Since the beginning of 2023, Rowellyn Park has operated in a sub-school model based on the foundation of the Junior (P-2) and Senior (Yr 3-6) schools. This structure has served us well in providing the leadership team with a stable base on which to embark on our school improvement journey, most notably in establishing a calm and orderly learning environment and developing our school’s instructional model.
Although we are continuously trying to improve student outcomes and while our school improvement work will never be completely ‘done’, we are now in a position where we need to consider the best structure on which to drive the next phase of improvement as a school.
To achieve this, we must focus on meeting students at their point of need and ensuring that our teachers and co-educators have the support and resources they need to have the highest possible impact on student outcomes.
As you may be aware, our school adopts the multi-tiered system of support which incorporates all programs, approaches and strategies that are utilised to best support our students:
A Multi-Tiered System of Support (MTSS) includes academic, social-emotional, and engagement support, and is intended to identify the most appropriate support required for individual students to make progress and prevent disengagement.
MTSS is split into three tiers of support and the following table provides an indication of the proportion of students that will typically be accessing supports:
Some examples of strategies used in each tier in our context include:
From term 4 2025, we will be moving from our existing sub school structure to a structure aligned with the multi-tiered system of support (MTSS).
In doing this, our vision is to enact the multi-tiered system of support with consistency, fidelity and to ensure that teachers are supported in meeting every child at their point of need.
Our internal structure is redefined in alignment with the MTSS:
The RPPS Multi-tiered system of support provides a clear overview and ‘map’ which brings together all of the programs and strategies that we utilise in school:
Communication with the school in the new organisational structure
With the change in organisational structure, understandably the first question from any parent or carer is how do I raise a concern or escalate an issue in the new structure?
As with the previous sub school model and as per our communication policy, the classroom teacher will always be the first point of contact to raise any issue regarding your child. Your child’s classroom teacher is the person at the school that knows your child best and is best placed to support their needs. A majority of the time, you will be able to resolve an issue in collaboration with your child’s classroom teacher.
In the event that an issue is unresolved with the classroom teacher or you feel your request is not being satisfactorily actioned by the classroom teacher, you can initiate contact with the appropriate leadership support person through our ‘chain of support’:
‘Leadership support’ people can be contacted through Compass or by calling the administration team on 9782 0953.
The chain of support is applicable to all new enquiries or issues relating to your child’s learning or wellbeing; if your child is already receiving tier two or tier three supports in our new organisational structure, the line of communication between the parent/carer and the relevant tier team should be open and communication can continue with that team.
The chain of support will be actionable in most cases however we understand that there may be times where a parent/carer needs to speak to a member of the principal team about an urgent matter.
In this instance, parents and carers should contact the administration team to speak to a principal team member and we will respond to your matter in an urgent manner.
In the event that your enquiry requires redirection to one of the three tier teams for further support or we feel there is a better placed person to resolve your request, the principal team member will facilitate this in a timely manner.
Useful policies and resources: