rec annual report 2014

Annual Report 2014

Context School Name: Reynella East College School Number: 1907

Principal: Caroline Green Partnership: Panalatinga

2014 was the fourth year of Reynella East College - the amalgamation of Reynella East CPC, Reynella East Junior Primary, Reynella East Primary and Reynella East High School, creating the largest government school in South Australia, with 1750 students and pre-school children. By the end of 2014 a 30 million dollar upgrade to College facilities had been completed. This upgrade included both Federal and State Government funded upgrades to general classrooms and specialist vocational facilities, shared library and staffroom, student services and administration areas and most recently, perimeter fencing and professional signage adding the final touches.

2014 Highlights A major focus for 2014 was to develop a P-12 culture and to bring all parts of the school together around a shared purpose. Developing the outdoor learning and play environment was identified as an important next phase to compliment the newly landscaped grounds and has provided a major focus for the Governing Council. In 2014, the Governing Council, staff and representative students of all ages were involved in practical design activities to help raise awareness about the importance and value of interaction with the natural environment. P-12 staff meetings and professional development programs were introduced to accommodate the large teaching and support staff teams and to share and develop skills, knowledge and expertise. In 2013, REC introduced the Australian Standards for Teachers as a framework for supporting teacher performance & development. In 2014, there was an on-going focus on performance and development to continue to support a culture of teacher quality, feedback and growth for all teachers. A new and innovative P-12 professional learning model was trialed and implemented to support College improvement priorities and individual needs. The model promotes opportunities to share skills and expertise within and across learning areas and parts of the College. The College has continued its close partnership with Flinders University to further grow the Internship program which earned the College the title of Pre-service Lighthouse Site by Australian Institute for Teaching School Leadership (AITSL) as well as DECD Workforce Development funding and support. A number of previous Interns have been selected for teaching positions in 2014. They demonstrate high levels of confidence, enthusiasm and connectedness with Reynella East College. The primary section held another successful Remembrance Day/Grandparents Day. Students, staff and visitors enjoyed the very moving ceremony followed by opportunities to join students for some fun and games and visit classrooms. The day raised $4140.95. The inaugural P-12 drama production The Journey to Oz was a major highlight in 2014. The production, performed at the Hopgood Theatre brought together staff, students and families from across the College and was a wonderful and authentic experience for all involved. In 2014, there has been a focus on growing our International Education program. In the latest installment of the REC/Valentin-Heider Gymnasium, Lindau, Germany exchange, 13 students from Germany visited us in April before a group of 11 Year 10/11 REC students and 2 teachers spent 5 and

a half weeks over Christmas touring Germany, attending Valentin-Heider school and staying with host families. Caroline Green and Andrew Smith spent 2 weeks in Thailand visiting schools to promote International Education at REC while also delivering professional development to Thai teachers in a variety of areas. Tania Guest and Andrew Smith produced a promotional video for the College, which focusses on REC as a destination for International Students and showcases the variety of programs and opportunities available to students at the College. In 2014, Brian Marsh and Elke Schipanski escorted our very first World Challenge team across remote parts of Cambodia. Jeff Glass and Martin Forsythe joined forces once again with Aberfoyle Park High School to provide opportunities for students from both schools to experience the history of the Western Front In 2014, a number of students were acknowledged for outstanding contributions and achievements including:

Year 12 Aboriginal students Chloe Wegner and Brodie Thompson who received raw ATAR scores of 95 and 93 respectively

Tash Behrendorff, acknowledged as a SACE achiever as her 2014 art work was accepted into the SACE Art Show as an exemplar for Stage 2 Visual Art students.

Bailey Kudler who undertook a 2 year VET course to gain Certificate II in Electronics qualifications via a Trade School course delivered by PEER VET Training.

Emma Adams who represented Australia in the 2014 Olympics in Glasgow in Air Rifle Shooting. Jack Spurling who was selected to represent Australia in the National Speed Stacking

Championships in Canada and Malaysia. Sami-lee Amberle who was selected to represent the SA Crowns at the 2014 Junior National

Indoor Netball Championships in Perth. Mitchell Rogers who was selected to represent SA at the Junior Table Tennis Championships in

Sydney. Ross Todd who was selected to represent Australia in the Junior Diving Team in Russia Luke Noble who was selected to represent SA in the Junior State Golf team. Ashley Montero who was selected to represent SA in the World Sport Rugby Carnival in Gold

Coast. Luke Montero who was selected to represent SA in the World Sport Rugby Carnival in Gold

Coast. Deakin Hamilton who was selected to represent the Southern Spiders Indoor Cricket in the

Australian Junior Indoor Cricket Championships. Brayden Edwards who was selected in the Australian School Boys Baseball Team that toured

the USA.

Governing Council Report It has been an exciting year for the Governing Council. This year we have looked at policies on hats, photographs, social media, and uniform. We have also been exploring a new outdoor play initiative where children can play with more natural equipment outdoors. We also welcomed our new Principal Ms Caroline Green. A highlight on the school calendar is the Remembrance Day Service. This is such a moving and remarkable experience. So many attend from the Primary section and the local community. The fete that follows is great fun as well. I also attended the primary sections Japanese and traditional Sports Day. A lot of fun was had by the students in trying out the different events. It was a fantastic day and praise is due to the Sport Day Committee and all staff involved. Another highlight was the year 12 Graduation Night. There were a number of students who achieved great results and were presented with Individual and Service awards. Congratulations to the cohort of 2014. I wish you all the best for your future endeavours. Finally I wish to say it was again a privilege and pleasure to serve on Governing Council and as Chairperson this year. I thank all Governing Council members for their time, effort and input. Barry Temme Governing Council Chairperson

Site Improvement Planning and Targets The 2014 Site Improvement plan identified the following priority areas for improvement: Attendance

All absence is explained Reduction in lateness across the College (particularly 8-10) Sanctioned (explained absence) is reduced significantly across the College

Student Achievement All students without special needs achieve literacy and numeracy NAPLAN benchmarks Increase in the number of A & B grades in SACE stage 1 & 2 Teacher assessment is consistent with moderation in SACE Stage 2 subjects

Staff Performance & Development All teachers engage in self-assessment and identify areas for development and improvement. All teachers develop a Performance & Development Plan and gather evidence of professional

development & improvement. Improve leadership capacity to provide quality performance & development support for line-

management teams. All staff seek and receive performance feedback.

Intervention and Support English as second language or dialect (EALD) students to improve by at least one Language and

Literacy level each year. ATSI students to meet learning goals identified. All plans for verified students with disabilities reflect short-term learning goals. All verified students make regular progress. Increased SACE completion results for verified students. Increased choice of subjects for verified students and students at risk of barriers

Better Schools Funding In 2014, Reynella East College was allocated $32,000 Better Schools Commonwealth Funding to support the achievement of the College improvement priorities. The funding was used to fund a cluster literacy coach and to provide release time for Step 9 teachers to work with the literacy coach as part of a capacity building strategy. Additional funding was also provided to supplement the Learning Difficulties support program. Discussions on the introduction/renewal of training in the use of literacy and numeracy program Quick smart.

Recommendations: 1. Pursue ongoing literacy coaching support for teachers. 2. Provide further literacy and numeracy intervention support for students. 3. Provide professional learning support in literacy and numeracy teaching and intervention

strategies for staff.

Student Achievement NAPLAN

The first set of graphs and tables provided below show how the year 3, 5, 7 and 9 students are represented in proficiency levels in each aspect of the NAPLAN tests. Each graph shows a bell curve with most students represented in the middle and less in the higher and lower proficiency levels. There is some variation amongst the year levels, for example there is slightly higher representation in the lower levels in year 5, but this cohort did not have any students exempt from sitting the test. Nevertheless, the College aspiration is to implement strategies that ensure increased representation in the middle and upper proficiency levels in the future.

Student Proficiency Bands

Figure 1: Year 3 Proficiency Bands by Aspect

Table 1: Year 3 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 3

Exempt 1 2 3 4 5 6

Numeracy 3.7 7.4 25.9 31.5 14.8 16.7

Reading 3.7 9.3 16.7 24.1 22.2 14.8 9.3

Writing 3.7 3.7 33.3 35.2 20.4 1.9 1.9

Spelling 3.7 14.8 20.4 27.8 24.1 3.7 5.6

Grammar 3.7 18.5 11.1 29.6 22.2 11.1 3.7




Year 5

Exempt 3 4 5 6 7 8

Numeracy 5.3 19.7 34.2 27.6 7.9 5.3

Reading 5.3 14.7 32.0 30.7 10.7 6.7

Writing 10.5 23.7 35.5 23.7 5.3 1.3

Spelling 10.4 14.3 23.4 29.9 15.6 6.5

Grammar 6.5 14.3 28.6 23.4 15.6 11.7 Figure 3: Year 7 Proficiency Bands by Aspect



Year 7

Exempt 4 5 6 7 8 9

Numeracy 7.7 25.3 29.7 24.2 11.0 2.2

Reading 6.5 20.7 34.8 29.3 5.4 3.3

Writing 8.7 30.4 41.3 13.0 6.5

Spelling 7.6 20.7 29.3 26.1 10.9 5.4

Grammar 10.9 25.0 25.0 23.9 8.7 6.5

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Year 9

Exempt 5 6 7 8 9 10

Numeracy 1.4 3.4 26.4 40.9 20.2 5.8 1.9

Reading 1.4 10.0 21.4 32.9 23.3 9.5 1.4

Writing 1.4 21.0 22.8 25.6 19.2 7.8 2.3

Spelling 1.4 9.1 15.1 36.5 23.7 7.8 6.4

Grammar 1.4 10.0 28.8 35.6 14.6 8.7 0.9

Student Mean Scores The following set of graphs shows average performance in aspects of the NAPLAN test for each cohort over the past 3 years. Overall, there is not significant variation in year 5, 7 and 9 results; with most there has been a slight average improvement. Particularly pleasing is improvement in year 5 Numeracy and Spelling. The mean 2014 year 3 results below are quite different however and have generated a clear set of recommendations for future action. Figure 5: Year 3 Mean Scores

Table 5: Year 3 Mean Scores

Mean Scores by Test Aspect

Year 3

2012 2013 2014

Numeracy 365.8 365.1 347.1

Reading 373.6 409.8 365.8

Writing 373.2 397.6 344.5

Spelling 379.4 376.9 342.8

Grammar 357.4 396.8 339.9

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Mean Scores

Figure 6: Year 5 Mean Scores



Year 5

2012 2013 2014

Numeracy 441.5 448.9 467.7

Reading 450.9 484.2 476.8

Writing 433.7 457.4 449.9

Spelling 458.1 465.6 473.9

Grammar 445.1 479.1 481.8 Figure 7: Year 7 Mean Scores

Table 7: Year Mean Scores


Year 7

2012 2013 2014

Numeracy 527.0 502.5 511.4

Reading 529.9 519.2 509.1

Writing 520.0 500.8 487.4

Spelling 527.4 526.2 516.4

Grammar 534.2 505.8 508.5

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Figure 8: Year 9 Mean Scores



Year 9

2012 2013 2014

Numeracy 554.6 552.9 557.3

Reading 550.3 559.0 558.4

Writing 510.2 521.1 533.3

Spelling 554.8 575.0 567.7

Grammar 548.0 553.8 551.3

NAPLAN School Growth: Year 3-5 The following graphs show how much growth or progress has been made for students between tests. Year 5 -7 numeracy shows typical representation, whilst other literacy and numeracy growth for year 3-5 and 7-9 shows an under-representation in the proportion of students demonstrating upper growth.

Figure 9: Year 3-5 Growth

NAPLAN School Growth: Year 3-5

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Table 9: Year 3-5 Growth

Growth by Test Aspect

Year 3-5

Progress Group Site

Numeracy Lower 25% 21.4

Middle 50% 55.7

Upper 25% 22.9

Reading Lower 25% 26.9

Middle 50% 49.3

Upper 25% 23.9

Figure 10: Year 5-7 Growth




Year 5-7

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Middle 50% 50.0

Upper 25% 25.6


Middle 50% 51.3

Upper 25% 17.9 Figure 11: Year 7-9 Growth


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Middle 50% 51.3

Upper 25% 21.4


Middle 50% 61.6

Upper 25% 15.8

In term 4 2014, all primary staff engaged in analysis of the 2014 NAPLAN results and identified aspects of the test that students performed well in and areas where students performed poorly. Reading Comprehension was identified as the most significant priority for improvement in 2015. Recommendations Literacy

1. Continue with literacy coaching for teachers with a focus on developing strategies to improve reading comprehension in the Early Years.

2. Develop whole College literacy agreements to support consistent teaching and intervention practice.

3. Provide leadership in literacy across the curriculum P-12.

Numeracy 1. Implement QuickSmart numeracy intervention for students who do not reach PAT-M

Numeracy benchmarks from year 3-7. 2. Provide leadership in numeracy across the curriculum P-12.

Senior Secondary

2014 SACE Results and Successful transitions

2014 was an incredible year in relation to SACE completion at Reynella East College, with a completion rate of 88.35%, up 8% from 2013. Students have followed a range of pathways, including University, TAFE, Apprenticeships and Employment.

SACE Completion 2014

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2012 2013 2014

Congratulations to our High Achievers

The top score was achieved by BEHRENDORFF, Tash Miriam with a score of 95.4.

Other outstanding ATAR scores were:

WEGENER, Chloe 95 MILLER, Danika 94.5 RAHMANI, Sara 93.35 THOMSON, Brodie 92.65 COXON, Madison 92.55 TRELOAR, Ryan 92.55 MANUEL, Phoebe 92.15 KAPETANOS, Kosta 91.6 STOODLEY, Calvin 90.2

10 of our top students achieved an ATAR of over 90, 21% of students scored an ATAR of 80 and above

Stage 1 Grades

Stage 2 Grades

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Stage 2 Merits Congratulations to the following students on their achievement of merits in the following subjects. GREIG, Taylor Health (2HEH20), Workplace Practices (2WPC20) COUSINS, Abbie Health (2HEH20) Successful VET Transitions Seven students are continuing their School Based Apprenticeships in a range of industry areas including: Hospitality, Hairdressing, Sports Administration, Electrical and Carpentry. Eight students secured apprenticeships in a range of areas including: Construction, Plumbing, Electrical and Hospitality. Two students completed their school based apprenticeships to become employed as a baker and a bank officer.

University and TAFE courses offered to successful students:

JUSTICE & SOCIETY (CRIM) HEALTH SCI/M OCC THERAPY PHARMACY ARTS HEALTH SCI/M PHYSIOTHERAPY PSYCHOLOGICAL SCIENCE BUSINESS (ENTREPRENEURSHIP) HEALTH SCIENCES PSYCHOLOGICAL SCIENCE COMB CIII HEALTH ADMIN OOFPDO HEALTH SCIENCES COMB DEG SC (NANOSCI & MATERIALS) CIV PROGRAMMING OOFTDO JUSTICE & SOCIETY (CRIM) SCIENCE CLIN EXERCISE PHYSIOLOGY LANGUAGES SCIENCE (ANIMAL BEHAVIOUR) CREATIVE ARTS (SCREEN) LAWS & LEGAL PRAC COMB DEG SCIENCE (FORENSIC & ANALYT Dip EARLY CE&C OOFPDO LAWS & LEGAL PRACTICE SCIENCE (HON) (FOR & AN SC) Dip INT DES & DEC OOFTDO LAWS (U/G ENTRY) DBL DEG SCIENCE (MAR BIO & AQUA Dip LANDSCAPE DESIGN ONFPDO MATHEMATICAL SCIENCES SCIENCE (MARINE BIOL) Dip NURSING (PRE-REG MATHEMATICAL SCIENCES (ADV) SPEECH PATHOLOGY DISABILITY & DEVELOP EDU MEDIA ARTS SPORT, HEALTH & PHYSICAL

Students Who Completed the SACE and also studied VET

In 2014, a comprehensive SACE Improvement plan was developed to ensure more effective case-management of students, effective tracking and monitoring and to support effective teacher moderation practices. A SACE Improvement team was established to provide regular analysis of improvement strategies. This has brought about a 7% improvement is SACE completion. This equates to an extra 15 students successfully completing Stage 2 SACE. Future Recommendations In 2015, the following initiatives will be put in place to further increase SACE completion for our Year 12 students:

An improved student tracking and monitoring system. Due and Draft date advertising in Senior Study. A stand-alone Year 12 Acquaintance Night. Access to the Assessment Alert app for students and parents. Improved student case management by the Senior School team. SEQTA Learner Management support for staff, students and parents.

The following Targets have been set for 2015:

An increase of SACE completion by 7% to above State average of 95%. Target of 12% in A grade bands for Stage 2 and 20% for Stage 1. R-12 90% of students achieving a C Grade or better.

Student Data

Attendance

Figure 12: Attendance by Year Level

Table 12: Attendance by Year Level

Attendance by Year Level % Attendance

2012 2013 2014

Reception 92.8 93.7 91.4

Year 1 91.7 92.0 92.9

Year 2 94.0 92.6 91.6

Year 3 93.7 93.2 92.3

Year 4 93.8 92.1 93.6

Year 5 92.7 95.3 92.5

Year 6 93.5 89.1 94.2

Year 7 92.5 93.2 90.6

Year 8 89.0 90.9 91.1

Year 9 88.6 86.1 89.6

Year 10 84.9 83.9 84.6

Year 11 83.9 80.1 85.6

Year 12 80.2 85.3 84.3

Secondary Other 89.1 86.9 92.4

Total All Year Levels 87.7 87.5 88.8

Total ACARA 1 TO 10 89.5 89.0 90.0

At the beginning of 2014, analysis was made of attendance patterns across the College. There was some question about the accuracy of secondary data due to on-going data entry and Learnlink programing issues. However, the pattern of declining attendance patterns in junior secondary school has continued as a clear trend and attendance improvement was identified as one of the 4 Site Improvement priorities. Strategies were developed to target both unexplained and sanctioned (i.e. not related to illness or extenuating circumstance) absence across the College, but particularly in years 8 -10.

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National Attendance Rates Semester 1

Strategies

Promote and reinforce the benefits of regular attendance with students and parents Provide early intervention for students at risk of developing poor attendance, including case

management and alternative programs Form Attendance Review Group. Purchase SEQTA Learner Management System to provide efficient data tool for collection of

lesson by lesson attendance. Develop a data schedule for regular tracking, monitoring and analysis Analyse causes of poor / low attendance patterns

Targets 2014-2016

All absence is explained. Reduction in lateness across the school (particularly 8-10) Sanctioned (explained) absence is reduced significantly across the College.

Destination

Table 13: Intended Destination

ATTENDING UNIVERSITY IN SA

ATTENDING NON-GOV SCHOOL INSA

ATTENDING PRIVATE TRAININGINSTITUT

ATTENDING UNIVERSITY IN SA

ATTENDING VOCATIONALEDUCATION in S

LEFT SA FOR VIC

PAID EMPLOYMENT IN SA

Human Resource Workforce Data

Teacher Qualifications

All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of

Qualifications Bachelor Degrees or Diplomas 192

Post Graduate Qualifications 65 Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

APPENDIX 1

Reynella East College is celebrating after two of the schools Aboriginal students achieved their South Australian Certificate of Education with near perfect results.

Year 12 students, Chloe Wegener and Brodie Thomson, are mapping out a bright future after receiving ATAR scores of 95 and 93 respectively which will be bumped up to a perfect 99.95 after bonus points.

Eighteen year old Chloe said she felt thrilled and relieved to finally receive her results this morning after enduring a long, restless night.

My education has always been important to me, but even more so in the past two years after I realised I wanted to work in physiotherapy, Chloe said.

All I have been thinking about is these results and what this whole year of hard work might come down to.

Even though I was confident in my abilities, it blew me away to see that final score of 95.

Chloe has double the reason to celebrate, as she was recently recommended for a Bachelor of Health Sciences and Master of Physiotherapy through Flinders Universitys Indigenous Admissions Scheme.

Chloe said receiving that recommendation after a lengthy application process was a dream come true, but to qualify for a place outright was a revelation that would stay with her for life.

I feel I have become more confident through this experience, and now know that I can do just about anything as long as I try hard enough, Chloe said.

This sentiment is echoed by Brodie, who at seventeen years of age is not leaving anything to chance and will next year study a Bachelor of Mathematical Sciences (Advanced) (Honours) at the University of Adelaide.

In spite of a stressful exam period, Brodie, who chose to this year study Specialist Maths, Maths Studies, Physics and English Communications, said he had a feeling that he would excel in his final scores.

Maths is definitely my language, so in that sense I felt quite confident that I was going to do well, Brodie said.

However I did not expect that I would do so well that, with bonus points, I could qualify with a perfect score.

Brodie, who is delighted with his mathematically pristine ATAR, is now looking forward to entering the next phase of his life which he hopes will lead him to complete a PhD.

I like to keep busy and to be challenged, so I am already looking forward to starting university next year, Brodie said.

What I do after that I am still deciding on, but I enjoy maths, talking and teaching others so much that I might just have to become a maths lecturer!

Chloe and Brodie are two of 250 Aboriginal students who completed their SACE in 2014, up from 238 in 2013.

Caroline Green Principal

rec annual report 2014

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