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 linemanagement 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
Exempt

Year 3
1

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

Figure 2: Year 5 Proficiency Bands by Aspect

40

Numeracy
Reading

30

Writing
Spelling
% Proficiency Band

20

Grammar

10

0
Exempt

Proficiency Band

Table 2: Year 5 Proficiency Bands by Aspect

% Proficiency Band
by Test Aspect
Exempt

Year 5
3

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

6.5

14.3

28.6

23.4

15.6

11.7

Grammar

Figure 3: Year 7 Proficiency Bands by Aspect

50

Numeracy
Reading

40

Writing
30

Spelling

% Proficiency Band

Grammar
20

10

0
Exempt

Proficiency Band

Table 3: Year 7 Proficiency Bands by Aspect

% Proficiency Band
by Test Aspect
Exempt

Year 7
4

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

10.9

25.0

25.0

23.9

8.7

6.5

Grammar

Figure 4: Year 9 Proficiency Bands by Aspect

50

Numeracy
Reading

40

Writing
30

Spelling

% Proficiency Band

Grammar
20

10

0
5

Exempt

10

Proficiency Band

Table 4: Year 9 Proficiency Bands by Aspect

% Proficiency Band
by Test Aspect
Exempt

Year 9
5

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
Mean Scores
2012

2013

2014

500
400
300

Mean Result

200
100
0
Numeracy

Reading

Writing

Spelling

Year 3

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

Grammar

Figure 6: Year 5 Mean Scores

Mean Scores
2014

2013

2012
500
400
300

Mean Result

200
100
0
Numeracy

Reading

Writing

Spelling

Year 5

Table 6: Year 5 Mean Scores

Mean Scores
by Test
Aspect

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

Mean Scores
2012

2013

2014

600

400

Mean Result

200

Numeracy

Reading

Writing

Spelling

Grammar

Year 7

Table 7: Year Mean Scores

Year 7

Mean Scores
by Test
Aspect

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

Grammar

Figure 8: Year 9 Mean Scores

Mean Scores
2014

2013

2012
600

400

Mean Result

200

Numeracy

Reading

Writing

Spelling

Grammar

Year 9

Table 8: Year 9 Mean Scores

Mean Scores
by Test
Aspect

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
Lower 25%
Middle 50%
40

% Progress Group

Upper 25%

20

Numeracy
Year 3-5

Reading

Table 9: Year 3-5 Growth

Growth by
Year 3-5
Test Aspect Progress Group
Numeracy

Reading

Site

Lower 25%

21.4

Middle 50%

55.7

Upper 25%

22.9

Lower 25%

26.9

Middle 50%

49.3

Upper 25%

23.9

Figure 10: Year 5-7 Growth

NAPLAN School Growth: Year 5-7
Lower 25%
Middle 50%
40

% Progress Group

Upper 25%

20

Numeracy

Reading

Year 5-7

Table 10: Year 5-7 Growth

Growth by
Year 5-7
Test Aspect Progress Group
Numeracy

Reading

Site

Lower 25%

24.4

Middle 50%

50.0

Upper 25%

25.6

Lower 25%

30.8

Middle 50%

51.3

Upper 25%

17.9

Figure 11: Year 7-9 Growth

NAPLAN School Growth: Year 7-9
80

Lower 25%
Middle 50%

60

Upper 25%
% Progress Group

40

20

0
Numeracy
Year 7-9

Reading

Table 11: Year 7-9 Growth

Growth by
Year 7-9
Test Aspect Progress Group
Numeracy

Reading

Site

Lower 25%

27.3

Middle 50%

51.3

Upper 25%

21.4

Lower 25%

22.6

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
100%
80%
60%
40%
20%
0%
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
MILLER, Danika
RAHMANI, Sara
THOMSON, Brodie
COXON, Madison
TRELOAR, Ryan
MANUEL, Phoebe
KAPETANOS, Kosta
STOODLEY, Calvin

95
94.5
93.35
92.65
92.55
92.55
92.15
91.6
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
35
30
25
20
15
10
5
0
A

Stage 2 Grades
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
A+ A

A- B+ B

B- C+ C

C- D+ D D- E+

E-

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)
ARTS
BUSINESS (ENTREPRENEURSHIP)
CIII HEALTH ADMIN OOFPDO
CIV PROGRAMMING OOFTDO
CLIN EXERCISE PHYSIOLOGY
CREATIVE ARTS (SCREEN)
Dip EARLY CE&C OOFPDO
Dip INT DES & DEC OOFTDO
Dip LANDSCAPE DESIGN ONFPDO
Dip NURSING (PRE-REG
DISABILITY & DEVELOP EDU

HEALTH SCI/M OCC THERAPY

HEALTH SCI/M PHYSIOTHERAPY
HEALTH SCIENCES
HEALTH SCIENCES COMB DEG
JUSTICE & SOCIETY (CRIM)
LANGUAGES
LAWS & LEGAL PRAC COMB DEG
LAWS & LEGAL PRACTICE
LAWS (U/G ENTRY) DBL DEG
MATHEMATICAL SCIENCES
MATHEMATICAL SCIENCES (ADV)
MEDIA ARTS

Students Who Completed the SACE and also studied VET

PHARMACY
PSYCHOLOGICAL SCIENCE
PSYCHOLOGICAL SCIENCE COMB
SC (NANOSCI & MATERIALS)
SCIENCE
SCIENCE (ANIMAL BEHAVIOUR)
SCIENCE (FORENSIC & ANALYT
SCIENCE (HON) (FOR & AN SC)
SCIENCE (MAR BIO & AQUA
SCIENCE (MARINE BIOL)
SPEECH PATHOLOGY
SPORT, HEALTH & PHYSICAL

In 2014, a comprehensive SACE Improvement plan was developed to ensure more effective casemanagement 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
National Attendance Rates Semester 1
100

2012

80

2013
2014

60
40

Total ACARA
1 TO 10

Total All
Year Levels

Secondary Other

Year 12

Year 11

Year 10

Year 9

Year 8

Year 7

Year 6

Year 5

Year 4

Year 3

Year 2

Year 1

Reception

Rate

20

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.

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 IN
SA
ATTENDING PRIVATE TRAINING
INSTITUT
ATTENDING UNIVERSITY IN SA
ATTENDING VOCATIONAL
EDUCATION 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
Bachelor Degrees or
Diplomas
Post Graduate Qualifications

Number of
Qualifications

192
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