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2016 Annual Report to the School Community

School Name: Heidelberg Primary School

School Number: 294

Janet Ringrose

Name of School Principal:

Melanie Cadman

Name of School Council President:

March 21st 2017

Date of Endorsement:

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About Our School

School Context

Heidelberg Primary Schools excellent reputation is built on a proud tradition of providing education since 1854. Our students come from a diverse range of cultural backgrounds, which provides a rich environment for learning. The overall socio-economic profile is high. Our SFOE is 0.2006 and our SFO (Student Family Occupation) is 0.28. 2016. Is the first year of our School Strategic Plan. The school enrolment was 475 students. The school comprised of 20 classes (an increase of three classes on the previous year). Our school staff included 26.8 EFT teaching staff made up of Teachers, Leading Teacher, Principal and Assistant Principal. There are 3.6 EFT Education Support Staff. There is a strong emphasis placed on the development of Literacy and Numeracy, Science and Information Technology, which is supported by extension and intervention programs including Reading Recovery and English as an Additional Language. Specialist classes in Science, The Arts, Physical Education, Japanese and e-Learning enrich a balanced curriculum. Weekly library lessons supplement our literacy programs. ICT plays a major role in our curriculum with an established 1:1 iPad program in Years 3-6. The wellbeing of our students is seen as a high priority and the Heidelberg PS core values of Respect, Care, Integrity and Cooperation underpin the work of the school. We continue to emphasize our school values through our School Code of Conduct and Classroom Learning Plans, which are complemented by our Start-Up Learning Program, (SULP) Habits of Mind and the Bounce Back program. Effective links with local kindergartens and secondary schools ensure a smooth transition process into and beyond HPS. Our play-based learning programs, Investigations and the Perceptual Motor Program, enhance our Foundation curriculum. The partnership with parents in the education of children is taken very seriously at our school. We are proud of our proactive School Council and its associated Subcommittees. Parents are engaged in a vast range of school activities and classroom programs with training provided as appropriate. We enjoy strong support from our school community and this enhances our school programs and cultural events, which are a traditional part of our school year. These include Matsuri Day, Camping Program F-6, Carols Night, Choir, Book Week Activities, Maths Fun Day, Wellbeing Week and inter-school sports programs. The staff recognises that students have different learning styles, talents and interests and the school provides additional enrichment programs, which include: swimming programs, camps and excursions, choir, instrumental music, school productions, festivals, Bike Education, GATEways, Maths Olympiad, Maths Games, clubs program, inter-school sport and house competitions; cross country, swimming and athletics. The School Strategic plan is driven by five School Improvement teams, which implement and monitor the achievement of goals and targets. As part of our ongoing resource management, we have recently completed a major upgraded of the Art Room and toilet blocks.

Framework for Improving Student Outcomes (FISO)

The FISO initiatives for 2016 are Building Practice Excellence and Empowering students and Building School Pride. To strengthen student voice, we expanded the student leadership program in the upper grades to foster higher levels of student engagement. We continue to embed our Bounce Back and Mindfulness programs to support the development of resilience and emotional intelligence across the school. To build practice excellence we continued to develop Curiosity and Powerful Learning as our Instructional Model for HPS. Our peer observation program focused on the Teacher Theory of Action: Framing Higher Order Questions. All teaching staff used colleague and student feedback to further maintain and improve student engagement in learning and teacher instructional practice. We have maintained a focus on the teacher theory of Action: Connecting Feedback to Data. The Principal and staff operate as a collaborative team with a shared commitment to use data to drive teaching and learning. To develop a consistent approach to teaching Mathematics and to build teacher capacity we engaged a numeracy coach. The coach worked with PLT’s around planning and consistent exemplary models of practice. This work with the numeracy coach will continue in 2017 across the school.

Achievement

Heidelberg Primary school has a culture of high expectations across all aspects of curriculum delivery. This is demonstrated by;

• Pre and post assessment tasks are developed and implemented • Student data is analyzed to ensure curriculum planning meets individual student needs on the learning

continuum • Data is triangulated and tracked across all year levels • Intervention and extension programs are provided • Teachers plan and work in collaborative teams • Moderation within and across PLT’s ensures consistency of expectations • The SAMR model underpins the use of ICT to enhance and extend the curriculum

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Teacher assessments from AusVELS indicate that the percentage of our students achieving at or above expected standards in both English and Mathematics is above the state mean, and similar to comparative schools. Our Year 3 NAPLAN data in Reading and Mathematics is above the state mean and similar to comparative schools. Year 5 NAPLAN data is also above the state mean in Mathematics, and similar to comparative schools. Our NAPLAN 4-year average results at both year levels, and in both areas is at or above the 60th percentile for all Victorian government primary schools. Student NAPLAN learning gain data from year 3 in 2014 to year 5 2016, indicated that over 70% of our students are making medium or high growth in Writing, Spelling, Grammar and Punctuation and Numeracy domains. These strong academic results reflect the excellent teaching and learning programs in place at our school. We will maintain our focus on Numeracy and Literacy moving forward. Reading Recovery and English as an Additional Language programs will continue, as will our focus on the use and analysis of data to differentiate teaching and learning.

Curriculum Framework implemented in 2016 (please mark the relevant box with an X by double clicking in the box)

Victorian Early Years Learning and Development Framework

X

AusVELS

Victorian Curriculum

A Combination of these

Engagement

The school has continued to create a learning environment that is relevant, stimulating and where students are given many opportunities to experience success. Student voice is a high priority and in 2016, we continued to expand the leadership program for Grade 5/6. This included additional positions of responsibility in major school events, ambassadorial roles with prospective parents, and the introduction of library and choir captains. We also expanded our lunchtime club program to cater for a wide range of students interests. Our students have a very good attendance rate, with results better than the median for Victorian government primary schools. Common reasons for non – attendance at our school are illness and extended family holidays. The average attendance for each year level is consistently between 92 – 95%. The school will continue to monitor and inform parents of the need to avoid extended absences, and request that all absences be explained. We advocate the reduction of extended holidays during school time. In order to facilitate greater communication between our parent community and the school we introduced COMPASS. This has provided additional opportunities to interact with the school via online payment system, absence recoding and event notification and parent permission. Student engagement is given a high priority at Heidelberg PS and is addressed through our Start-Up Learning Program, (SULP) Habits of Mind and underpinned by our school values: Respect, Integrity, Care and Cooperation. We continue to emphasize these values through our School Code of Conduct and Classroom Learning Plans. The SULP is reviewed annually and is a platform for students to set social and academic goals. Our results from the 2016 (ATSS) Teaching and Learning data indicate that students are actively engaged in their Learning and have a strong sense of belonging and connectedness to the school. In all categories, results have been maintained in the fourth quartile. To maintain student academic engagement, we will continue:

• to develop pedagogical practices (CPL) that place students at the center of their learning • to use ICT to enhance the curriculum including the introduction of Google Drive • to review our current reporting and assessment practices and align these with the Victorian Curriculum.

Wellbeing We continue to administer surveys to gauge student wellbeing across the school. Our very strong year 5 and 6 ATSS Student Opinion survey data has been a feature of our school for the last few years. Our 4-year average for the Connectedness to School scale places our school higher than comparative government primary schools, indicating our students feel safe and enjoy coming to school.

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The ICT School Improvement Team has continued to focus on gaining e-Smart accreditation. As part of this process cyber safety sessions have been implemented with students in order to raise awareness of issues associated with the online environment. Parents have been involved through a number of information sessions. The school gained e-Smart accreditation in October 2016. With the growth of the school numbers in the lower years we reviewed our Buddy Program to support the transition process for our incoming Foundation students. The Buddy Program links the youngest and oldest students and meets wellbeing objectives. In addition, Year 6 teachers regularly communicate with year 7 transition coordinators from secondary feeder schools. Our Bounce Back program is embedded across the school and provides the key components to teach students the coping skills that will promote wellbeing and resilience. Mindfulness has become part of the daily classroom routine. Other measures we will employ include:

• increasing the provision and range of extra –curricula activities focusing particularly on the Arts • reviewing and extending our programs (Wellbeing Week, A Day in the Life, Meet the Teacher, Bounce Back,

SULP), to support wellbeing, interpersonal development and resilience across the school

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

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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 will help to deliver community engagement in student learning in the school, which is a state-wide priority of the Framework for Improving Student Outcomes. Accessible data tables are available for all schools separately – please refer to 'AR_Appendix_Data_Tables' which can be found on the School Performance Reporting website.

School Profile

Enrolment Profile A total of 475 students were enrolled at this school in 2016, 243 female and 232 male. There were 17% of EAL (English as an Additional Language) students and 1% 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 Average level of parent satisfaction with the school, as derived from the annual Parent Opinion survey. The score is reported on a scale of 1 to 7, where 7 is the highest possible score.

School Staff Survey Measures the percent endorsement by staff on School Climate derived from the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree) on School Climate from staff at the school. Data are suppressed for schools with fewer than three respondents to the survey for confidentiality reasons.

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Performance Summary

Achievement

Teacher judgment 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 Performance Summary.

Student Outcomes

School Comparison

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Performance Summary

Achievement

Student Outcomes

School Comparison

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

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

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Performance Summary

Achievement

Student Outcomes

School Comparison

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

NAPLAN Learning Gain does not require a School Comparison.

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Performance Summary

Engagement

Student Outcomes

School Comparison

Average Number of Student Absence Days Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays. Absence from school can impact on students’ learning. A school comparison rating of ‘lower’ indicates that the absence rate in this school is greater than what we would estimate, given the background characteristics of their students. Average 2016 attendance rate by year level:

Low absences <------> high absences

Low absences <------> high absences

Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

93 % 95 % 93 % 95 % 93 % 94 % 92 %

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Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School - Connectedness to School Measures the Connectedness to School factor derived from the Attitudes to School survey completed annually by Victorian government school students in Years 5 to 12. The school's average score is reported here on a scale of 1 to 5, where 5 is the highest possible score.

Students Attitudes to School - Student Perceptions of Safety Measures the Student Perceptions of Safety factor derived from the Attitudes to School survey completed annually by Victorian government school students in Years 5 to 12. The school's average score is reported here on a scale of 1 to 5, where 5 is the highest possible score.

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How to read the Performance Summary

What are student outcomes? Student outcomes show the achievements of students in this school in English and Mathematics. They also show results in national literacy and numeracy tests and, for secondary colleges, the Victorian Certificate of Education (VCE) examinations. They provide important information about student attendance and engagement at school. For secondary, P-12 and specialist schools, the Performance Summary also provides information about how many students at this school go on to further studies or full-time work after leaving school. You can see these results for the latest year, as well as the average of the last four years (where available).

What is a School Comparison? The School comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school. A School comparison takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability, and the size and location of the school. The School comparison measures show that most schools are doing well and are achieving results that are ‘similar’ to what we would estimate given the background characteristics of their students. Some schools are doing exceptionally well with the students they have, and have ‘higher’ performance. Some schools have ‘lower’ performance after taking into account their students’ characteristics – these schools will receive targeted support to ensure that there is improvement.

Looking at both the student outcomes and school comparisons provides important information about what a school is doing well and the areas that require further improvement. More information on school comparison performance measures can be found at: http://www.education.vic.gov.au/school/principals/manage ment/pages/performreports.aspx What is the meaning of ‘Data not available’? For some schools, there are too few students to provide data. For other schools, there are no students at some levels, so school comparisons are not possible. Newly opened schools have only the latest year of data and no averages from previous years. The Department also recognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools where school comparisons are not appropriate.

What is this school doing to improve?

All schools have a plan to improve outcomes for their students. The ‘About Our School’ statement provides a summary of this school’s improvement plan.

The Performance Summary also allows you to compare student outcomes for students at this school with the outcomes of students in all other Victorian government schools.

Additionally, NAPLAN learning gain charts are provided for each of the NAPLAN domains. These compare a student's current year NAPLAN result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same NAPLAN score two years prior). If the current year result is in the top 25% their gain level is categorised as ‘High’, the middle 50% is categorised as ‘Medium’ and the bottom 25% is categorised as ‘Low’.

What are the changes in student achievement? The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including, students with disabilities. The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.

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Financial Performance and Position

Financial performance and position commentary

Financial Performance - Operating Statement Summary for the year ending 31 December, 2016

Financial Position as at 31 December, 2016

Revenue

Actual

Funds Available Actual High Yield Investment Account $334,086

Official Account $8,572

Other Accounts $186,631

Total Funds Available $529,289

Student Resource Package

$3,319,765

Government Provided DET Grants $351,934

Government Grants Commonwealth $131,613

Government Grants State $16,350

Revenue Other $16,614

Locally Raised Funds $656,264

Total Operating Revenue

$4,492,541

Expenditure

Financial Commitments

Operating Reserve $153,837

Asset/Equipment Replacement < 12 months $45,000

Capital - Buildings/Grounds incl SMS<12 months

$280,000

Maintenance - Buildings/Grounds incl SMS<12 months

$40,000

Maintenance -Buildings/Grounds incl SMS>12 months

$10,453

Total Financial Commitments $529,289

Student Resource Package

$2,979,861

Books & Publications $6,706

Communication Costs $8,785

Consumables $132,872

Miscellaneous Expense $160,149

Professional Development $35,331

Property and Equipment Services $509,818

Salaries & Allowances $283,319

Trading & Fundraising $56,184

Utilities $35,869

Total Operating Expenditure

$4,208,894

Net Operating Surplus/-Deficit

$283,647

Asset Acquisitions

$0

Student Resource Package Expenditure figures are as of 06 March 2017 and are subject to change during the reconciliation process. Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges. 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.