Donnybrook District High School · 3 Donnybrook District High School Memories of 2016 Wellington...

1

Annual School Report 2016

Donnybrook District High School

2016 Staff

Principal

Mr James Milne

Mr Jeff Brown (Term 2)

Associate Principal

Mr Jeff Brown

Mr Garry Davis (Term 2)

Deputy Principals

Mr Garry Davis

Mr Neil Robertson

(Terms 3&4)

Manager Corporate

Services

Miss Deborah St Laurenz

Mrs Sarah Bible (Term 4)

School Officers

Mrs Karen Long

Mrs Delveen Cross

Mrs Jane Lockhart

Mrs Sue Williams

Teachers: 41

Teaching Assistants:

15

School Chaplain

Mr Len Van Aarde

School Psychologist

Ms Amber Newsome

Principal’s Message

In 2016, Donnybrook District High School participated in its 2nd Independent Public School Review. The review was to assure the Minister for Education, the Director General of Education and the school community, that Donnybrook District High School is meeting its commitments as outlined in our Delivery and Performance Agreement and Business Plan.

This was a comprehensive review that commended the school on its achievements since the 1st Independent Public School Review back in 2013. These commendations should be celebrated by the school community and are highlighted throughout various parts of this report. Importantly the thorough review is designed to assist the school in identifying areas for further improvement. These recommendations are touched on throughout this report and importantly will be used to support the establishment of the school’s 2017-2019 Business Plan.

My sincere thanks to the staff, School Board and parents and carers who were involved in this process. There is no doubting that it was a very thorough and exhaustive process, and one that required a collaborative and supportive approach. It was heartening to work with all stakeholders in the lead up and during the review.

I am genuinely pleased with where the school is currently positioned and the direction in which it is heading. We have been on an exciting journey over 2015 and 2016 and the next 3 years are looking equally exciting. We have a great deal of work ahead of us, but are certainly up for the challenge!

Donnybrook District High School is shaping up to be a distinctive school that has a great deal to offer the Donnybrook/Balingup Shire.

A key objective in 2016 was to take advantage of the very fact that the school isn’t a traditional Primary or Secondary school, rather a combined K-10 school. Through careful planning and innovative thinking, we were able to capitalise on some points of difference and begin to offer our students a truly unique educational journey. The Year 5/6 Option program, Year 4 Art program and Year 9/10 Certificate programs were all evidence of our work in this area.

Another key objective in 2016 was to provide our Secondary students with additional unique opportunities. The students were provided with a chance to attend a Year 7/8 Camp to Perth or a Year 9/10 Trip to Canberra, Jindabyne and Sydney. Both were truly magnificent opportunities that were of immense benefit to the students and their academic and social and emotional development.

I thoroughly enjoyed 2016 and thank the school community for this. It certainly passed by at a rapid pace. but the changes and improvements have inspired me to continue our journey on making certain Donnybrook District High School meets the needs and expectations of our school community.

James Milne

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Financing our School

Financial Income and Expenditure Summary

The Donnybrook District High School Annual Budget is reviewed and endorsed by both the Finance

Committee and the School Board. The Principal and Manager Corporate Services monitor the relationship

between the one line budget and actual expenditure to ensure that Donnybrook District High School’s

expenditure does not exceed budget allocations. Below is the Finance Summary as at 31 December 2016:

1 22,373.50$ 23,694.70$

2 126,942.00$ 133,323.09$

3 2,150.00$ 1,115.91$

4 10,823.00$ 7,672.75$

5 468.00$ 468.00$

6 26,840.00$ 24,451.38$

7 -$ -$

8 33,179.55$ 30,153.49$

9 144,952.00$ 144,892.83$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

367,728.05$ 365,772.15$

50,868.48$ 50,868.48$

Student Centred Funding 417,292.00$ 417,292.08$

835,888.53$ 833,932.71$

4,673,210.00$ 4,673,210.00$

5,509,098.53$ 5,507,142.71$

Locally Raised Funds165,806.45$ Student Centred Funding417,292.08$ Other Govt Grants24,919.38$ Other 30,153.49$ Transfers from Reserves144,892.83$

783,064.23$

1 63,012.01$ 67,411.67$

2 44,600.00$ 47,191.18$

3 267,539.45$ 245,427.61$

4 170,358.46$ 198,478.23$

5 235,389.88$ 258,015.61$

6 15,000.00$ 12,388.57$

7 -$ -$

8 5,069.00$ 13,339.30$

9 -$ -$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

800,968.80$ 842,252.17$

461,212.00$ 4,621,212.00$

1,262,180.80$ 5,463,464.17$

34,919.73$

Bank Balance 150,625.56$ Made up of: -$

1 General Fund Balance 8,319.46-$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 169,870.11$ 5 Suspense Accounts 3,606.91$ 6 Cash Advances 45.00-$ 7 Tax Position 14,487.00-$

150,625.56$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Revenue from Co, Regional Office and Other Schools

Actual

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

0

20

40

60

80

100

120

140

160

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds21%

Student Centred Funding

53%

Other Govt Grants3%

Other 4%

Transfers from Reserves

19%

Current Year Actual CashSources

0

50

100

150

200

250

300

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

60

110

160

210

$000

Cash Position

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Memories of

2016

Wellington Discovery

Centre

Three Little Pigs

Cruising Sydney

Harbour

Electric Vehicle

Challenge

Financing our School

Voluntary Contributions and Charges 2016

The Western Australian Government’s priority is to ensure that all students are

entitled to participate in an educational program that satisfies the requirements of the

Western Australian Curriculum and Assessment Outline. Donnybrook District High

School’s Voluntary Contributions and Charges financial procedure guides parents

and carers to understand the flexibilities of school fee structures and to determine

the estimated total cost of their child’s education. It is a requirement of the School

Education Act 1999 that all possible contributions and charges are identified two

months prior to the beginning of the school year. The School Board endorsed the

schedule of contributions and charges for 2016.

1. Contributions

This term relates to the monies requested from parents towards the cost of

materials, services and facilities used by Kindergarten to Year 10 students in the

standard educational program which the school is required to provide. The total

amount of contributions parents and carers are being asked to pay for Kindergarten

to Year 6 is $60.00 and for Year 7-10 is $235.00. Money collected was used to

supplement school expenditure in various areas such as materials for art, technolo-

gies and science, photocopy materials, classroom materials, web based curriculum

materials and resources. While contributions are voluntary, the quality of the

teaching and learning program will be maximised when each family makes its

contribution.

2. Charges

These are amounts paid for participation in separate events such as sporting

activities, incursions, excursions and interm swimming. The school hopes that all

students will attend these activities, but only those who pay will attend. The amounts

reflect similar charges that have been made over previous years and are consistent

with other Independent Public Schools. Students will only incur cost when they are

involved in a particular activity. Parents and carers are asked to make payment to

the school for each activity as it approaches. Charges include costs associated with:

Specific learning activities made available to all students, but conditional on a

payment being made eg: incursions, excursions.; and

Specific learning activities made available to select students, but conditional

on payment being made eg: School of Instrumental Music (SIM) program.

The table below outlines the Voluntary Contributions and Charges collections rates

in 2016:

Item Year Collection Rates 2016

Voluntary Contributions K PP P K-6 7-10

58.70% 61.90% 62.89% 62.24% 50.79%

Course Charges 7-10 73.07%

Extra Cost Optional Charges K-6 76.33%

Combined Total Charges (Course Charges + Extra Cost Optional Charge)

7-10 88.95%

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Professional Engagement

Expenditure in Professional Learning

All teaching staff engaged in Professional Learning that had clear links to the school’s Business

Plan and Operational Planning, Action Learning Models, together with the priorities of the

Department of Education as set out in its 2012-2015 Strategic Plan - Excellence and Equity and

Focus 2015.

Key professional learning for 2016 included:

Western Australian Curriculum - English, Mathematics, Science and History.

School Planning (Operational and Classroom) - Western Australian Curriculum

Spelling - Diana Rigg

Information Communication Technology - iPads and Science, Technology, Engineering and

Mathematics (STEM)

Positive Behaviour Support (PBS)

In School Collaboration

Cross School Collaboration

Network and District High Executive Meetings

The table below outlines the expenditure breakdown relating to professional learning for all staff

during 2016:

EXPENDITURE TYPE

AMOUNT

(rounded)

Teacher/Support Staff Relief $85,100

Course Registration $11,400

Travel and Kilometrage $3,900

Accommodation

$2100

Meals / Catering $1,250

TOTAL $103,750

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Report On Priorities

Priority: Excellence in Teaching and Learning

What was intended? What was achieved?

Build staff capacity to meet the needs of our school community

To achieve at least the same average (mean) growth as

the National Average (mean) from Yr3-5, Yr5-7 and Yr7-9 NAPLAN.

Full implementation of the Western Australian

Curriculum Phase 1 (depending on advertised timelines).

Teaching staff work towards implementation of the

Western Australian Curriculum Phases 2-3 as applicable (depending on advertised timelines).

Teaching staff report against Phase 1 of the Western

Australian Curriculum Standards (depending on advertised timelines).

General Capabilities and Cross Curricula priorities are

evident in teaching.

Whole School English and Mathematics Plans

embedded throughout K-10.

From 2015 establish a positive trend in NAPLAN results

against the National average.

From 2014-2016, the Growth Target was achieved in 9

of the 15 National Assessments. See page 11 for

further information.

Primary and Secondary teachers are implementing

Phase 1 of the Western Australian Curriculum.

Primary and Secondary teachers are positioning

themselves to implement Phases 2-3 of the Western

Australian Curriculum.

Primary and Secondary teachers are reporting against

Phase 1 of the Western Australian Curriculum.

Engagement with the Western Australian Curriculum has

ensured Primary and Secondary teachers are covering

the General Capabilities and Cross Curricula priorities.

Whole School English and Mathematics Plans are

developed, but are yet to be embedded throughout the

school.

The 2014-16 NAPLAN results indicate that a positive

trend against the National Average was achieved in 9 of

the 15 National Assessments.

Align Performance Management to the AITSL Professional Standards

All staff self-reflect on their professional practice for

continuous improvement (e.g. AITSL Professional Standards).

Classroom planning is connected to operational and

strategic plans and measured via self-reflection in Performance Management.

Staff National School Opinion Survey (NSOS) results are

positive.

Reflection against the AITSL Professional Standards

was linked to Action Learning Models and Performance

Management processes.

Classroom planning, Operational planning and Strategic

planning need to demonstrate stronger links.

NSOS data is positive in elements specifically related to

excellence in teaching and learning, however an

additional focus is needed on meeting student needs.

See pages 15 and 16 for detailed information.

Strengthen digital fluency across all year levels and learning areas as appropriate

ICT and Critical and Creative Thinking are embedded in

teaching and evident in student learning.

Increase student access to and availability of ICT.

The whole school ICT Plan is moving from a General

Capabilities focus to the WA Digital Technologies Curriculum.

Student access to ICT equipment increased significantly

in 2016.

Embed the Western Australian Curriculum in planning, teaching and assessment

As per Build staff capacity to meet the needs of our

school community (Above).

Evidence of moderated teacher judgement in Western

Australian Curriculum Phase 1.



Primary and Secondary teachers are utilising

Department of Education exemplars to assist in

moderating student work samples.

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Report on Priorities

Priority: Excellence in Teaching & Learning continued;


Students adopt increasing responsibility and accountability for learning



Evidence of moderated teacher judgement in Western

Australian Curriculum Phase 1.

Some Primary and Secondary teachers utilise strategies

that support self reflection and goal setting on a regular basis. A whole school focus on Assessment for Learning will support this.

Certificate Courses, Work Experience and Work

Placement programs are supporting Secondary students to participate in a meaningful pathway. There is still a concerning number of Year 9/10 students who are not engaged at school nor focussed on their future.


Maintain and strengthen positive school community partnerships

Parent National School Opinion Survey (NSOS) results

are positive.

Results and feedback are analysed and discussed and

actions planned and implemented to address areas of concern.

Positive School Board feedback regarding the school’s

self-assessment process and performance against its

Strategic direction.

NSOS data is positive in elements specifically related to

school community partnerships, however an additional

focus is needed on altering the perception around

parent opinions not being taken seriously. See pages

15 and 16 for detailed information.

The 2016 Independent Public School review

emphasised the depth of the school’s self assessment

process. In particular it highlighted the consultation

undertaken with parents and carers and the actions

taken as a result of this feedback. For example;

introduction of Positive Behaviour Support and the

formation of teaching and learning expectations.


demonstrated the School Board’s support for our self-

assessment process and Strategic direction.

Ensure the distinctiveness of the school meets the expectations of the School Community

Results and feedback are analysed and discussed and

actions planned and implemented.


emphasised the depth of the school’s self assessment

process. In particular it highlighted the consultation

undertaken with parents and carers and the actions

taken as a result of this feedback. For example;

modifications to Primary Specialist programs,

introduction of Year 4 Visual Arts program, introduction

of Year 5/6 Options program and introduction of Year

9/10 Certificate Courses

Ensure consistent branding across all communications

Donnybrook District High School style guide used in all

communications and templates.

Formal communication by the Administration team

utilises a professional format with some differences

between campuses noticed and being rectified.


Priority: School Community Partnerships

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Priority: Learning Environment


Build on the current facilities to create contemporary and purposeful facilities

Evidence of enhancements to the environment by

means of planned and documented improvements.

The Learning Environments on both the Junior Campus

and Senior Campus have been enhanced in 2016. The

Kitchen Garden facilities at the Junior Campus have been

expanded to include additional garden beds, an orchard,

chicken coop and hothouse. A Kitchen Garden area was

established at the Senior Campus to further support the

Agrifoods program. The functionality of the Junior

Campus Library has been improved through new shelving

and seating. The Junior Campus Undercover Area has

been enhanced by the installation of blinds. Primary

classrooms that contained old furniture have been

upgraded. A new kiln was purchased for the Senior

Campus Art room.

Provide a safe, caring and inclusive learning environment

Evidence of student engagement in reflective learning

practices to identify their strengths and focus areas and plan for improvement.

Identify the specific skills and understanding students

require to effectively monitor and support mental health and well-being.

Student National School Opinion Survey (NSOS)

results are positive.

Some teachers use written reflection sheets or verbal plenary sessions at the conclusion of a lesson or unit of work for students to reflect on what they have learned and what they need to do next. Some teachers provide goals for a lesson using the ‘We Are Learning To’ (WALT) or ’What I’m Looking For’ (WILF) approach and a plenary session at the end of a lesson. To support student learning as well as engagement and participation, the school needs to continue its focus in this area and explore alternative ways to encourage reflection.

The school has not yet documented the specific skills and understandings students require to effectively monitor and support their mental health and wellbeing.

NSOS data is positive in the elements specifically

related to learning environment, however an

additional focus on managing student behaviour.

See pages 15 and 16 for detailed information.

8


Key Student Outcomes - Student Achievement

The percentages of students in Years 3, 5, 7 and 9 achieving the National Literacy

and Numeracy benchmarks in 2016

NB: Percentages may not add up to 100 due to rounding

NAPLAN

Donnybrook District High School’s NAPLAN data highlights the Literacy and Numeracy performance

of the Year 3, 5, 7 and 9 cohorts in the annual National Assessments. The above table outlines the

percentage of students within the various benchmarks in 2016.

Through our thorough analysis of all available data and ongoing self review, there are a number of

key strategies that are being incorporated into the 2017-2019 Business Plan to drive school

improvement. These include:

Embed and consolidate whole school (K-10) approaches to the teaching of English and

Mathematics

Provide targeted professional learning focused on enhancing whole school pedagogical

teaching approaches

Build the capacity of staff to embed evidence-based instructional strategies

Differentiate teaching to cater for the learning needs and abilities of all students

Develop and implement a whole school approach to supporting high achieving students

Students and teachers collaboratively negotiate student learning goals, based on the students’

performance data and aspirations

Embed a team-orientated environment in which staff collaborate effectively to support student

learning

Year 3 Reading Writing Spelling Grammar Numeracy

Top 20% 18% 7% 9% 11% 0%

Middle 60% 57% 68% 75% 77% 77%

Bottom 20% 25% 25% 16% 11% 23%


Top 20% 11% 18% 7% 16% 12%

Middle 60% 70% 66% 66% 70% 75%

Bottom 20% 18% 16% 27% 14% 13%


Top 20% 28% 21% 24% 12% 13%

Middle 60% 53% 67% 55% 73% 81%

Bottom 20% 19% 12% 21% 15% 6%


Top 20% 9% 18% 3% 15% 6%

Middle 60% 62% 70% 82% 70% 76%

Bottom 20% 29% 12% 15% 15% 18%

9


Key Student Outcomes

Student Achievement and Value Adding - Literacy and Numeracy

The graph below looks at both the achievement and the progress of students in Literacy and

Numeracy compared to that of students in all Australian schools. Achievement is the average

NAPLAN result for a cohort of students. Progress is the difference between the average NAPLAN

score for students tested at the school in two test cycles (stable cohort). There is no progress

result for Year 3 students, the graphs can only represent the achievement and progress of Year 5,

7 and 9 students. The two zero (0) lines represent the achievement (horizontal) and the progress

(vertical). The dots represent both the achievement and progress of the school’s stable cohort in

either/or Year 5, 7 and 9.

The graph provides a visual representation (progress and achievement) of the school’s NAPLAN

results from 2014 to 2016 and the value adding that has occurred in Literacy and Numeracy. As a

school, we sought to be measured on the growth of the students and set out to achieve at least the

same average (mean) growth as the National Average (mean) from Yr 3-5, Yr 5-7 and Yr 7-9.

The school achieved its target in 9 of the 15 assessments.

Year 3 2014 to Year 5 2016. Target reached in Reading, Writing, Grammar and Punctuation and

Spelling.

Year 5 2014 to Year 7 2016. Target reached in Reading and Writing,.

Year 7 2014 to Year 9 2016. Target reached in Writing, Grammar and Punctuation and Spelling.

In most cases where the target wasn’t achieved, the school fell short by a small margin (1-5 points).

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Attendance

The tables below display the overall Primary and Secondary attendance

percentages for Donnybrook District High School over a three year period.

Attendance – Primary (Years 1-6)

Primary student attendance was higher than the State Average in 2016. which

maintained the school’s positive performance in this area over a three year

period.

Attendance – Secondary (Years 7-10)

Secondary student attendance was marginally lower than the State Average in

2016 and significantly below 2015.

At Risk Attendance

It is well documented that regular attendance (90% or above) supports a student

reaching their individual potential. A student who isn’t attending school regularly

is deemed at risk and requires intervention to support gaining or maintaining

regular attendance.

74.5% of our Primary students attended school regularly in 2016, dropping from

75.6% in 2015 and 76.4% in 2014.

59.2% of our Secondary students attended school regularly in 2016, dropping

from 60.7% in 2015, however up from 52.5% in 2014.

This is potentially a direct reflection of our dropping Index of Community

Socio-Educational Advantage (ICSEA). ICSEA provides an indication of a

school’s demographic. Since 2008 this has fallen from 1007 to 975.

In 2016 0.3% of Primary students and 6.4% of Secondary students were within

the Severe Risk (60% or less) category. These figures were less than the WA

Public School averages of 2% and 7% respectively which is certainly positive.

The school will continue to implement an Attendance and Engagement Plan that

is designed to promote the importance of regular attendance and support

students and parents and carers.

Memories of

2016

Primary Faction

Athletics

Mathematics

Maddame Tussauds

Wax Museum

Certificate 1

Agrifoods

2014 2015 2016

School WA Public

Schools

School WA Public

Schools

School WA Public

Schools

92.6% 92.1% 92.9% 92.7% 92.9% 92.6%

2014 2015 2016

School WA Public

Schools

School WA Public

Schools

School WA Public

Schools

85.6% 86.9% 88.9% 87.9% 87.5% 87.7%

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Memories of

2016

Dream Catchers

Measuring Muscles!

Information Technology

Christmas Boxes

Junior Campus

The school had its second independent school review in 2016 which provided a fantastic opportunity to reflect on our achievements of the past 3 years. The review itself, with commendations and recommendations is available on the School Website and we encourage all parents and carers to take the time to read it. Literacy Towards the end of 2015, all primary staff undertook professional learning with Dianna Rigg (PLD) and we initiated a whole school approach to teaching spelling. 2016 saw full implementation of the whole school approach for Literacy, using Dianna Rigg’s strategies for developing phonemic awareness, sight word recognition and spelling. We undertook regular monitoring of student progress and an annual SA Spelling Test to provide an independent measure of progress. In 2016, representative teachers from each cluster were involved in the Brightpath process of assessing student writing with an expectation that this will result in a cyclic schedule for teaching being developed and improved teacher understanding of aspects of writing that require explicit teaching, then ultimately, improved writing from students. Numeracy 2016 saw the whole school operational plan for Numeracy implemented from K-10, ensuring teachers continued the good practice developed during our previous years as a mathematics Teacher Development School. All teachers used Best PerformanceTM information to analyse NAPLAN data and used this to focus on areas of need. Science and Technology 2016 saw the continuation of our specialist science program for Years 4, 5 and 6. We added to this by embracing the latest STEM initiative (Science, Technology, Engineering and Maths) with Mr Edwards and Mr Roberts attending professional learning and sharing the role of teaching coding to nearly all year levels. The initiative was supported by the Department of Education which supplied a range of resources for our use. Visual Art and the Transition Program We continued the transition program in 2016, with Year 5 and 6 students travelling to the Senior Campus to undertake studies in STEM, D&T, Home Economics and Art. We were able to extend this to the Year 4’s with Mrs Jessop coming up to the Junior Campus to teach Visual Arts and the occasional trip for those students down to the Senior Campus. Attendance and Behaviour Our average attendance rate compared favourably to other Western Australian Schools, with Years 2, 3 and 4 having higher than state average attendance. In terms of behaviour, across 2016 we recorded 142 positive behaviour recognitions and 30 negative behaviours (shared among a small group of regular “offenders”). Jeff Brown Associate Principal

12


Memories of

2016

Parliament House

Canberra

Cerificate 1 Metals and

Engineering

Secondary Science

Year 10 Graduation

Dinner

Senior Campus

The 2016 year established new learning frameworks for students attending the Senior Campus. There was an amazing take up of the Certificate 1 courses on offer, with the students rising to the challenge of these new opportunities.

The Certificate 1 in Engineering, run by Mr Len Strother, gave the students a new set of key skills within the Design and Technology workshop. Students were challenged to keep up with the more regimented framework of this course, whilst tasked to complete each unit to a high standard. They were also given the basic outline of how to achieve success in the Engineering field as a precursor to high level Certificate courses. A number of these students also used their Engineering skills in designing and maintaining the Electric Vehicle Challenge vehicles with some success.

The Certificate 1 in Horticulture added a completely new dimension to the Senior Campus, which aligned us more closely to the horticultural industry around the town. Students developed key skills which they could apply to local horticultural and agricultural industries: seedling production, safety consideration on farms, managing plant beds, vegetable and fruit gardening and managing fertilizer application are some examples of the skills learnt. Students also saw the wide range of employment opportunities available through horticulture when they visited the Wagin Woolarama. Mrs Rachel Seton established a vibrant, challenging environment for the Horticulture students. The greening of the quadrangle at the Senior Campus and the integration into the Gallipoli Garden at the Junior Campus allowed cross-site links to be strengthened.

The continuation and further embedding of Certificate 1 in Hospitality saw many students achieving their Certificate 1. Their impeccable work, high level dress standards and quality serving skills in providing quality meals was again a highlight of the year. The Barista Certificate also added value to this course. Mrs Robertson and Mrs Alison Kelly provided excellent guidance to achieve success and possible future employment in the catering field.

The Year 5/6 Junior Campus visits to the Senior Campus were also a huge success. The Year 5/6 students integrated with the Senior Campus starting at lunch times on a Wednesday. All students settled into the challenging options made available: Food and Textiles, Science Technology, Engineering and Maths (STEM), Metalwork and Woodwork as well as Art classes all gave the new students a taste of what the Senior Campus has to offer. Special thanks to all the Secondary teachers for providing engaging and meaningful programs to the Primary students.

The 2016 Year was enjoyable at the Senior Campus due to the drive and passion of staff, both teaching and non-teaching. I have been blessed to work with a team that has given 100% towards improving the outcomes for every student. Added to this is the pastoral care support for the students, ensured all were catered for to achieve better educational outcomes. The continued positive integration of Year 5/6’s has ensured students and parents are aware of the strengths and the opportunities the Senior Campus delivers when they seamlessly move into Year7 and beyond. I wish all students a positive future

Garry Davis

Secondary Deputy Principal

13


Parent and Carer

Comments

“The teachers and EAs

are very caring and

show great interest in

the students”

“Independent Public

School willing to adapt

to offer students more

educational

opportunities”

“It is a community

minded school that

structures its teaching

programs around what

opportunities are

available to students in

their local community

as they progress

through their learning

journey”

“Ability to meet with

teachers whenever

required or needed as

they are very

approachable”

“Concerns regarding

bullying are addressed”

“I like the emphasis on

emotional and social

development as well as

academic”

“The consistent effort

by the school to

improve e.g. using

community, staff and

student feedback”

National School Opinion Survey

In 2016 all parents and carers were provided with an

opportunity to participate in the biennial National

School Opinion Survey. The school was

appreciative of the 81 families who engaged with the

survey and importantly took up the chance to provide the school with valuable

feedback

Data collected from the responses was used to support our Self Reflection prior to

our 2016 Independent Public School Review and now forms part of a

comprehensive collection of documents that is steering the 2017-2019 Business

Plan.

Statement

Parent Average

Students are expected to do their best 4.2

Teachers provide useful feedback 3.8

Teachers treat students fairly 3.9

The school is well maintained

4.2

Students feel safe at school 4.2

Teachers are approachable 4.3

Student behaviour is well managed 3.6

Students like being at school 4.2

The school looks at ways to improve 3.9

The school takes parents’ opinions seriously 3.7

Teachers at the school motivate students to learn 4.0

My child is making good progress at school 3.9

My child’s learning needs are being met at school 3.7

The school works with me to support my child’s learning 3.8

Strongly agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

14


Student Comments

“The teachers at this

school are very caring”

“I like the opportunities

to go on excursions

and go on camps when

we get to High School.

That is why I’m excited

to reach Year 7”

“I like the way the

teachers push you to

do your best and tell

you how to improve”

“I love going to the

High School every

Wednesday and doing

Options”

“I like that Donnybrook

has a great sense of

community, we are all

close to one another”

“I like that Donnybrook

contributes to

community events”

“I like the Certficate 1

Programs”

“I love the bush land

because most schools

don’t have this”

“The teachers are nice

and helpful with

anything and

everything”

National School Opinion Survey

In 2016 the Year 5-10 students were also provided

with an opportunity to participate in the biennial

National School Opinion Survey. A total of 182

students completed the survey, providing valuable

feedback to the school community.

Data collected from the responses, together with information gained from

discussions with the Student Leadership group, were used to support our Self Re-

flection prior to our 2016 Independent Public School Review.

Strongly agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

Statement

Parent Average

Students are expected to do their best 4.4

Teachers provide useful feedback 3.9

Teachers treat students fairly 3.8

The school is well maintained

3.7

Students feel safe at school 4.1

Teachers are approachable 3.7

Student behaviour is well managed 3.3

Students like being at school 3.9

The school looks at ways to improve 4.0

The school takes students’ opinions seriously 3.5

Teachers motivate students to learn 4.0

The school provides opportunities to do interesting things 3.9

15


P&C 2016

President

Mrs Yvonne Kilmurray

Mrs Katya Tripp

Vice President

Mrs Jodi Thomas

Mrs Michelle Wiseman

Secretary

Mrs Miranda Harrison

Treasurer

Mrs Sandra Dillon

Book Week

Dance Off

P&C Association’s Report

Congratulations to everyone on the completion of another year. Coming in ‘cold’

to the Committee in March last year saw me on a very steep learning curve. I

would like to thank the Committee for their assistance and support as I found my

way through what were at times difficult situations.

This year, thanks to everyone’s support (committee, staff, parents & community),

we have provided approximately $14,000 in funding to the school. Thanks to our

fundraising coordinator Melinda Ward, her sidekick Michelle Wiseman (plus

others) and all the parents and carers and community members who chipped in

their time and money to support the events we ran. These activities and events

included footy tipping, raffles, cake stall, dance offs, body shop products, and a

movie night.

The money raised went to the following items:

Reading Eggs (Interactive ABC Reading Site) Junior Campus Assembly Area Outdoor Blinds Year 6 Graduation Family Picnic (Whole School) School Band Ties Pizza Oven for the Secondary Campus Year 1/2 Extension Reading program Student Awards Canteen Support (Including New Fridge) Welcome Packs (New Families) New initiatives we have worked on through the year and will see implemented in

2017 include:

Written applications for funding requests over $500 to assist with budgeting and to target our fundraising

Welcome packs to all Kindergarten parents and carers and new families entering the School

A calendar to help advertise our events and assist us to plan better and meet deadlines

A regular blurb in the school newsletter Thank you cards to volunteers and sponsors An annual budget A P&C brand/logo Actions so that the canteen can ‘break even’ financially Reviewed items and/or new additions to the school uniforms such as a skirt at

the Junior Campus Thank you to all office bearers who have at times been overburdened with work. I

believe we have now embedded a great team who are going from strength to

strength with their ideas and efforts to support the students, their families and the

school.

I would like to thank you all for working with such passion and enthusiasm over

this last year.

Katya Tripp

P&C President

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