Revesby South Public School (enrolment 337 students, including 45% from a non–English speaking background, south-western Sydney) is a dynamic learning community focused on creating the conditions for students to flourish.

There is a current focus on embedding evidence-based teaching across all curriculum areas, complemented by the scientific implementation of wellbeing programs based on positive psychology. These wellbeing programs aim for students and staff to achieve optimal functioning through learning, living, teaching and embedding positive emotions, creating the conditions for engagement, nurturing positive relationships, identifying a sense of meaning and purpose in life and being successful in achieving our goals.

The school is staffed by a dedicated team of tertiary educated expert and experienced teachers that have a culture of improvement and a strong collegial approach to ongoing professional development. Parental involvement is highly valued and plays a vital role in supporting school programs and improving educational outcomes for all students.

The school provides specialist support for a number of students with additional learning needs who are being integrated into the school. This enriches the lives of all students. Specialist curriculum programs include MultiLit and MiniLit. Other initiatives include Life Skills (Financial Literacy & Enterprise Education Program), Gardening Club, Public Speaking, various Positive Education Programs such as Rock and Water, Peer Support, Student Representative Council, Chess Club, representative sport (PSSA), Bedazzled (whole-school performing arts festival), Dance Troupe and Choir.

The school has completed a situational analysis that has identified three areas of focus for this Strategic Improvement Plan. These are 'Student growth and attainment', 'Flourishing wellbeing' and 'High impact teachers'. This plan was developed in consultation with the whole school community. It is important to note that this improvement plan builds upon the work undertaken in the previous school planning cycle around quality implementation of explicit teaching and using assessment data to differentiate the curriculum.