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  • Page 1

    Fairview Park Primary School

    Annual Report

    2015

  • Page 2

    1. CONTEXT

    School Name: Fairview Park Primary School

    and Preschool

    School Number: 1103

    Principal: Melissa Evans Partnership Tea Tree Gully

    Partnership

    Fairview Park Primary School is located in the north-eastern suburbs and has a category 7

    Index of Education disadvantage. Our school has 20% school card holders(an increase from

    2014) 6% students with disabilities and 6% within the preschool, 0% aboriginal students and

    less than 1% students with English as a second dialect (EALD) within the school and 0% within

    the preschool.

    Fairview Park has a preschool on-site and has close ties with Banksia Park International High

    School. This continues to be the most chosen secondary school for our families.

    This year has seen a change in the Leadership Team with Tania Dodd as Acting Principal and

    Fiona Martin as Acting Assistant Principal term 2-3. Melissa Evans was then appointed

    Principal in term 4.

    2. REPORT FROM GOVERNING COUNCIL

    On behalf of the Fairview Park Primary School Governing Council, the following is the

    Chairperson's Report to be submitted for 2015.

    This is a recount of the highlights, achievements and activities of the school that involved the

    support and input from the elected Governing Council of this year:

    The FPPS Governing Council has again been impressed with the performance and

    output of all students, staff and the schools leadership team this year. Participation of

    the Governing Council within the numerous school sub-committees has delivered

    another successful year ensuring the school has been run effectively with input and

    support from all members of our school community.

    Throughout the year FPPS Governing Council members were regularly engaged to

    provide opinion and discussion for the review and renewal of school policies. On

    behalf of parents, the Council have actively pursued the issues relevant to all students

    to ensure these are captured within these policies and to ensure the safety and

    equality of all of our staff and students.

    Governing Council involvement has seen agreed approval for proposed dates for

    school closure for staff training days. This has in turn assisted the school to continue

    staff development and sustain its approach toward the Site Improvement Plan

    agreed upon in 2014 and has supported to schools 2015 operational plan.

    Governing Council has also been regularly informed and consulted on all financial

    matters including budgeting, funding and extra grants availability. This year saw a

    continued focus on matters regarding the ongoing maintenance plan for the recent

    administration building upgrade as well issues identified with the roofing of the school

    hall and other school facilities.

    Fairview Park Primary School continues to grow in terms of culture and academic

    achievement. The continued focus of intervention programs such as Secure Start and The

  • Page 3

    Believers programs has catered to the wellbeing of students and their behaviour. The Multilit,

    Quicksmart and Ann Baker Natural Maths programs has worked in conjunction to then

    support the academic development of students in line with the agreed Site Improvement

    Plan for 2015.

    There is a continued demonstration of outstanding student behaviour throughout Fairview

    Park Primary School which is a testament to the families and community of Fairview Park as

    well as the commitment and dedication of the staff. The Governing Council is routinely

    briefed about school behaviour at each Council meeting and our students behaviour is

    consistently praised by those within our school as well as visitors and the community when in

    public arenas.

    The Fundraising Committee has once again been very productive this year with many

    highlights including Bogan Bingo, Mothers Day, Fathers Day and Christmas stalls for students

    to purchase gifts, Christmas Raffle and activities at the school concert as well as 2 school

    discos. Money raised from these events this year went towards building a new verandah out

    from the canteen.

    Each year FPPS Governing Council reviews school budgets and sets the Materials and

    Services (M&S) charges with consideration toward the costs to maintain school services

    standards and to minimise the financial burden on parents. The consultation process of

    Governing Council before endorsing this and other charges such as OSHC and Vacation

    Care charges looks to ensure these are managed appropriately. Fairview Park Primary

    School continues to be in a sound financial position because of parent contributions each

    year and sound budget management lead by Mrs Janine Ingham.

    As Chairperson I would also like to thank all of the members of the FPPS Governing Council

    for their efforts and contributions as well as Principals Vanessa Mortimer, Melissa Evans and all

    members of their staff for their continued support toward the Governing Council. This has

    ensured the Council has been able to execute all of their roles and functions effectively

    throughout the year. It has been a privilege to have chaired this dedicated and passionate

    group of parents, staff and school leadership team.

    Daniel Panozzo

    Governing Council Chairperson

    3. 2015 HIGHLIGHTS

    The community is very much a part of our school and is highlighted with a number of

    community activities which included Sports Day, Harmony Day, Easter and Christmas

    Program, Ride and raffle days to encourage students to be environmentally friendly and

    active.

    This years

    winners were

    Boronia.

  • Page 4

    Student Enterprise teams worked with staff to organize a variety of activities to support

    community groups. These included: Lunch time Art Club, Wheelie Days, PJ Day to raise

    awareness for the homeless, Purple Picnic for Autism SA, Cup cake day for RSPCA, Loud Shirt

    Day for The Cora Barclay Foundation and casual dress day for the chimpanzees at Monarto.

    They were also involved in the organization of a Special Persons morning tea. Tours around

    the school and time in classes was a highlight of this morning.

    Kids Caf was another special event organized to raise funds for this years Graduation.

    Gymnastics Program in term 3 Students in years 3-7 had 8 sessions of gymnastics presented by

    Gymnastics Australia. This enabled our students to develop skills with

    specialist instructors and equipment.

    Festival of Music Choir. 16 of our students represented our school and performed at

    the Primary Schools Music Festival at The Festival Theatre in

    term 3

    School Concert The school concert is an excellent way of showing off our performing

    skills to the whole school community and a great way of us

    celebrating the end of the year. Students performed dances to a

    range of songs with costumes which matched the performances

    Teaching and Learning is a focus within our school and is supported by training and

    development of staff. Staff have attended a variety of workshops on Digital Technologies,

    The Arts, Ann Baker Mathematics and Humanities and Social Sciences.

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    SAPSASA 2015

    The SAPSASA Tea Tree Gully District offers a variety of sporting competition for schools within

    the district. Our school supports a number of these, to give our students the opportunity to

    represent the school. They really enjoy being part of a supportive school team and the

    chance to interact with students from other schools. We appreciate parental assistance with

    the transport to events, but it is becoming increasingly difficult to find volunteers who are

    able to help. We may need to look for alternative transport arrangements in order to

    maintain student participation.

    This year the school was involved in Athletics, Cross Country, Soccer, Football, Hockey and

    Netball. SAPSASA competition is open to children from 10 years of age and most of our

    representatives are from the upper primary classes.

    In 2015 we had 26 boys represent the school and 22 girls. Six students were selected to

    represent the Tea Tree Gully District in inter zone competition. One of our students had the

    distinction of state selection, representing South Australia at the National Athletics

    Championships in Melbourne.

    3.1 PRESCHOOL REPORT

    We began this year with 27 enrolments and have therefore offered the 15 hours of preschool

    across 2 days those being full days Monday and Wednesday and a half day Tuesday. Our

    attendance has been strong across the year with an average of 93.8% over 3 terms.

    Throughout the year 4 families have chosen not to access their full 5 session entitlement. We

    again have offered families the use of our OSHC service with 18% of our families accessing

    before or after preschool care throughout the year. This year we offered 3 pre-entry sessions

    to the families beginning preschool in 2016. These sessions were held while the full time

    preschool children attended their transition visits to the school. This term 85% of the preschool

    children will leave to attend Fairview Park Primary School. Our other feeder schools for 2016

    are St Davids, Kings Baptist, Modbury South PS and Banksia Park PS.

    This year the preschool is staffed with one educator and two SSOs across the 15 hours of

    preschool offered during the week. This year has seen an increase in children with identified

    additional needs with 3 children accessing SSO support with a program from a DECD speech

    pathologist and 2 children accessing private speech pathology. One child has also been

    recently diagnosed with ASD and extra support hours were implemented this term to assist in

    meeting his learning needs. We currently have 1 child who attends early entry to preschool

    due to her learning needs. In accordance with our staff ratio, Early Entry is only offered on our

    half day in place of those children who do not access their full 15 hours of preschool. All

  • Page 6

    preschool students with identified needs have a documented IEP based upon the Early Years

    Learning Framework.

    All families within the preschool are offered an interview upon conclusion of their childs

    second term to discuss the progress report, student portfolio and Individual Learning Plan. This

    year 89% of families attended the interview. A summative statement of learning report is

    given to families when the child is ready to leave for school.

    The context of our preschool being on the Fairview Park Primary School site allows for a strong

    link with the school. This year the preschool children have accessed the computer suite and

    resource centre fortnightly. We often use the school playground or oval and have accessed

    the bike track adjacent to the preschool. We have been included and attended special

    assemblies, acquaintance night, school discos, book week parade including classroom

    activities, sports day and the end of year concert. Our preschool is committed to our strong

    school transition program which this year has again included group swaps with Area 1,

    allowing the preschool children to work within a classroom environment and meet our

    current Reception teacher, Mrs Stokes. We have worked in partnership with Mrs Stokes class

    since the beginning of term 3 because we believe as early childhood educators that these

    interactions will help children transition easier into the school learning environment.

    This year we have focussed on becoming familiar with the numeracy and literacy indicators

    ready for implementation in 2016, an area highlighted within our Quality Improvement Plan.

    Staff attended the initial familiarisation training in the indicators and then in the term 2

    holidays two staff members attended training with Lisa Jane OConnor to expand the

    numeracy indicators. Our teacher has also attended maths workshops with Ann Baker and

    partnership meetings with preschool staff from other sites across the year to share information

    and progress with the indicators. This also ties in with the schools site focus for literacy and

    numeracy and is embedded within our preschool program.

    Another area highlighted within our Quality Improvement Plan this year was the

    implementation of a closed Facebook page so information can be more widely distributed

    to our preschool families, especially those who cant always come into the preschool. We

    sought permission from families to share photographs of children and then trialled the site in

    Term 1, requesting oral feedback upon completion of the term. The feedback proved that

    the Facebook page was successful and we hence have continued with the page. The

    Facebook page is governed by our Preschool Teacher and some staff within the school also

    have access. We currently have 82% of families who access the site. Email has also proven to

    be another effective digital form of communication with families throughout the year.

    This year we distributed the DECD preschool Survey to all preschool families. 37% completed

    the survey and our results were mainly in the agree or strongly agree range of responses.

    The survey however did highlight that 11% of families were unsure about how families can be

    involved or assist in the preschool program. This may be an area which could be explored

    further within the 2016 Quality Improvement Plan.

    In accordance with the National Quality Standards the principal of the site and educator of

    the preschool worked together to formulate the Quality Improvement Plan. This year we

    have looked at making improvements across all seven NQS areas.

  • Page 7

    We currently have 23 children enrolled to begin preschool in 2016. We will receive the

    universal access funding which will enable students to attend 15 hours of preschool next

    year (5 sessions)and will be operating full days Monday Wednesday with parents selecting

    which 5 sessions they wish to attend.

    Leeanne Marsden

    Preschool Teacher

    4. SITE IMPROVEMENT PLANNING AND TARGETS

    Our key improvement priority is continuous individual learner achievement. Our priorities were

    Intentional Teaching Lead, Partnerships Connect and the Australian Curriculum Learn.

    Actions Taken in 2015

    PAT M and PAT R interpreting data training. Pat M and Pat R data collected and analysed in

    term 1 to inform teaching programs and at the end of term 3 to monitor progress. Data used

    for 2x2x2 differentiation.

    Annual Performance Management processes to review, prioritise and address assessment for

    and of learning. Program documents and term overviews reflect the learning priorities and

    role of the teacher/ student / family.

    Introduction of Whole School proactive behavior intervention groups for students who are

    repeat offenders in not following school behavior codes and for a group of students who are

    less resilient and anxious.

    Report format updated to reflect all areas of the Australian Curriculum.

    Collaboration with the TTG Primary Australian Curriculum facilitator for shared partnership

    staff professional learning. This occurred in Digital Technologies with follow up sessions on site.

    School invested in Professional Learning for staff to support the development of teacher

    pedagogy and knowledge of the Mathematics Curriculum. Ann Baker Natural Maths has

    been implanted in all classes.

    Attendance Percentages 2013 - 2015

  • Page 8

    Collaboration with Banksia International High school across the Middle years in Mathematics

    with a focus on teacher pedagogy, Ann Baker Maths strategies and Dan Meyer strategies.

    A parent student workshop was held in term 3 to share classroom teaching practices and

    mental routines to support student learning in Mathematics.

    Implementation of Quick Smart with Year 4 students who were identified from Pat M data.

    Implementation of Sheena Cameron strategies in Reading and Writing.

    Early years agreements on Daily Warm Ups for literacy learning.

    Targets set in our Site Improvement Plan Our targets for Reading were:

    NAPLAN

    82% year 3s to be at or above DECD State Educational Achievement standards (band 3 or

    above)

    88% year 5s to be at or above DECD State Educational Achievement standards (band 5 or

    above)

    88% year 7s to be at or above DECD State Educational Achievement standards (band or

    above)

    Running Records

    86 % Year 1s meet DECD standard Reading level 17 +

    77% Year 2s meet DECD standard Reading Level 21+

    Also

    45% Year 1s meet site target of 20+

    62 % Year 2s meet site target of 26+

    Our Targets for Mathematics were:

    90% of students to meet DECD Standard of Education Achievement from the Pat Maths tests

    Numeracy NAPLAN

    75% year 3s to be at or above DECD State Educational Achievement standards (band 3 or

    above)

    79% year 5s to be at or above DECD State Educational Achievement standards (band 5 or

    above)

    80 % year 7s to be at or above DECD State Educational Achievement standards (band or

    above)

  • Page 9

    Future Directions

    Implementation of uninterrupted literacy and numeracy blocks.

    Developing and documenting whole site agreements in literacy and numeracy.

    Mapping the Australian Curriculum as a site to ensure all topics are covered across the year

    and to cater for composite classes.

    Further developing Professional Learning Communities PLCs with staff.

    Continue the use of MARKIT to track and monitor student data to inform teaching practice.

    Review the school vision and values to determine new agreements which align with our

    current school community to develop powerful learners.

    Further develop Teaching for effective Learning practices with a focus on feedback for

    teaching and learning improvement.

    Revisit Spelling practices across the school.

    Continue Ann Baker Natural Mathematics implementation.

    Develop practices and thinking skills which will extend all learners.

    Continue to implement Quick Smart Numeracy intervention program.

    Continue to introduce Fountas and Pinnell Reading testing and strategies to develop

    competent readers.

    4.1 Junior Primary and Early Years Scheme Funding

    The Junior Primary and Early Years funding was used to support children from Reception to

    Year 2 in early literacy learning and development. The resource enabled the school to focus

    on improving students literacy outcomes and staff professional learning.

    The following outcomes were achieved:

    Running records and Sight words data collected and analysed to track and monitor

    students progress

    Professional Learning in Sheena Camerons reading strategies

    Shared agreements developed and implemented on Sheena Camerons reading

    strategies

    Shared reading diaries developed for students

    Fountas and Pinnell Reading Comprehension Test kits purchased and familiarization of

    kits with teachers

    4.2 Better Schools Funding

    The School received Better Schools funding was used this year in the area of Mathematics to

    implement the Quick Start Program.

    Quick Smart promotes automaticity in number facts to 12x12. The aim is to develop working

    memory and increase response time of memory retrieval of number facts.

    Two SSOs worked with a target group of 12 students (6 students each) for 3 x 30 minute

    interventions over 30 weeks. For consistency of intervention and baseline data for our first

  • Page 10

    year, all students were targeted from Year 4 in our Year 3/4 classes. All students will be given

    the Quick Smart initial test and follow-up test. This will give us a comparative sample of data

    between:

    all Year 4 students

    students in Year 4 at the same stanine of PAT results but not in the Quick Smart

    intervention program

    Students in the Quick Smart program

    5. STUDENT ACHIEVEMENT

    Running Records Data Year 1

    Running Records Data Year 2

    Reading results show that in year 1 our students are in the middle range and with further work

    in year 2 they have further developed their skills and are above the state averages with

    strong reading abilities.

  • Page 11

    PAT-R Results 2015

    Year Education Standard: PAT-R Scale

    Score

    % of Students who achieved DECD

    Standard (SEA) 2015

    3 100 100%

    4 110 73.8%

    5 115 67.6%

    6 120 89.3%

    7 124 84.3%

    PAT- M Results 2015

    Year Education Standard: PAT-M Scale Score % of Students who achieved

    DECD Standard (SEA) 2015

    3 40 77.2%

    4 45 44%

    5 50 59%

    6 54 69%

    7 55 57%%

    Mathematics and English- B and C Grades % of Students 2015

    YEAR: Year 3 Year 4 Year 5 Year 6 Year 7

    GRADE: B C B C B C B C B C

    Mathematics 13.6 68.2 20.5 63.6 12.1 63.6 25.8 54.8 25 59.3

    English 14.2 52 15.9 56.8 15 54.5 16.1 74.2 28.1 59.4

  • Page 12

    Quick Smart data sets

    Quicksmart

    Students

    (12)

    Stanine Number

    Naming

    Basic

    Addition

    Addition Basic

    Subtraction

    Basic

    Multiplication

    Basic

    Division

    Average Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Beginning

    of year 2.5 98.76 1.018 93.33 3.245 81.51 3.62 81.74 4.58 83.46 3.65 36.15 4.65

    End of year 100 0.86 99.06 2.11 98.56 2.78 98.20 3.08 98.10 2.40 95.68 3.77

    Comparison

    Students (6)

    Stanine Number

    Naming

    Basic

    Addition

    Addition Basic

    Subtraction

    Basic

    Multiplication

    Basic

    Division

    Average Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Accuracy

    %

    Speed

    Seconds

    Beginning

    of year 2.5 100 1.14

    93.4 2.62 Not

    tested

    80.12 3.80 90.05 2.94 79.6 4.82

    End of year 100 1.14 95.76 2.93 84.08 4.15 96.48 2.90 84.75 3.84

  • Page 13

    5.1 NAPLAN

    Figure 1: Year 3 Proficiency Bands by

    Aspect

    Table 1: Year 3 Proficiency Bands by Aspect

    % Proficiency Band

    by Test Aspect

    Year 3

    Exempt 1 2 3 4 5 6

    Numeracy 5.0 5.0 25.0 30.0 25.0 10.0

    Reading 4.5 27.3 27.3 18.2 22.7

    Writing 8.7 34.8 26.1 30.4

    Spelling 26.1 21.7 21.7 4.3 26.1

    Grammar 8.7 21.7 17.4 26.1 26.1

    In 2015 90% of students achieved the DECD standard in Numeracy with 35% of students in

    the high proficiency bands.

    A pleasing result is that 40.9% of students are in the high proficiency bands in Reading and

    52.2% of students are in the high proficiency bands in Grammar

    Figure 4: Year 3 Mean Scores

  • Page 14

    Table 4: Year 3 Mean Scores

    Mean Scores

    by Test

    Aspect

    Year 3

    2013 2014 2015

    Numeracy 374.8 369.8 395.8

    Reading 431.9 391.5 420.4

    Writing 429.1 388.3 392.0

    Spelling 405.4 362.3 394.1

    Grammar 454.5 388.1 419.7

    In 2015 we see an improvement in our Year 3 scores across all areas of NAPLAN

    Figure 2: Year 5 Proficiency Bands by Aspect

    Table 2: Year 5 Proficiency Bands by Aspect

    % Proficiency Band

    by Test Aspect

    Year 5

    Exempt 3 4 5 6 7 8

    Numeracy 19.4 35.5 32.3 12.9

    Reading 12.9 29.0 16.1 25.8 16.1

    Writing 9.7 19.4 38.7 19.4 3.2 9.7

    Spelling 3.2 16.1 6.5 29.0 38.7 6.5

    Grammar 6.5 6.5 32.3 29.0 9.7 16.1

    In 2015 80.7% of students achieved the DECD standard in Numeracy and 12.9% of students

    achieved in the high proficiency band.

    In 2015 87% of students achieved the DECD standard in Reading and 41.9% of students

    achieved in the high proficiency band

  • Page 15

    Figure 5: Year 5 Mean Scores

    Table 5: Year 5 Mean Scores

    Mean Scores by Test Aspect

    Year 5

    2013 2014 2015

    Numeracy 485.8 482.1 476.3

    Reading 509.6 519.9 502.6

    Writing 488.8 475.5 450.7

    Spelling 505.2 512.8 509.2

    Grammar 513.3 516.0 499.5

    Year 5 Results have had a slight decline in all mean scores in all aspects of NAPLAN. With the introduction of Quick Smart we hope to see an increase in 2016. We will also be looking at ways we can improve students results with consistent practices across the site.

    Figure 3: Year 7 Proficiency Bands by Aspect

    T

  • Page 16

    Table 3: Year 7 Proficiency Bands by Aspect

    % Proficiency Band

    by Test Aspect

    Year 7

    Exempt 4 5 6 7 8 9

    Numeracy 3.4 17.2 27.6 34.5 13.8 3.4

    Reading 3.4 24.1 41.4 24.1 6.9

    Writing 3.4 10.3 48.3 17.2 17.2 3.4

    Spelling 10.3 27.6 20.7 34.5 6.9

    Grammar 3.4 27.6 34.5 20.7 13.8

    In 2015 79.3% of students achieved the DECD standard in Numeracy and 17.2% of students

    achieved in the high proficiency band.

    In 2015 96.5% of students achieved the DECD standard in Reading and 31% of students

    achieved in the high proficiency band

    Figure 6: Year 7 Mean Scores

    Table 6: Year 7 Mean Scores

    Mean Scores

    by Test

    Aspect

    Year 7

    2013 2014 2015

    Numeracy 522.9 518.7 524.1

    Reading 546.4 553.7 558.4

    Writing 524.4 499.7 527.7

    Spelling 572.7 541.8 557.6

    Grammar 540.1 523.9 559.9

    Year 7 mean results show that there has been an improvement in all aspects of NAPLAN over

    the past two years except for spelling which has improved from last year.

  • Page 17

    6. STUDENT DATA

    6.1 Attendance

    Attendance rates have stayed stable throughout 2015. Staff follow up by contacting parents

    when students are absent for any period of time. We currently have 3 families which we are

    working with to ensure that their attendance improves.

    Attendance by Year Level % Attendance

    2013 2014 2015

    Reception 92.8 94.5 94.6

    Year 1 93.7 93.8 94.3

    Year 2 95.1 95.0 93.7

    Year 3 94.3 94.3 93.7

    Year 4 95.0 92.7 93.8

    Year 5 96.6 96.0 92.7

    Year 6 93.8 94.8 94.0

    Year 7 95.7 89.5 96.0

    Total All Year Levels 94.7 94.1 94.1

    Total ACARA 1 TO 10 95.0 94.0 94.0

  • Page 18

    6.2 Destination

    Leave Reason 2014

    School Index DECD

    No % % %

    Employment 0.5% 2.9%

    Interstate/Overseas 6 15.8% 12.4% 9.5%

    Other 1 2.6% 0.3% 1.4%

    Seeking Employment 0.9% 3.8%

    Tertiary/TAFE/Training 0.5% 3.6%

    Transfer to Non-Govt Schl 3 7.9% 17.4% 9.8%

    Transfer to SA Govt Schl 25 65.8% 42.7% 48.8%

    Unknown 3 7.9% 25.3% 20.3%

    Unknown (TG - Not Found) 0.0%

    7. CLIENT OPINION

    PARENT OPINION SURVEY

    All families were invited to participate in the ACARA Parent Opinion Surveys early in term 4.

    29 families participated. Overall the feedback from the survey was positive. The feedback

    about the importance of parent opinions being taken seriously and ways to improve are

    currently being considered with the new leadership team.

    Rating Score

    Strongly agree 5

    Agree 4

    Neither agree nor disagree 3

    Disagree 2

    Strongly disagree 1

    N/A Null

  • Page 19

    STAFF OPINION SURVEY

    All staff were encouraged to participate in the ACARA Staff Opinion Survey early in term 4

    2015. 17 staff participated and results were generally positive. We will look at our processes of

    giving staff relevant and useful feedback on their work through Performance Development

    meetings and through celebrating successes during staff meeting times.

    Rating Score

    Strongly agree 5

    Agree 4

    Neither agree nor disagree 3

    Disagree 2

    Strongly disagree 1

    N/A Null

  • Page 20

    STUDENT OPINION SURVEYS

    Students in years 3-7 were asked to complete the online ACARA opinion survey during their

    computer lesson time in late term 4. 73 students participated and results are once again

    positive with high teacher expectations and opportunities for students to do interesting things

    ranking highly. Student behaviour and student voice are areas for development.

    Rating Score

    Strongly agree 5

    Agree 4

    Neither agree nor disagree 3

    Disagree 2

    Strongly disagree 1

  • Page 21

    Data sources are available through the My School website http://www.myschool.edu.au/

    8. ACCOUNTABILITY

    8.1 Behaviour Management

    Suspensions

    Fairview Park have a positive, proactive culture. For 2015, there have been 11 suspensions/ 6

    students. This means that 2% of students at Fairview Park received a suspension for not

    complying with our school code. This is an extremely low percentage of students when

    compared to the statewide average.

    No students received an exclusion in 2015.

    Violence

    For 2015 there were 362 incidents of violence- threatened or actual recorded. This includes

    the above suspension data. Records show that there were 61 students who have

    demonstrated or threatened a behaviour deemed within the violence category in some

    form. Data shows that 23% of students have recorded an incident in this category.

    Proactive Strategies

    Positive play occurs every Friday afternoon. This is to recognise students who were following

    and supporting our school behaviour code for the week. Positive Play is an additional session

    where teachers and leadership participate in outside activities.

    Any student who hasnt successfully followed the school behaviour code during the given

    week works with a rostered teacher on for social learning support.

    http://www.myschool.edu.au/

  • Page 22

    Another positive initiative has been a specific social skills group called The Monkey

    Munchers. This self- named group looks closely at how to make appropriate choices, how

    to be safe in uncertain situations.

    8.2 Relevant History Screening

    The school has been audited to ensure we are compliant with DECD procedures for Criminal

    Screening Clearances. Processes are in place to ensure all volunteers at school comply and

    any site visitors sign in and meet DECD requirements.

    8.3 HUMAN RESOURCES - Workforce Data

    8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

    Qualification Level Number of

    Qualifications

    Bachelor Degrees or Diplomas 32

    Post Graduate Qualifications 7

    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.

    8.3.2 Workforce Composition including Indigenous staff

    Workforce Composition Teaching Staff Non-Teaching Staff

    Indigenous Non Indigenous Indigenous Non Indigenous

    Full-time Equivalents 0 13.8 0 5.62

    Persons 0 17 0 8

    Yard Time Out

    Classroom

    Time

    Out

    Administration

    Take Home Internal

    Suspension

    Suspension Exclusion

    Term 1 46 30 10 4 3 4 0

    Term 2 73 23 14 0 3 4 0

    Term 3 45 26 22 4 1 2 0

    Term 4 60 41 15 0 2 1 0

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    9. FINANCIAL STATEMENT

    Income by Funding Source

    Funding Source Amount

    1 Grants: State 2 456 184.18

    2 Grants: Commonwealth 5200

    3 Parent Contributions 102 583.67

    4 Other 6530