019, Premier's Spelling Bee continued to be a platform for our students to compete for the title of Spelling BeeChampion. This year we had 34 students competing in the school competition between Years 3–6 with Bianca, Minh,Ishpreet and Jack representing at the regional finals.

Coding & Robotics

Selected students have participated in enrichment programs in both digital media and technology. Students from Stage 2have been introduced to coding, successfully using Scratch and Lego robotics to code and program both our MIP andLego E 3 Robots. This year we entered a team of ten students in the First Lego League Robotics Competition, thisopportunity saw our students develop the core values of the program working together and respecting each otherthrough Discovery, Innovation, Impact, Inclusion , Teamwork and Fun. We are so incredibly proud of our students andparent helpers and staff who trained for months, including holidays! On the day of the competition, our students shonewhile displaying the core values of the competition. They finished in the top 12 of schools across the region and in thetop 3 of primary schools in the Robot Game where our team was able to use complex coding to successfully completethe challenge.

Film By The Banks

Revesby PS has coordinated the Film By the Banks Film Festival. This has provided students from across theBankstown network and beyond the opportunity to develop skills in filmmaking, scriptwriting and then go on to produceshort films. Students experimented with 'Green Screen Film Technology' and stop motion techniques. Our school thenworked in community partnerships with several other schools to judge the films and edit them to have them ready for afilm festival. Mrs Tate and Mrs Jegers then coordinated our Film By the Banks Festival which showcased short films fromover 15 schools at the Bankstown Sports Club. The matinee and premier red carpet screenings were a huge successand highlighted our strong community and commitment to innovative learning practices such as film.

Sir Joseph Banks Partner Program


Our partnership with Sir Joseph Banks continues to provide a wide range of enrichment opportunities for gifted andtalented students and extracurricular activities for select students using the expertise of both teaching and resourcesavailable at the high school. Fifty students have participated in hands on activities in Mathematics, Science, Technology,Digital Media, and English, Science, and sport. This year we participated in the prestigious Joeys Cup Challenge, withour team working together on challenging problem solving activities. We continue to forge partnerships with our localhigh school as they are a valued part of our enrichment programs.

Wellbeing Programs/Opportunities

The school prides itself on positive, respectful relationships which are evident across the school community to enableoptimal conditions for learning. Our school establishes well being as an integral to the learning culture where theenvironment provided enables students to connect, succeed and thrive. The school is organised so that all students haveregular opportunities to meet with identified staff members who provide advice, support and assistance to help studentsfulfill their potential through programs such as Champion Children/Peer Support Program, 'Growing Gritty Girls','Seasons for Growth' and 'Esteem Designz'. This year we celebrated International Women's Day with our senior girls andbroader community sharing inspirational stories from their life experiences.

Champion Children /Peer Support Program

The school implements programs and assessments to identify, regularly monitor and review individual learning needswith a focus on well–being and the whole child. The implementation of programs such as the Champion Children thatfocus on well–being, aims to give all students regular opportunities to meet with an identified staff member who canprovide support and assistance to help students fulfil their potential. The focus is on this key staff member being able toprovide advice, support and assistance to help students fulfil their potential. This promotes an environment wherestudents can connect, succeed and thrive. This is a whole school approach towards student well–being where we haveimplemented evidence based programs to improve whole school practices in well–being and engagement to supportlearning. The Champion Children Program moved from being teacher led to student led where the students were trainedas Peer Support Leaders. They then delivered an anti–bullying strategy to support the whole school community in thisarea.

Chaplaincy Program

The Chaplaincy Program has had a particularly positive impact across the school through caring for the social andemotional crises of students and their families, as well as supporting staff. The 'Seasons for Growth' program hasparticularly supported students through periods of grief and loss, conflict, relationships and friendships issues as well associal skills and anxiety. The program provides support through difficult times is an important, ongoing and necessarypart of the Chaplain's work at the school, as needs arise. The 'Seasons for Growth',and 'Esteem Dezign' have resulted inmeasurable improvements in well–being and engagement to support learning. This demonstrates the school–wide,collective responsibility for addressing student learning and success, which is shared by parents, staff and students.Parent feedback for the Chaplaincy Program have been extraordinary and overwhelmingly positive with comments of 'Mychild has been much more settled and is dealing with grief as a result of the program'.

Positive teacher student relationships are evident and widespread among students and staff and promote studentwell–being to ensure optimum conditions for student learning across the whole school. These are represented in theTell Them From Me 2018 (TTFM) Data where our school has a mean of 8.7 as opposed to the NSW Governmentnorm of 8.4. Students also reflected that they feel that they have someone at school who consistently providesencouragement and can be turned to for advice demonstrating a mean of 8.2 as opposed to the NSWGovernment Norm of 7.7. Students also demonstrated that staff emphasise academic skills and hold highexpectations for all students to succeed with a mean of 8.9 as opposed to the NSW Government Norm of 8.7.

As a team, the school have looked at the Wellbeing Framework and conducted a school evaluation through a well–beinglens. Stage teams were asked to evaluate against each of the themes. Stage plans were put into place and will bereviewed again later in the year to map progress.

Innovation and Inspiration and EduTech 2019 Conference

Revesby Public School has purposeful integration of technology into future–focused learning and teaching where weprovide opportunities for students to think independently and develop skills that will enable them to flourish in a worlddriven by technology. Technology is used effectively to enhance learning and service delivery. The school usesinnovation thinking in designing and implementing the school plan as evidenced in Strategic Direction 1.

Innovation and inspiration is at the heart of what we aim to achieve. This year has seen innovative initiatives such asProject Based Learning and STEM Education . These programs see us all working together for the common goal ofimproving student outcomes while creating global citizens. Our innovative practices focus on the teaching and learning,on the learner, parents, community, the broader community, and the school culture. This year a team of students wereselected to share their learning of the project, "Classroom Solutions you need Now!" which showcased the. innovative


solutions to classroom problems and the solution prototypes created with a 3D printer at the 2019 EduTech Conference.Our students represented the Department of Education on the STEMShare Stand. This was an incredible opportunity toshowcase the innovative learning practices at our school to the hundreds of visitors to the stand.

Catalyst Lab Innovation Program

This year a team of staff from Revesby Public School participated in the Catalyst Lab Innovation Program run by theNSW Department of Education. We submitted 12 ideas on how to improve future–focused learning and better prepareour students to thrive in a rapidly changing world with the specific challenge of Ethical Citizenship in the Age of ArtificialIntelligence. Two of our ideas were then selected to move into a structured innovation and design–thinking process andthen into an 8–week accelerator program where we worked in conjunction with Valentine Public and innovation expertsto rapidly test, validate and refine our ideas and create our solution known as the Ethical Quest. Our Ethical Questsolution includes explicit teaching lessons and applied learning experiences including Ethical Quest Gameplay and givesteachers easy access to a range of prepared quality learning experiences and teacher professional learning. We areextremely proud that our school was selected as one of the two schools from across the state to have this incredibleexperience and opportunity

Projected Based Learning: Dark Sky

This year the school has extended teaching and learning programs using a range of inquiry structures such as ProjectBased Learning, Self Organised Learning Environments, STEM and Discovery Learning. Technology supports learningand is expertly integrated into lessons by teachers to equip our students with a high level of digital literacy to connect,succeed and thrive in the 21st century.

Project Based Learning Projects such as " Dark Sky" Stage 3 involve students solving real–world problems as globalcitizens now. Students were challenged to solve the problem of light pollution to reduce the impact on the community.Their innovative ideas were formulated into prototypes after connecting with an Astrophysicist at Parkes Observatorywho provided mentoring to improve their initial idea.

Sport

All students were provided with many opportunities to participate in weekly sport sessions. Sport and physical fitnessassists in students overall well–being. Sport sessions are staged based and are inclusive of the students from thesupport unit. Sports sessions including both PSSA and school sport provide students with fundamental skills to developskills and expertise. PSSA provides opportunities for students to collaborate and form healthy relationships beyond theclassrooms. Students also have the opportunity to meet students from many schools across the area.

The Athletics and Cross Country Carnivals were held in Term 2 and 3 this year and were an outstanding success both inproviding students with the opportunity to compete and in forming stronger community ties with both events being reallywell attended. The Swimming Carnival was too successful with our school sharing the venue with Tower Street PublicSchool. This allows us to halve the cost of the pool hire and allows the students that swim competitively a chance to betimed with students from another school. We thank the P&C for their partnership in making the Athletics Carnival awonderful event.

Our students participated strongly at the District Swimming Athletics and Cross Country Carnivals and we thank MrsJoan Henry for her leadership across the sporting program. A number of our students represented school at DistrictRegional levels. Special mention goes to Esther who broke the District discus record and then went on to place 4th at aState level. Special mention also goes to Daniel who made the Regional Soccer Team as a goalkeeper. He was notedfor his talents and good sportsmanship on the field. In the sporting field this year we also saw our school progress to theState Cup Finals in Rugby League. Thank you, Miss Grimson for coaching the team and leading us to success.

Other Sporting Activities

Revesby Public School also conducted Learn to Swim classes and Gymnastics on a Friday afternoon for Years 2, 3 and4. The school participated in the Department of Education two week swimming scheme and entered the Premier'sSporting Challenge to raise money for sports equipment. We also entered an Open Rugby League Team in theCanterbury/ Bankstown knockout competition which they won. They then went on to compete at the NSW State RugbyLeague Knockout Competition.

P&C

In terms of partnerships we thank each and every community member for their support of our school. We continue togrow these partnerships and have seen our community engagement at an all time high. It is with this partnership thatsees our school grow stronger daily.We also thank the wonderful P & C Association for their continued and outstandingsupport to the school They work hard in partnership with the school to provide the best for our students. The P&C are asmall of group of hard working people who give so much of their time, efforts and energy to make our school great. I too


wish to thank each of you for the wonderful partnerships that you offer daily. Your support, encouragement, and goodwilldoes not go unnoticed.

The school takes great pride in the way that it communicates and connects within the learning community and beyond. Inour school, the focus is on every student being known, cared for and valued. There is a strong commitment to nurturing,guiding, inspiring and challenging students to find their joy in learning and meet their full potential. Through teaching andlearning and extracurricular programs the school supports students to be confident and creative individuals whoexperience success and develop a positive sense of well–being. The school ensures that we provide optimum conditionsfor student learning across the school.


2019 revesby public school annual report...revesby public school victoria st revesby, 2212...

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