School Name: Orbost Primary School (2744) information/annual_report.pdf · The School Community...

2019 Annual Report to

The School Community School Name: Orbost Primary School (2744)

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 Registration 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 2019 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 13 March 2020 at 05:59 PM by Peter Nicolson (Principal)

The 2019 Annual Report to the school community:

has been tabled and endorsed at a meeting of the school council will be publicly shared with the school community.

Attested on 20 March 2020 at 09:11 AM by Matt Jenkins (School Council President)

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

Orbost Primary School (2744)


About Our School

School context

Orbost Primary School is situated on the Snowy River in Far East Gippsland, approximately 380km from Melbourne.

Enrolments have been declining for several years due to changing commercial and social demographics. In 2017 there

were 132 students, 2018 with 122 students and 2019 started with 117 students at the school. This trend will continue

into 2020 as a larger grade 6 cohort leaves compared to lower incoming Prep numbers.

The school draws students from the town and some surrounding areas. Approximately 25% of students travel to school

by bus. The school has a Student family Occupation Index of 0.5307.

Orbost Primary School engages every child to learn, through excellence in teaching, strong relationships and high

expectations, and will provide them with the skills, attitudes and knowledge to continue their learning. Our school

values of Creativity, Curiosity, Challenge and Community underpin staff student and community actions and processes

along with three over-arching student goals "to be Respectful, to be a Learner and to be Safe".

Orbost Primary aims to achieve excellence and equity in educational outcomes for all students, so that all children

leave OPS with the necessary knowledge, attitudes and skills to engage in further education so that they can make

choices about the paths they take in life.

Orbost Primary School will prioritize high expectations for teaching and learning with a focus on evidence-based

strategies in every classroom every day.

The staff are very experienced and there is a high level of stability in teaching and non-teaching staff, with most staff

having been at the school for longer than 10 years. The school employed 7.0 EFT teaching staff and 2.7 EFT support

staff. Our SEVR regional office provided intermittent Kori Education Support Officer program support during 2019 due

to staff illness and unavailability. There were 3 students funded under the Program for Students with Disabilities and

approximately 6% of the students at the school identify as Koori. No students identified as EAL (English as an

Additional Language).

In 2019 the school structured 117 students into six classrooms with some composite classes as required by cohort

numbers, averaging 19 students per class. The school did not offer any classes for overseas students.

In February 2019, OPS renewed its Memorandum of Understanding for the Snowy River Education Community

(SREC) with Orbost North Primary, Marlo Primary and Orbost Secondary College in order to add Newmerella Primary

as well. This alliance is designed to facilitate teacher communication and collaboration and ensure all students have

opportunities to high quality and consistent Teaching and Learning programs, student welfare and wellbeing supports,

curriculum diversity and extra-curricular activities.

OPS provided specialist programs in Physical Education, Art, Digital Technologies and Music. Some specialist subjects

(Art and Music) were staffed through sharing arrangements with OSC.

The school has a hall used for assemblies, performances and indoor Physical Education classes. Orbost Primary

manages and coordinates After School Care and Vacation Care programs that runs from the hall each weeknight and

in school holidays throughout the year, catering for all primary schools and families in the district.

Framework for Improving Student Outcomes (FISO)

In 2019, Orbost Primary School improvement priorities were Building Practice Excellence, Empowering Students and

Building School Pride and Curriculum Planning and Assessment.

The second year of a focus on our School Literacy Reading Statement and Action Plan continued with our Learning

Specialist Literacy Leader delivering training to staff throughout the year. This program was supported by the Outer

Gippsland Reading Strategy professional Learning program.

Equity funding was strategically targeted to implement the Fountas and Pinnell Reading Assessment program and

extra Education Support staff in every classroom.

The school continued to refine and implement a consistent and evidence based approach to behavior expectations

through the School Wide Positive Behaviour Framework and staff responsibility position in Student Leadership.

The whole school "Soundwaves" phonics and spelling improvement program continued to develop consistent delivery

and assessment practices across all classrooms.

Teachers have embedded the VCOP Writing Program into weekly plans and this has been an important consistent



approach for staff and students to build confidence and skills in this area.

Curriculum documentation was a focus of our shared work with the Snowy River Education Community. Staff work in

2019 included a Curriculum Planning day in Term 4 to review and confirm Scope and Sequence documentation of

Literacy and Maths curriculum for 2020.

In 2019, all staff participated in the Professional Learning Community (PLC) approach with local cluster primary

schools to develop improved delivery and effectiveness of the literacy and mathematics teaching and learning

strategies. This has been and will continue to be a significant strategy to support improvement in student learning, as

teachers meet weekly to identify common needs, share strategies, resources and plans for improvement.

Achievement

In 2019, the school continued work on its strategic plan goal of maximising the learning and growth in Literacy and

Numeracy for each student. Our progress highlights the collaborative work and partnerships of local schools in

Professional Learning Communities. Weekly teacher professional development as learning teams is supported by

regional and statewide professional development in Literacy and Numeracy teaching and learning. These priorities will

continue in 2020.

Teacher judgement of student learning in years prep to 6 shows a lower percentage of our students working at or

above age expected standards in both English and Mathematics. NAPLAN results show Year 3 and 5 Numeracy

results above similar school averages. While we did not meet our ambitious targets of students making low gain from

years 3 to 5, the school consistently increased the percentages of students making medium or high gain from years 3

to 5 in all areas of assessment. We were particularly pleased with 40% of students making high gain in the area of

Spelling in 2019.

A range of junior classroom literacy support and withdrawal groups for the Minilit programs continued in classes in

2019 with some success. In 2020, additional students will access the program to further enhance student literacy

outcomes. Senior students were identified as suitable for acceleration of their learning and were provided with access

to higher level learning in Mathematics through the national Maths Olympiad program.

Students supported through the Program for Students with a Disability all showed satisfactory progress in achieving

their individual goals as identified in their Individual Education Plans.

Engagement

Student engagement goals and targets were set to achieve Student Days Absent per child to be no more than 10 per

year from grades Prep to 6. The OPS target of no less than 95% attendance or a maximum of 10 days absence per

year for each student was achieved by all year levels except Year 3 (94%), Year 5 (93%) and Year 6 (91%).

Parents are able to report absences via our COMPASS app or call or text to school mobile or phone the school

51541119. All unexplained absences at the start of the day and after recess and lunch breaks are immediately followed

up and referred onto our school Chaplain if no contact is made. It is very rare that parent / carer contact is not made

and all absences are coded accordingly into CASES.

Strategies to improve differentiated learning, classroom behaviour and student voice have been implemented to

support this goal. Average Days per Full Time Equivalent student per year still show better than average results

compared to "like' schools. Our four year average result is better than the state average level. Individual cases

continue to receive support. Our COMPASS student tracking system, PIVOT surveys and SWPBS programs with

whole school Positive Behaviour assemblies provide on-going focus on engagement and wellbeing. Continued

implementation of a range of strategies which support and focus attention on attendance will continue to see our

results be maintained or improve further.

Wellbeing



Student wellbeing data measures the percent endorsement on "Sense of Connectedness" and "Management of

Bullying" factors as reported in the Attitudes to School surveys for students in Year 4,5 and 6.

2019 results in both areas are at the lower end of the "similar' school rating. The two year average result is closer to

the average 'similar' school rating. This data gives a clear area for focus of the SWPBS, Respectful Relationships

curriculum and Student Health and Wellbeing practices across all levels but particularly the senior years in 2020.

Classroom reviews of student to student relationships and conflict resolution were supporting students in 2019 and will

continue to be used to focus early intervention practices for positive outcomes. An increased emphasis on the role of

student leadership, student voice and student responsibilities will also enhance positive school behaviours of being

respectful, being safe and being a learner. Whole school assemblies run by our school captains will continue to be

used at the beginning of each week to re-focus and celebrate our progress and achievement in this area, where whole

school community responsibility is taken for the improved connectedness and safety of every student. Further analysis

of timely, accurate and detailed recording are used to demonstrate successful improvement in frequency and severity

of incidents through 2019 and we have high expectations for this positive trend to continue in 2020.

Parent satisfaction, according to the Parent Opinion Survey, indicated pleasing results, performing within the median

60% of all Victorian Schools.The staff satisfaction, according to the School Staff Survey, fell within the 60% of all

Victorian school and was just below the state median.

Financial performance and position

Orbost P.S. maintained a very sound financial position throughout 2019. The 2019-2023 School Strategic Plan, along

with the 2019 Annual Implementation Plan, continued to provide the framework for school council allocation of funds to

support school programs and priorities.

The Financial Performance and Position report shows an end of year surplus of $16,327. This surplus occurred

through community grants for Drought Support of camps and excursions and DET targeted funding of teacher

development in the Primary Maths and Science Specialist program in 2019. The College received a small amount of

Equity Funding, which contributed towards the employment of Education Support staff and the Minilit literacy

withdrawal program.

For more detailed information regarding our school please visit our website at https://www.orbostps.edu.au

https://www.orbostps.edu.au/

Orbost 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 117 students were enrolled at this school in 2019, 59 female and 58 male. 0 percent were EAL (English as an Additional Language) students and 6 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

Similar School Comparison


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Performance Summary

Achievement

Student Outcomes


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


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’.

There are no Similar School Comparisons for Learning Gain. The statewide distribution of Learning Gain for all domains is 25% Low Gain, 50% Medium Gain, 25% High Gain.

Statewide Distribution of Learning Gain (all domains)


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Performance Summary

Engagement

Student Outcomes


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 Similar School Comparison

A similar school comparison rating of ‘Above’ indicates this school records ‘less’ absences than expected, relative to the similar schools group with similar characteristics. A rating of ‘Below’ indicates this school records ‘more’ absences than expected.

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

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

Average 2019 attendance rate by year level:

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

96 %

97 %

93 %

94 %

96 %

93 %

91 %

Similar school comparison not available


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Performance Summary

Wellbeing

Student Outcomes


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, 2019

Financial Position as at 31 December, 2019

Revenue

Actual

Funds Available Actual

High Yield Investment Account $378,352

Official Account $9,914

Other Accounts $0

Total Funds Available $388,265

Student Resource Package

$1,186,655

Government Provided DET Grants $243,880

Government Grants Commonwealth $61,400

Revenue Other $15,912

Locally Raised Funds $87,637

Total Operating Revenue

$1,595,485

Equity¹

Equity (Social Disadvantage) $88,797

Equity Total

$88,797

Expenditure

Financial Commitments

Operating Reserve $51,855

Funds Received in Advance $28,100

School Based Programs $42,000

Repayable to the Department $110,000

Asset/Equipment Replacement < 12 months $10,000

Maintenance - Buildings/Grounds > 12 months

$20,000

Total Financial Commitments $261,955

Student Resource Package²

$1,171,408

Books & Publications $1,727

Communication Costs $4,128

Consumables $34,638

Miscellaneous Expense³ $85,077

Professional Development $7,175

Property and Equipment Services $59,891

Salaries & Allowances⁴ $103,762

Trading & Fundraising $7,100

Travel & Subsistence $3,397

Utilities $20,466

Total Operating Expenditure

$1,498,769

Net Operating Surplus/-Deficit

$96,716

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 26 February 2020 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

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 socio-economic background of students, the number of non-English speaking students and the size and location of the school.

The Similar School Comparison will identify if a school’s result is ‘Similar’, ‘Above’, or ‘Below’ relative to the similar schools group with similar characteristics and is available for latest year data only.

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).

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