2015 – 2017
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School]
www.schools.nsw.edu.au 01

2015 - 2017
SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS
Ryde Public School is a welcoming and friendly school where parents and community members are valued partners in their child’s education. We provide diverse educational programs that challenge and inspire all children.
Ryde Public School is located in the heart of the city of Ryde. The school is set on large grounds with buildings that reflect the long history of the school. Sandstone buildings and modern classes blend to provide 21 st century learning environments. The students at Ryde Public
School enjoy a holistic education that provides opportunities in the arts, sport and academics and nurtures social and emotional development.
Increased urban renewal and development in
Ryde is supporting the growth in enrolments. The school community is a reflection of the rich cultural diversity of the city of Ryde. The school is proud that many families have their first Australian school experience at Ryde. Over 80% of enrolments are from language backgrounds other than English and over fifty language backgrounds are represented in our school population.
The school community (all staff) participated in a series of collaborative meetings to develop the directions based on our shared core values.
Current school data was reviewed alongside documents including the Melbourne Declaration on Educational Goals for Young Australians,
Belong, Being & Becoming- The Early Years
Learning Framework for Australia, and ‘Tell them from Me’ teacher & students surveys completed in 2014.
As part of our journey we aligned the KidsMatter philosophies with our school directions.
Representatives from the parent body and the
Ryde community group were involved in the consultation, where they were given the opportunity to review and provide feedback.
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 02

2015 - 2017
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STUDENTS
STRATEGIC DIRECTION 1
st
STAFF
STRATEGIC DIRECTION 2
Staff work collegially to develop a high performing and dynamic learning environment
COMMUNITY
STRATEGIC DIRECTION 3
Staff, students and the community have a unified, inclusive and engaged partnership.
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 03

st
PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES
To create self-aware, resilient, flexible students who think beyond themselves. Our students strive to achieve their full potential, which reflects our school core values.
IMPROVEMENT MEASURE/S
Shift in student metalanguage, reflecting, student identified learning goals.
Teacher program changes reflect project based learning and collaboration.
Students
Students are aware of project based learning, what they are learning and why.
There is a focus on student directed learning and increasing the knowledge of self as a learner.
Staff
Engage in PD on project based learning, student learning styles, student directed learning and are provided time to reflect.
Staff understand the importance of student identified learning goals and create and learning experiences accordingly.
Ryde PS seeks to provide TPL that supports our purpose.
Parents/Carers
Are provided opportunities to participate in school-based workshops and activities to engage with th eir child’s learning. Parents/ carers are aware of what student learning looks like, both at school and at home.
Community partners
- Establish proactive learning alliances which include school networks, community members and field specialists.
Leaders
School leaders promote and demonstrate quality learning environments to stimulate and engage all students. Through working collaboratively, the leadership team ensures consistency in practices and expectations across the school.
Students
Have an enhanced opportunity to reach their full potential in their learning through targeted specialist programs to ensure a diminished risk of disengagement.
Staff
Design, implement and collaborate to create teaching and learning experiences and assessment that encompass deep thinking, innovation and creativity.
We have implemented the Performance and Development Framework (TARS,
EARS, Professional Learning Log and mentoring)
Action plan
Targeting Project Based Learning and providing specialist groups, including;
 art
 dance
 performance (choir)
 journalists
 music
Students are involved in their learning through student directed learning environments and identified learning goals
Parents/Carers
School based programs and activities will enrich the connection between home and school. Families will confidently and actively engage with their children’s learning. We will build and strengthen the Multicultural
Network Hubs and create Early Years parent engagement groups, providing parent/carer curriculum workshops.
Community partners
Engage field specialists to deliver sport programs and performing arts groups as well as additional curriculum related programs.
Forming collegial professional learning partnerships around student learning.
Product and Practices
Sustained positive growth in academic standards, as evidenced by annual
NAPLAN data.
School timetables show evidence of increased curriculum options and support available for students.
Increased engagement with aligned schools.
Professional Learning Log demonstrating goals to document progress towards whole school strategic directions.
Established learning continuums in place for Literacy and Mathematics.
Confident parents access information from the school and take every opportunity to participate and collaborate in their child’s education.
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 04

PEOPLE PROCESSES PRODUCT AND PRACTICES PURPOSE
Leaders and teachers will participate in learning that will increase their skills in differentiating the curriculum to meet the needs of all students.
Assessment and evaluation is central to the teaching and learning cycle.
IMPROVEMENT MEASURE/S
Evidence of planning in programs that includes assessment for, as and of student learning.
Consistency of language used in comments when reporting to parents across the school
Students
Are involved in assessment processes including self-assessment and reflection.
They are engaged in project based and student directed learning, they understand what they are learning and why. Students recognise, reflect on and assess their strengths as a learner.
Staff
Are engaged in personalised PD at a stage, whole school, personal and curriculum area level to support student engagement. Curriculum leaders are responsible for regular discussions and monitoring the focus on the strategic directions.
Staff are familiar with and use the
Professional Teaching Standards. There is a focus on consistency in teacher judgement in stage teams, placing work samples on continuums and moderating.
A streamlined report writing process at a
Stage level is aligned with school developed continuums and language.
Parents/ Carers
Are supportive and value the importance of encouraging students to be life-long learners in partnership with the school.
Community partners
Engage with the school and support its learning objectives to enhance the opportunities local and afar.
Leaders
Are innovative and dynamic teachers who consistently demonstrate practices that promote high performing and engaged students. They mentor, support and promote staff in challenges and triumphs.
Professional Learning
Staff lead and engage in professional learning to support knowledge of the curriculum and how students learn, innovation and current changes.
Curriculum leaders to communicate expectations and content, and report back to stage teams. There is regular planning time allocated to staff each term.

T1 Whole day per stage

T2-4 Half days per stage
Authentic differentiation
Regular monitoring of standardised documentation to cater for learner diversity.
Partnerships
Consolidate and develop strategic partnerships that enhance the quality of teaching, eg. External services, PLC, QT rounds, mentoring programs, community group awareness and understanding.
Regular briefing for P&C to support their understanding of student learning.
Tell them from me survey conducted across staff.
Product
Create standard proformas as the basis for assessment tasks (rubrics, marking scales). Create and implements the Ryde
Maths continuum across school for deeper understanding of curriculum expectations.
Establish consistent tracking K-6 of all students and their learning.
Practices
- Assessment tasks
– for, as & of
- Moderate tasks K-6
- Implement use of continuums
(English & Ryde Maths)
- Common assessment tracking
- Consistent teacher judgement
- Differentiation programmes from assessment
- Students actively engage in learning skills at a personal level within a
- variety of contexts
Teachers develop engaging teaching & learning programs to meet the needs of every student.
- The creation of agenda clipboards and increased communication amongst staff allows for common
- understanding of whole school occurrences
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 05

PURPOSE PEOPLE PROCESSES PRODUCT AND PRACTICES
Promoting a common understanding of the link between wellbeing and educational achievement, to ensure a cohesive school where all stakeholders are actively engaged and included,.
IMPROVEMENT MEASURE/S
- Consistent implementation of Ryde
Respect in classrooms and playground
- 1, 2, 3 Emotion Coaching evident in all class rooms
- TTFM Surveys
- Increased community attendance
- during all school events
Students
Student voice will influence decision making across school. There is a consistent focus on the principles of Ryde
Respect; students are engaged with the principles of 1, 2, 3 emotion coaching and the language of restorative practice, and the House system at all times.
Staff
All staff promote student wellbeing through the programs implemented in the classroom, playground and the wider community. Staff are engaged in an effective induction process that promotes student progress towards individual goals.
1, 2, 3 emotion coaching is operational across K-6 and there is a consistent promotion of the House point system; a sense of belonging is created to celebrate the success of a school House.
The Student Wellbeing team promotes positive psychology and resilience.
Stage meetings regularly address Ryde
Respect, positive behaviour, consistent classroom and playground management and Restorative Practices.
Parents/Carers
There are Positive Parenting Programs and an opportunity for training and support in 1, 2, 3 parenting groups. The P&C is active and supports the school-home connection. Community Connection afternoons are set up in Kindergarten to actively engage parents in life at school.
Continuation of cultural hubs in the school
Parents introduced to KidsMatter.
Community Partners
There is a continued relationship with tertiary services and guidance from the principles and practices of KidsMatter
.

KidsMatter- embedding explicit teaching and learning of social and emotional learning into teaching and learning programs
K-6

Staff to implement, after ensuring knowledge and understanding of all positive student wellbeing practices in place in the school;
1,2,3 emotion coaching, restorative practice, Ryde
Respect, House points system, circle time, anti-bullying policy
,referral procedures

Community participation to support student outcomes eg.
Kindergarten Community
Connection afternoon groups, multicultural network hubs, multicultural days, Mothers ’ and
Fathers
’ Day breakfasts
Product
To be a fully functioning and certified
KidsMatter school with an improved understanding of 1, 2, 3 emotion coaching
(survey results).
Scope and sequence of social and emotional learning K-6 linked to all KLAs as appropriate.
A visible increase in parent and community presence in our school.
Practices
- Induction of all staff on a yearly basis in all programs and practices in place in our school to address student wellbeing.
- Social emotional learning programs in
PD/H programming, as well as crosscurricular, including Circle Time
- Multicultural celebrations
- Restorative practices
- Chaplain program
- Sustain the culture specific parent and community groups
- Establish community connections through Kindergarten sessions once a fortnight afternoon
- Clear and ongoing communication: different avenues, inclusive, relevant
- Students are equipped with strategies to improve resilience and develop leadership skills
- The establishment of a student media team promotes school achievement
- Students are supported in surveying parents using the ‘keep, chuck, change, add’ framework (iPads
- Survey students understanding of 1, 2,
-
3 emotion coaching in Term1 and Term
4 to gauge establishment
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 06

during the implementation process. We engage with our local preschools and high school to ensure smooth transitions for our students.
Leaders
Support, promote and engage in collaborative practices and events within the school and wider community.
Public Schools NSW | School plan 2015 - 2017 | [Ryde Public School] www.schools.nsw.edu.au 07