2018 Annual Report to The School Community · 2019-03-28 · 2018 Annual Report to The School...

2018 Annual Report to

The School Community School Name: Gisborne Primary School (0262)

All teachers at the school meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au).

The school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School

Attested on 22 March 2019 at 06:59 PM by Julie Soutter

(Principal)

All teachers employed or engaged by the school council meet the registration requirements of the Victorian Institute of Teaching.

To the extent that the school council is responsible, the school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

To the extent that the school council is responsible, the school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 28 March 2019 at 11:01 AM by Jo Markham

(School Council President)

https://www.vit.vic.edu.au/

Gisborne Primary School (0262)


About Our School

School context

Geographic Location, size and structure

Gisborne Primary School (GPS) is situated in the centre of the picturesque country town of Gisborne, 53km from

Melbourne. The site is relatively small but the town continues to grow and the school has been extended several

times since its beginnings in 1853 in the heritage building that currently houses the library/STEM and Art spaces.

The school was allocated $1.6m in capital funding in April, 2017 and works are currently in progress to provide three

extra classrooms. The 2010 Building the Education Revolution building is being extended to 6 classrooms with

better use of the large open space and will become a senior school hub with easy access to a variety of digital

technologies in 2019. School facilities also include a gymnasium, visual arts and music rooms as well as a canteen

and a cooking/kitchen space in the BER. A further $10m was granted in 2018 and the school has been working with

DET and architects to create plans for extra classrooms, refurbishment of the current classrooms and a gym for the

growing enrolment, that aligns with the contrasting architectural styles as well as the pedagogical and PLC

approaches in the school. A grant for additional maintenance funds is currently being expended on repairs to the

Heritage Building, the gym and the BER.

Social and Enrolment Characteristics and Workforce Composition

In 2018, the school had an enrolment of 484.4 pupils rising to 492.4 by the end of the year with an overall

socioeconomic profile at the ‘high’ end (SFO: 0.29; SFOE: 0.26.) Many families commute to Melbourne for work and

the addition of an on-site Out of School Hours Care program started its daily operations in 2018 including vacation

care. GPS had 34.61 equivalent full-time staff: 1.0 Principal class; 1.0 Assistant Principal; FTE 14 (EFT 6.56)

Teaching Support staff; 31 (EFT 25.6) teaching staff including one Learning Specialist and 0.4 curriculum. During

2018, targeted support for students with additional needs was increased through one extra ES staff. A proactive

support program using explicit Individual Learning Plans (ILPs) was developed and resourced for around 50

students in addition to the students who receive funding through the Program for Students with Disability. The

Education Support team is timetabled to work with groups of students in classrooms addressing the goals and

strategies in their ILPs. The Education Support staff also supervise students at-risk during recess, run lunch-time

activities and Life Skills sessions for all age groups.

Vision, Values, Community Links

The new school values identified with input from the community are Respect, Responsibility, Personal Best and

Caring underpinned by a strong focus on the attribute of Resilience. With the extra buildings added over the years

the play spaces have reduced and garden areas limited. Money was allocated to enhance and create passive and

active play spaces to better engage students and ensure they are physically active. A committee of representatives

from the school community including staff and parents with regular student input, is overseeing these ongoing

enhancements. A Parents and Friends Group is well established and effectively organises fundraising and whole

school activities. A supportive group of parents organise working bees and provide ongoing labour to improve the

school environment.

Purpose, Pedagogy and Curriculum

High value is placed on minimal disruption to the daily two-hour Literacy and one-hour Numeracy sessions. Teacher

learning is undertaken in Professional Learning Communities (PLCs), with teachers learning from each other

focusing on refinements using High Impact Teaching Strategies, goal setting based on student needs and

monitoring of student learning. The Leadership Team visits classrooms regularly, and staff are supported to

participate in effective collegiate visits and Learning Walks and Talks. The school culture nurtures creativity and

imagination through Literature and the Arts. There are intervention and enhancement programs at all levels for

Literacy and Numeracy as well as additional supports for Social and Emotional Learning. Our specialist programs

include Physical Education, STEM (Science, Technology Engineering and Maths), LOTE (Italian) and The Arts

(including Visual Arts, Music, Performing Arts). Other learning areas include Humanities and Health with the

Victorian Curriculum Capabilities (Critical and Creative Thinking, Ethical, Intercultural and Personal and Social)

incorporated into key learning areas across the curriculum. Digital technologies enhance learning in all curriculum



areas. A Bring Your Own Device iPad program operates in Years 5 and 6 and the school is committed to continually

evolving the technology infrastructure throughout the school.

Special Programs

Extra-curricular programs in 2018 included lunch time activities such as gardening group, weekly choir and three

visiting instrumental music teachers (keyboard, guitar and piano), and the Sporting Schools program. These

programs, in addition to Physical Education/Health, Personal and Social Capabilities contribute to the school’s

commitment to the ‘Healthy Schools Achievement Program’, which guides the health and well-being of students,

increases engagement and decreases absences. The Assistant Principal and the Principal oversee all wellbeing

programs with the support of a qualified Wellbeing Officer. She supports groups and individual students as well as

their teachers and links families with community allied health services as needed

Framework for Improving Student Outcomes (FISO)

The 2018 Annual Implementation Plan outlined these FISO Improvement Initiatives for GPS:

1. Excellence in Teaching & Learning - Building practice excellence; Curriculum Planning and assessment;

Evaluating Impact on Learning

Differentiated Planning templates based on Vic Curriculum -overviews, term and weekly - are being used more

consistently across the school as evidenced by regular planner checks and feedback to year level teams. PLCs are

operating at a high level where teachers analyse data to inform planning as well as discussing relevant HITS to

improve learning in the area of Inquiry. There is a structured Professional Learning program outlined in each term's

meeting schedule that is evident in all meetings and Curriculum Days and is directly related to the Key Improvement

Strategies in the AIP with timelines set by the Instructional Leaders at SIT meetings. Learning Intentions and

differentiated success criteria are evident in all classrooms with effective, explicit but concise, engaging teaching.

The instructional leaders and PLC processes continue to build teacher capacity to differentiate teaching to ensure

challenge and progress for every student but further work needs to be done for high achievers. There is ongoing

refinement of our Instructional Model and Lesson Structures in Reading and Numeracy with input from all teaching

staff to provide guidelines for high quality teacher practice. Familiarisation with the High Impact Teaching Strategies

continued over the year especially around differentiated success criteria and the Gradual Release model with added

rigour and intensity (Structuring Lessons).

2. Positive Climate for Learning – Empowering students and building school pride; Intellectual Engagement

and Self-Awareness

The 2018 Attitudes to School Survey demonstrated a significant increase in all of the ‘Learner Characteristics and

Dispositions’ measures for Year 4s and increases for 3/5 measures in Years 5 and 6. ‘Sense of Confidence – a

lead indicator, increased

4-11% across all three year levels. Positive ‘Attitudes to Attendance’ increased by 3-4% across the three year

levels. ‘Resilience’ increased 7-10% across two of the year levels. ‘Self-Regulation and Goal-Setting’ increased 5%

across two of the year levels.

3. Community Engagement in Learning – Parents and Carers as Partners

Further strategies were implemented to increase positive relationships between home and school. During Term 4 a

structured Homework program was initiated across the school with reasonable and achievable expectations for the

various year levels and clear guidelines but no expectation for parent support if families are struggling with this. The

focus on attendance was continued with a Semester 2 Initiative that included strategies for punctuality and classes

beginning on time at the start of the day. A new ‘Communication’ document was created for new families and used

at Foundation orientation sessions. Four comprehensive sessions were well attended with positive feedback.

Effective Individual Learning Plans (ILPs) continue to be refined and parents found these documents more explicitly

guided their home strategies and provided structure for Student Support Group (SSG) meetings.

Achievement



HIGHLIGHTS 2018

Instructional Models and improvements in Reading outcomes: Learning Walks and Talks confirm that agreed lesson

structures and most HITS are evident in every classroom. Our Professional Learning and PLC work focussed on the

Gradual Release model in the reading hour and adding rigour and intensity to lessons to maximise student time on

task with engaging lesson pace and every student actively learning at their point of need. Further evidence of the

impact of this work was highlighted in the 2018 NAPLAN reading data which showed an increase in the percentage

of students in Yr 3 and Yr 5 top 2 bands as well as increased ‘high’ Learning Gain from Yr3 - Yr 5 (the highest in 5

years and higher than similar schools). Additionally students achieving low gain was the lowest in 5 years and lower

than similar schools. The school is tracking well with its Education Support program with data improvements and

less than 10% of students in the bottom two bands in most areas. All students with additional support including

Program for Students with Disability, ATSI, Out of Home Care and EAL showed progress at satisfactory or above

levels in relation to individual goals outlined in Individual Education Plans.

2018 Teacher Judgement - Teacher judgement demonstrates student achievement against the age expected

standards in English & Mathematics and also provides an indication of achievement in the years between NAPLAN.

Semester 2 data was ‘Higher’ than Comparison Schools for both English and Mathematics across all year levels.

PLC Initiative and Learning Walks and Talks: The school’s focus on building Professional Learning Communities

through a strong culture of collaboration and consistently using data to focus and drive improvement in student

learning, led to GPS’s selection as a LINK school for 2019. This initiative provides funds in 2019, to release a

teacher 0.6 to build the capacity of our PLCs and to model effective practices for other schools in the region. The

school also hosted a Lyn Sharratt ‘Learning Walks and Talks’ day for 35 teachers from other schools. The teachers

walked through 18 classrooms to observe our instructional model and learn how to use LW&Ts to assess the

progress of improved teaching and learning practices being discussed and trialled in PLCs.

2018 Attitudes to School Survey – Yrs 4-6

82% of Yr 4/5/6s were positive about ‘Differentiated learning challenge’

84% positive about ‘Effective teaching time’

91% positive about ‘High Expectations for Success’

2018 School Staff Survey:

88% of ‘staff view the success of all students as their shared responsibility’.

86% of ‘staff believe they have the necessary skills, expertise and resources to successfully educate the students.’

85% of staff believe ‘all of the school’s activities are organised to promote student learning.’

PROPOSED FUTURE DIRECTIONS AND STRATEGIES FOR 2019:

Excellence in Teaching & Learning - Building practice excellence; Evidence-based high-impact strategies;

The NAPLAN five year trend continues to demonstrate inconsistencies in numeracy and writing especially with a

need to increase the number of students in the top two bands. the following initiatives and strategies will address

this:

Primary Maths and Science Specialists initiative (PMSSI) In 2019, there is a continued focus on building students’

critical thinking skills through mathematical problem solving tasks with an emphasis on building the proficiency of

reasoning through targeted questioning. Gisborne Primary School has a second year of funding from the DET

PMSSI to develop teacher confidence and capability across the school. The initiative funds the release of two

teachers, 0.5 each, and these teachers work with classroom teachers to provide problem solving/critical thinking

small group sessions each week. This will prepare and inspire our students as 21st Century learners and

contributors to the all-important STEM disciplines. High achieving students are also extended in their daily maths

lessons and through participation in the Maths Olympiad Contests.

Professional Learning Communities LINK school initiative: Funding through this initiative will provide support for

PLC teams with planning, coaching in instructional practice and regular monitoring of data to assess the impact of

teaching refinements and improve our High Impact Teaching Strategies. The LINK leader and our PLC teams will

also be supporting various schools within our region to improve their practice, through observation of meetings,

collaborative planning sessions, and Learning Walks and Talks focused on feedback, and questioning.

A further 0.4 release for literacy provided through the school’s budget will enable the leader to continue work on



embedding the Writing Model with a focus on Oral Language and Vocabulary. In 2019 several Writers’ Groups

provide extension and challenge for highly able writers. The PLC LINK leader and PLC leaders will also facilitate a

process of Peer Observation, Feedback and Reflection through collegiate visits.

Professional Leadership – Instructional and Shared Leadership

Building the capacity of leaders: In 2019 all leaders are managing initiatives and learning about Complex Change

Management; they have documented timelines for AIP Actions and Activities in Change Management Plans for

Literacy, Numeracy, Wellbeing and Student Agency. A focus on Feedback and Questioning will support our Student

Voice and Agency priority.

Engagement

HIGHLIGHTS

In 2018, in response to surveys and in collaboration with school council, the Improvement Priority in the Strategic

Plan was broadened from a focus on ‘Community engagement in learning’ to include ‘Positive school climate’. The

home/school partnership as well as empowering students, building school pride, high expectations and promoting

inclusion provides a more rounded Learning, Wellbeing and Engagement focus for students that is in line with our

adoption of the School Wide Positive Behaviour Support framework, now in its third year.

Attendance in 2018:

• Between 2016 and 2018 students with 20 or more absence days- 21%; this dropped to 19% in 2018; similar

schools 22%.

• Average number of absence days-13.0 days down from 14.0 days in 2017; State median 15.2.

• Years 5 and 6 (14.5 and 11.4) both improved from over 16 days in 2017 and are now in line with the rest of

the school.

• Common reasons for absence include illness and extended family holidays.

• The school provided regular communications regarding the impact of absence on learning both as general

information for the school community and targeted specifically for at-risk students through absence ILPs.

Attitudes to School Survey Yrs 4-6: Learner characteristics and dispositions; Student Voice, Agency

• ‘Sense of Confidence’– a lead indicator, increased 4-11% across all three year levels.

• Positive ‘Attitudes to Attendance’ increased by 3-4% across the three year levels.

• ‘Resilience’ increased 7-10% across two of the year levels.


Positive Climate for Learning: Empowering Students and Building School Pride

School Connectedness and Student Voice

A focus on the HITS, ‘Feedback’ and ‘Questioning’ will support our Student Voice and Agency priority in 2019

informed by the 'Amplify' guide. Students will be partners in their learning and increase their awareness of the

Curriculum Continuums regarding where they are at and where to next including setting SMART goals. Surveys

confirm that School Connectedness (71% positive), Student Agency and Voice (58%) continue to be areas of focus

for improvement, remaining at 2017 relatively low levels. Observation of students at work and discussion of

assessments and work samples confirm that self-regulation and stamina are areas for students' growth. Students do

not indicate that they are responsible for their own learning and generally perform compliantly rather than

independently.

Further engagement strategies include a broader student leadership program that increase the voice and leadership

capacity of our senior students to lead authentic projects across the school – in the areas of Sustainability,

Community and the Arts. Trials of effective Student leadership programs are continuing for Year 5/6 students as

well as training and implementation of the PLAY leaders program. The aim of these initiatives is to increase student

opportunities for leadership and their levels of ‘Responsibility’, ‘Respect’, ‘Personal Best’, ‘Resilience’ and ‘Caring’

as they transition to secondary schooling.

Differentiated learning and enhancement programs will continue to be a focus to address ‘Stimulated Learning’

which continues to be low particularly for Yr 5/6 students. The teaching and learning strategies for 2019 aim to

increase engagement through opportunities for higher levels of student challenge, self-directed inquiry and deep

thinking especially through an appropriate range of reading texts/response tasks and problem solving in numeracy.



Enhancement programs such as Maths Olympiad and Writers’ Group will provide opportunities for students to work

in an environment of challenge and high achievement. There is an extensive education support program, with the

addition of an Additional Needs Learning Specialist in 2019 to ensure students gain the assistance they need to

engage with the curriculum at their level both through differentiated learning and small groups supported by

Education Support staff.

Wellbeing

Over the year, the school continued to embed a range of strategies to support the wellbeing of students and

enhance partnerships with parents.

Positive Climate for Learning

The new school structure provided for a Wellbeing Team led by the Assistant Principal which meets regularly and

presents at whole staff meetings. The team is made up of representatives from each year level who are responsible

for keeping Social and Emotional Learning (SEL) and student wellbeing at the centre of teaching and learning. PL to

encourage calm learning environments that promote student agency and self-regulation are continually being

provided.

• The School Wide Positive Behaviour Support framework and the BullyStoppers initiative were used to

continue the creation of matrixes and provide students with ‘upstander’ strategies to create a positive and safe

school environment. Four staff continued the SWPBS training and provided professional learning for staff. During

2019 a positive behaviour matrix for parents/carers will include consultation with the school community.

• The Wellbeing Officer with counselling skills continues to lead a program of wellbeing support for students,

families and teachers to develop their skills in building relationships and supporting students with wellbeing needs.

• Social and Emotional Learning sessions continue weekly in all classrooms with extra small group sessions

run by Education Support staff and the Wellbeing Officer.

Home/School partnership: Class newsletters were initiated in 2018 and were distributed to parents each term,

providing specific information about their child’s year level program and how to support their learning at home.

Documented consistent guidelines for homework at each year level for staff and parents was communicated and

implemented in Term 4 as a ‘Homework Initiative’ with input from the whole community.

Parent Opinion Survey:

• ‘My child is taught organisational skills to help him/her with managing school and homework workload’

increased from 38% in 2017 to 57% in 2018.

• 85% of parents ‘were satisfied with the school overall’

• ‘School Pride and Confidence’ increased to 87%

• ‘School Connectedness’ 90%

• ‘Managing Bullying’ increased to 81%

• ‘High Expectations for Success’ increased to 88%


Community Engagement in Learning - Parents and Carers as Partners.

Homework Initiative will continue to be refined to fully support the Home/School Partnership

The school will continue with its Victorian Government initiative – Healthy Together – to work with parents to

address a range of health issues that can impact on attendance. In 2019 these will include: Oral Health (Screening

for F-2) and Healthy Eating (health lessons and further modifications to the canteen menu), Physical Activity

(continuation of the fitness sessions three days per week), Mental Health (SEL and Wellbeing Counsellor) and Safe

Environments (BullyStopper initiative). A Kitchen Garden program will also be starting for senior students in March.

Positive Climate for Learning: Empowering students and building school pride:

Learner Characteristics and Dispositions: In 2019, a Gisborne PS custom- made diary for every student outlines

information about all the wellbeing strategies being employed at school so that parents can support these growth

mind-set attitudes, routines and expectations at home. The diaries also support the home tasks and home reading

routines at all year levels.

The new ‘Homework Initiative’ will provide parents with the opportunity to increase their awareness of their child’s

capabilities and goals. Refinements of our home/school communication will further improve the effectiveness of this



partnership

Financial performance and position

The School's budget resulted in a surplus for 2018. Extraordinary revenue included $126,285 PLC LINK school

funding received in 2018 but to be expended in 2019; funds raised and allocated for much needed landscaping,

improvement of grounds, maintenance and asset/equipment replacement that cannot be planned for and expended

until architectural plans for the 10m Capital Works project are completed in the coming months.

Equity funding - $21,914; Inclusion boost $4,800; Equipment Boost- $5000; Respectful Relationships - $4000;

Special grants - Ride to School Grant - $5000; Fundraising initiatives - PFA raised $16,897.

Additional State or Commonweath funding, purpose and links to improvements in teaching and learning: PLC

Initiative - The school received funding in the 2018 SRP for the PLC LINK school initiative for 2019. This initiative

provides funds to release a teacher 0.6 to build the capacity of our PLCs with planning, instructional practice and

regular monitoring of data to assess the impact of teaching refinements and improve our High Impact Teaching

Strategies. The LINK leader and our PLC teams will also be supporting various schools within our region to improve

their practice, through observation of meetings, collaborative planning sessions, and Learning Walks and Talks

focused on effective feedback and student agency.

Primary Maths and Science Specialists initiative (PMSSI): The school received $116,994 in 2018. The purpose of

the funding over the two year initiative is to build students’ critical thinking skills through mathematical problem

solving. The initiative funds the release of two teachers, 0.5 each, and these teachers work with classroom teachers

to provide expertise around problem solving/critical thinking small group sessions each week and to develop teacher

confidence and capability across the school. This will prepare and inspire our students as 21st Century learners and

contributors to the all-important STEM disciplines.

For more detailed information regarding our school please visit our website at www.gisborneps.vic.edu.au

Gisborne Primary School

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Performance Summary

The Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

Members of the community can contact the school for an accessible version of these data tables if required.

School Profile

Enrolment Profile A total of 484 students were enrolled at this school in 2018, 216 female and 268 male. ND were EAL (English as an Additional Language) students and 1 percent ATSI (Aboriginal and Torres Strait Islander) students.

Overall Socio-Economic Profile Based on the school's Student Family Occupation and Education index which takes into account parents' occupations and education.

Parent Satisfaction Summary Measures the percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

School Staff Survey Measures the percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.


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Performance Summary

Achievement

Teacher Judgement of student achievement Percentage of students in Years Prep to 6 working at or above age expected standards in:

English

Mathematics

For further details refer to How to read the Annual Report.

Student Outcomes

School Comparison


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Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Year 3 The percentage of students in the top 3 bands of testing in NAPLAN at Year 3. Year 3 assessments are reported on a scale from Bands 1 - 6.

NAPLAN Year 5 The percentage of students in the top 3 bands of testing in NAPLAN at Year 5. Year 5 assessments are reported on a scale from Bands 3 - 8.


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Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain Year 3 - Year 5 Learning gain of students from Year 3 to Year 5 in the following domains: Reading, Numeracy, Writing, Spelling and Grammar and Punctuation. NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.


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Performance Summary

Engagement

Student Outcomes

School Comparison

Average Number of Student Absence Days Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays. Absence from school can impact on students’ learning School Comparison

A school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected. Average 2018 attendance rate by year level:

Few absences <------> Many absences

Few absences <------> Many absences

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

94 %

93 %

94 %

93 %

94 %

93 %

94 %


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Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School - Sense of Connectedness Measures the percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Students Attitudes to School - Management of Bullying Measures the percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).


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Financial Performance and Position

Commentary on the financial performance and position is included in the About Our School section at the start of this report

Financial Performance - Operating Statement Summary for the year ending 31 December, 2018

Financial Position as at 31 December, 2018

Revenue

Actual

Funds Available Actual

High Yield Investment Account $272,525

Official Account $34,435

Other Accounts $1,008

Total Funds Available $307,968

Student Resource Package

$3,595,019

Government Provided DET Grants $519,671

Government Grants Commonwealth $5,100

Revenue Other $26,213

Locally Raised Funds $311,099

Total Operating Revenue

$4,457,102

Equity¹

Equity (Social Disadvantage) $21,914

Equity Total

$21,914

Expenditure

Financial Commitments

Operating Reserve $102,403

School Based Programs $44,482

Asset/Equipment Replacement < 12 months $31,050

Maintenance - Buildings/Grounds < 12 months

$3,839

Capital - Buildings/Grounds > 12 months $89,400

Maintenance - Buildings/Grounds > 12 months

$36,794

Total Financial Commitments $307,968

Student Resource Package²

$3,270,871

Books & Publications $8,212

Communication Costs $2,560

Consumables $93,657

Miscellaneous Expense³ $101,859

Professional Development $10,066

Property and Equipment Services $212,274

Salaries & Allowances⁴ $167,164

Trading & Fundraising $50,969

Utilities $46,894

Total Operating Expenditure

$3,964,529

Net Operating Surplus/-Deficit

$492,573

Asset Acquisitions

$0

(1) The Equity funding reported above is a subset of overall revenue reported by the school (2) Student Resource Package Expenditure figures are as of 15 March 2019 and are subject to change during the reconciliation process. (3) Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges. (4) Salaries and Allowances refers to school-level payroll.

All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.


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How to read the Annual Report

The School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student

backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance. Some schools have ‘Lower’ performance than expected and receive targeted

support to ensure that there is improvement.

More information on School Comparison performance measures can be found at: http://www.education.vic.gov.au/school/parents/involve/ Pages/performance.aspx

What does ‘Data not available’ or 'ND' mean?

Some schools have too few students enrolled to provide data. There may be no students enrolled in some year levels so school comparisons are not possible. New schools have only the latest year of data and no comparative data from previous years. The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’. ‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs. ‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

What does the About Our School section refer to?

The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future. The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs. The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to?

The Performance Summary reports on data in three key areas: Achievement

- student achievements in: - English and Mathematics for National Literacy and Numeracy tests (NAPLAN) - English and Mathematics for teacher judgements against the curriculum - all subjects for Victorian Certificate of Education (VCE) examinations (secondary schools)

Engagement

- student attendance and engagement at school - how many students leaving school go on to further studies or full-time work (secondary, P-12 and specialist schools)

Wellbeing

- Attitudes to School Survey (ATOSS) - Sense of connectedness - Management of Bullying

Results are displayed for the latest year, as well as the average of the last four years (where available).

What does School Comparison refer to?

The School Comparison is a way of comparing this school’s performance to similar schools in Victoria. The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability and the size and location of the school.

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

2018 Annual Report to The School Community · 2019-03-28 · 2018 Annual Report to The School...

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