Download - Fairview Park Primary School Annual Report 2015 2 1. CONTEXT School Name: Fairview Park Primary School and Preschool School Number: 1103 Principal: Melissa Evans Partnership Tea Tree

Fairview Park Primary School

Annual Report

2015

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 school’s 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 school’s 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

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, Mother’s Day, Father’s 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 year’s

winners were

Boronia.

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 Café was another special event organized to raise funds for this year’s 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.

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 ½ 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 David’s, Kings Baptist, Modbury South PS and Banksia Park PS.

This year the preschool is staffed with one educator and two SSO’s 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

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 child’s

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 O’Connor 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 school’s 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.

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

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)


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


above)


above)

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

above)

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 student’s literacy outcomes and staff professional learning.

The following outcomes were achieved:

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

student’s progress

Professional Learning in Sheena Cameron’s reading strategies

Shared agreements developed and implemented on Sheena Cameron’s 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

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.

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

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

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

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


% 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



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


% 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



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.

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

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

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


Disagree 2

Strongly disagree 1

N/A Null

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


Disagree 2

Strongly disagree 1

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 hasn’t 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/

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

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