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2017 Annual Report to the School Community

School Name: Glen Waverley Primary School

School Number: 5425

Glen Waverley Primary School

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About Our School

School Context

2017 was another outstanding year for the Glen Waverley Primary School community as we implemented the first year

of our 2017 – 2021 School Strategic Plan (SSP) – our SSP is over a five year period as this marries with the Council of

International Schools (CIS) review timeframe. Through our robust self-evaluation process and which was supported by

the CIS review, we identified how a shift from differentiated learning to personalised learning will further increase

student learning outcomes. We aim to proactively embrace research on metacognitive rigour and student voice, to

further extend our work in this area with a particular focus on developing a common understanding of learner

resilience, the role of neuroscience in learning, increasing global and service learning opportuniiees and the continual

development of staff capacity in all areas of the teaching and learning process.

Glen Waverley Primary School is a school of choice for many families who are seeking outstanding educational

outcomes for their children. 2017 was also another year of significant enrolment growth, we commenced the year with

832 students and this increased to approximately 870 by the end of the year. As a school community, we are focused

on continual improvement in all aspects of the teaching, learning and school leadership as well as ensuring all students

feel safe and secure. We are committed to providing a curriculum which has a global perspective and rich in science,

intercultural understanding, service learning, global citizenship and awareness - with the aim to make a difference to

the current and future world.

English is an additional language for 85% of our students and our Language Background other than English is

approximately 98%. We are an internationally accredited member with the Council of International Schools (CIS) and

conducted our school’s self-study as preparation for the CIS accreditation visit in October 2016. Key achievements and

challenges identified through this process were;

1. Well established and embedded whole school approaches (WSA) to Reading, Writing and a Pedagogical approach. 2. A whole school approach to Inquiry Learning is yet to be developed. 3. Student understandings of Success Criteria and metacognition can be deepened and further personalised. 4. With enrolment growth, staff induction programs must be robust and thorough. 5. The whole school engagement and wellbeing program “You Can Do It” needs to be further developed and enriched

with additional content to maximise how it meets the specific characteristics of the cohorts. 6. The need to develop a long term vision for Science Technology Engineering Art and Mathematics (STEAM) and 7. To maintain a focus on rigour, student voice and data through a lens of on-going school improvement and

deepening of student engagement in the learning process. Our staff work industriously to extend and develop their teaching skills through a comprehensive whole school

approach to professional learning aimed at understanding students from diverse backgrounds and improving student

learning outcomes. The main focus of our professional learning in 2017 was understanding the role of neuroscience in

the learning process. We worked very closely with neuro-scientist Dr. Jared Cooney-Horvath in order to build our

capacity in this space. This has resulted in various new strategies and langauge being introduced into our school

including the Learning Pit, Error Alarm, Productive Struggle and the importance of ensuring learning is “deep and

transferred” rather than at “surface level”. In 2017 we were also a very proactive member of Melbourne University’s

Science of Learning Research Centre, we are proud to continue our association with this network as we work with

Professor John Hattie and his colleage Luke Mandouit in developing our understanding of Feedforward (Feedback). This

should provide our staff with the skills, knowledge and expertise to be able to provide rigorous feedforward rather than

at surface level.

Organised, robust, coherent and rich teaching and learning programs support all students throughout the school. Our

Smart8 and student wellbeing programs together with a vast array of extra-curricular activities provide all students with

a variety of learning and leisure opportunities whilst at school.

Our school community is very supportive of the work the school is undertaking and parents are welcome participants

and engaged in the decision-making processes of the school. Opportunities are provided for parents and families to get

together and be an active part of our school community. Parents are strongly encouraged to become involved in their

Glen Waverley Primary School

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child's school years through School Council, the Community Relations Commmittee and other extra curricula programs

such as excursions, classroom support and sport.

In 2017 our staff consisted of 56.94 Full Time Equivalent (FTE) staff which consisted of: 3 Principal Class Officers, 48

teaching, 15 education support staff which consists of 8 Integration Aides (Learning Assistants), 3 admin, 1 uniform

shop coordinator, 1 school nurse, 1 maintenance manager and 1 school employed cleaner. In 2017 the school also

catered for 12 students within the Program for Students with Disabilities (PSD) all of whom made significant progress in

achieving the goals as outlined in their Individual Learning Improvement Plan (ILIP).

We also continued to develop the school’s facilities by completing a number of tasks as outlined in the Financial

Statement below.

Attendance at Glen Waverley Primary School is a priority. The children are reminded of the “It’s Not OK to be Away”

mantra and parents are reminded of the importance of informing the school of all absences. In Term Four 2017 we

implemented the Compass software package in order to provide families with an easy method of communicating to our

school including student absences and family holidays. The school currently contacts families if a child is absent for

more than 2 consecutive days, exited students are entered into CASES immediately and all absence data is entered daily

to ensure its accuracy. In 2018, we will continue to increase our efforts to reduce the number of “unexplained”

absences and will contact families when a student is absent as per the new guidelines commencing Semester Two.

Financial Statement:

Glen Waverley Primary School continues to be in a very healthy financial position, this is due to continued student

enrolment growth and strategic financial and human resource management. In 2017 we continued the focus on

developing the school’s educational resources and facilities by:

Refurbishing the visual arts room

Building a cubby house for the P – 2 children

Building an additional Year 3 to 6 adventure playground

Replacement of interactive whiteboards with flat screen televisions in some classrooms

Increased the amount of notebook computers, iPads and robotics resources throughout the school

Air conditioners replacement in some classrooms

New air conditioning units in the portable classrooms and

Additional landscaping throughout the school.

All of the above were completed with school and locally raised funds.

As a student centred school we also established the Targeted Student Learning (TSL) program which comprises of

additional staff being allocated to each Year Level with a key focus on the utilization of student achievement data to

target the learning needs of the children within that level of the school. This program was a resounding success and will

be further developed in 2018.

As a means of further enhancing the learning opportunities of our students, we also developed our specialist programs

by continuing with the very successful Multi-media, Advanced Maths, Advanced Music and Advanced Art programs. We

also introduced Computer Programing, Documentary Film-Making classes and an extended Robotics Program.

In 2018 we look forward to continuing the development of the school’s facilities, complete the building of our new

gymnasium and continiing to provide our students and school community with the best possible learning opportunities.

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Framework for Improving Student Outcomes (FISO)

In 2017 we focused on the following FISO initiatives: Building Practice Excellence:

Embed Whole School approaches that build a rich, challenging and stimulating learning environment that uses contemporary pedagogy and digital literacies for deep learning and thinking

Investigate and develop the role of students in their learning process so that students make better use of their learning data in order to drive their ongoing growth

Review and align our Whole School Approaches to Assessment and Reporting and

Investigate and further develop our whole school social and emotional learning approach in order to align success and resilience

Building Leadership Teams

Further embed our school’s Guiding Statements.

Continue to target, refine and enhance the development of leadership skills and content knowledge, to support the development of high level Curriculum Review, implementation and monitoring.

Maintain and further develop the capacity of all staff to deliver established whole school initiatives and rigorous teaching and learning processes.

Positive Climate for Learning

Engage students as Global Citizens and with Service Learning.

Investigate a means of involving external organisations and experts to enhance the areas of Science and Technology as a learning tool.

Engage more deeply with past students to determine the effectiveness of a range of school programs.

Achievement

Glen Waverley Primary School’s achievement in student learning, as assessed by our staff, was higher than the

predicted range given our student cohort in English and Mathematics. Teacher assessed data depicts a high

performing school which is extremely pleasing and a real credit to the professionalism of the staff and willingness of

our students and parents to ensure we all work together for the betterment of the children.

The percentage of students achieving a grade of C or above in teacher assessment in Literacy and Numeracy is higher

than other schools. However, we recognise that as a proactive and forward thinking school there is much more we can

implement to continually improve student learning outcomes. For this reason in 2017 we consolidated our whole

school approaches to Reading and Writing and commenced the development of our whole school approach to

teaching Spelling through an inquiry model and Maths through targeting the numeracy proficiencies. This important

body of work will continue in 2018.

The impact of our involvement with the Science of Learning initiative has also been paramount as we have been able

to introduce strategies such as the Learning Pit. In 2018 we will implement three Learning Specialists in English, Maths

and Student Engagement in Learning, who are full time pedagogical coaches. This strategy should further engage our

students with the learning process and their ability to self-regulate whilst simultaneously build staff capacity in these

areas of the curriculum.

In 2017 the students at Glen Waverley PS were expected to have four individual learning goals – Reading, Writing,

Mathematics and Personal Learning - which have been instrumental in providing a personalised learning approach;

these will be further expanded upon in 2018 in order to ensure an increase in complexity and rigour. In 2017 we also

continued to develop our collective understanding of the important role Learning Intentions and Success Criteria have

in the learning process, in 2018 we will build on these in order to ensure they are deeper in metacognition and

academic rigour.

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In 2017 our overall NAPLAN results were pleasing however we recognise that there is always room for further growth

and improvement.

2017 Year 3 NAPLAN Results: Our Year 3 NAPLAN results were as indicated below:

2016 Year 3

NAPLAN

% and Number

of students

Below the

expected

Standard

% and Number of

students at the

expected

Standard

% and Number of

students Above

the expected

Standard

(Top 2 Bands)

Mean

GWPS Similar

Schools

Network

Schools

State

Reading 4%

(4/113 students)

25%

(28/113 students)

69%

(77/113 students)

477.9 472.9 487.6 442.9

Numeracy 3%

(4/111 students)

22%

(26/111 students)

64%

(72/111 students)

454.1 450.6 463.3 418.9

Writing 1%

(1/111 students)

25%

(28/111 students)

72%

(80/111 students)

452.9 444.2 453.4 424.5

2017 Year 5 NAPLAN Results: Our Year 5 NAPLAN results were as indicated below:

2016 Year 5

NAPLAN

% and Number

of students

Below the

expected

Standard

% and Number of

students at the

expected

Standard

% and Number of

students Above

the expected

Standard

(Top 2 Bands)

Mean

GWPS Similar

Schools

Network

Schools

State

Reading 0%

(0/112 students)

34%

(38/112 students)

70%

(64/112 students)

550.5 536.4 548.5 512.0

Numeracy 2%

(2/108 students)

35%

(38/108 students)

62%

(67/108 students)

553.7 534.1 545.2 500.3

Writing 2%

(2/110 students)

55%

(60/110 students)

37%

(41/110 students)

522.0 505.5 517.5 482.9

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NAPLAN top 3 bands

(latest year)

School State

Median

Middle 60 percent

low

Middle 60 percent

high

School Comparison

Year Level Domain - measure Percent Percent Percent Percent

Year 3 Reading (latest year) 84.7 74.3 57.1 87.3 Similar

Year 3 Numeracy (latest year) 83.9 70.8 52.3 85.7 Similar

Year 5 Reading (latest year) 81.7 66.7 50.0 82.3 Similar

Year 5 Numeracy (latest year) 84.3 60.0 41.7 76.9 Similar

NAPLAN top 3 bands

(4 year average) School

State Median

Middle 60 percent

low

Middle 60 percent

high

School Comparison

Year Level Domain - measure Percent Percent Percent Percent

Year 3 Reading (4 year average)

85.0 71.3 56.7 83.6 Similar

Year 3 Numeracy (4 year average)

82.3 66.7 51.0 80.3 Similar

Year 5 Reading (4 year average)

78.6 62.2 47.2 75.9 Similar

Year 5 Numeracy (4 year average)

82.5 56.8 41.2 72.5 Higher

The table below displays the proportion of students in each of the Learning Gain levels in this school for each NAPLAN domain.

NAPLAN Learning Gain Low Growth Medium Growth High Growth

Domain Percent Percent Percent

Reading 11.9 53.6 34.5

Numeracy 10.8 34.9 54.2

Writing 10.7 46.4 42.9

Spelling 21.4 51.2 27.4

Grammar and Punctuation 17.9 46.4 35.7

A synopsis of our 2017 NAPLAN Data:

Year 3:

Results are generally pleasing with our school surpassing “similar schools” and the State in all 3 assessment tasks however we did not match or surpass “network schools” in any of the assessment measures.

On average approximately 68% of the 2017 Year 3 students achieved in the top two bands, 24% at the expected standard and 2% below the expected standard.

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In 2017 percentage of students in the top 3 bands were “similar” in school comparison and approximately 2 percentage points below the “middle 60 percent high” in Reading and Numeracy.

The 4 year average in Reading and Numeracy were also “similar” in school comparison however we surpassed the “middle 60 percent high” in Reading and Numeracy.

Year 5:

Our school surpassed “similar schools,” “network schools” and the State in all 3 assessment tasks.

The percentage of Year 5 students achieving in the top two bands was disappointing particularly in Writing and Numeracy.

In 2017 percentage of students in the top 3 bands were “similar” in school comparison and approximately 2 percentage points below the “middle 60 percent high” in Reading however we surpassed the “middle 60 percent high” in Numeracy.

The 4 year average in Reading and Numeracy were also “similar” in school comparison however we surpassed the “middle 60 percent high” in Reading and Numeracy.

Learning Gain data was generally pleasing with excellent results in Reading, Numeracy and Writing with Low gains at approximately 10% and High gain ranging from 34.5 to 54.2%. However the Low Gains in Spelling, Grammar and Punctuation were disappointing.

To address the issues above we have employment full time English, Maths and Student Engagement in Learning,

pedagogical coaches (Learning Specialist) who do not have a classroom teaching responsibility and are supported by a

Leading Teacher (Data Literacy). The focus of these senior teachers is the use of data to drive teaching and learning at

the learner’s zone of proximal development and building staff capacity across the school. We have also collaborated

with renowned English as an Additional Language (EAL) consultant Dr. Alan Williams (Melbourne University) who is

implementing a comprehensive professional learning program for all staff as we continue to build our collective

capacity to cater for the learning needs of our of EAL students.

As another proactive measure, we have increased the number of teachers who are employed to work as part of our

Targeted Student Learning (TSL) intervention program from 5 to 6 and use the Equity Fund to support this program.

This data driven and innovative program has been established to specifically target the learning needs of students

across all areas of the curriculum whilst working individually or in small groups.

In 2017 the use of GradeXpert to store and analyse student achievement data continued however we acknowledge a

great deal more can be done to maximise the capabilities of this software package. Staff also continued to moderate

student learning tasks within Level teams and whole school moderation sessions were conducted. In 2018 we are

investigating means of further enhancing this part of our work.

Our work in focusing on improving student learning outcomes will continue across the entire curriculum as we

implement a robust, comprehensive, globally focused, personalised, intercultural and engaging curriculum for all

students. Student Voice has remained important to the development of our curriculum.

Our curriculum is supported by a comprehensive whole school professional learning program which includes members

of the Leadership Team, Level Leaders and Curriculum Leaders having access to a professional coach and also inviting

renowned consultants to work with the entire staff.

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Engagement

Glen Waverley Primary School’s average number of absences in 2017 was similar to the predicated range when given

our student cohort, it is also similar over the 4 year average. Our 2017 student cohort results are within the middle 60%

of all Victorian Government schools and was also below the State Mean.

Average number of absence days School State

Median

Middle 60

percent low

Middle 60

percent high

School Comparison

Number Number Number Number

Average number of absence days (latest year) 14.1 15.6 13.4 18.3 Similar

Average number of absence days (4 year average) 13.4 15.0 12.9 17.5 Similar

Average attendance rates in the 2017 school year were as follows:

Year Level Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Percent Percent Percent Percent Percent Percent Percent

Attendance Rate (latest year) 93 92 91 93 95 92 94

It is pleasing to note that the average attendance rate for each year level is beyond 90%; however our school’s absence

percentage is also reflective of our multicultural and first generation migrant school community. It is very common for

families to take extended holidays and impromptu overseas trips for family and cultural reasons.

The number of days on extended family holidays per full time equivalent students is depicted as follows:

Year Prep Year One Year Two Year Three Year Four Year Five Year Six Mean

4.08 4.66 5.91 4.26 2.39 3.76 3.17 3.97

An area of some concern is the number of days per full time equivalent students which are unexplained:

Year Year Prep Year One Year Two Year Three Year Four Year Five Year Six Mean

2015 5.29 5.37 6.24 6.35 5.44 6.40 7.06 6.03

2016 6.49 6.60 7.66 5.37 9.01 8.13 9.21 7.46

2017 4.43 4.43 5.12 5.93 5.61 6.96 4.70 5.29

It is pleasing that there has been an improvement in this data over the last three years. However this is an area we will

continue to address in 2018 by reminding families of the importance of informing the school of all absences via regular

newsletter articles and telephone calls if a child is absent. In 2017 we implemented the Compass software system which

enables families to communicate absences from computers and devices such as mobile telephones and iPads, this has

proven to be a very successful strategy for reporting absences. As mentioned previously, we will also implement the

new DET policy with student absences as of the beginning of Semester Two.

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Wellbeing

The Wellbeing domain reflects the “Connectedness to School” and “Student Safety” variables in the Year 4/5/6

Attitudes to School survey which is conducted in May. Our goal is to further enhance the wellbeing of all students and

we aim to improve social connectedness and emotional resilience in a number of ways including improved

communication with the school community regarding wellbeing programs. In 2018 we will continue to target e-safety

via dedicated programs across the entire school and lift the profile of being an e-smart school. We will also participate in

the Monash City Council’s, School Focus Youth Services’ resilience survey which will provide our school community

and students with additional data pertaining to the social and emotional wellbeing of the children.

Our students’ “sense of connectedness” is comparable to “similar” schools and almost equivalent to the “middle 60%

high”.

Sense of Connectedness School State

Median

Middle 60 percent

low

Middle 60 percent

high

School Comparison

Percent Percent Percent Percent

Percent endorsement (latest year) 89.78 82.07 73.52 89.91 Similar

Management of Bullying School State

Median

Middle 60 percent

low

Middle 60 percent high

School Comparison

Percent Percent Percent Percent

Percent endorsement (latest year) 85.81 82.46 73.33 90.44 Similar

Our students’ perception of the “management of bullying” in 2017 is within the middle 60% of all Victorian

government schools. Our results rated us similar in School Comparison.

In 2018 we aim to improve the perception of student safety by continuing to develop:

The Peer Mediation Program

Increase the number of student wellbeing personnel across the school

Increase the rigour associated with the Junior School Council, House, Curriculum and School Captains

Create additional play spaces

Make the library available for student use every lunchtime

Continual to expand the lunchtime recreational activities such as Writer’s Club and sports implemented by the House Captains and

Expand the Games Club to two lunchtimes per week.

In 2017 we continued to embed our Social and Emotional Learning program, You Can Do It, with the aim of focusing on

Student Connectedness throughout our school. Year 6 students are entrusted with the Peer Mediation program and

are charged with the responsibility of assisting other children to deal with minor issues in the schoolyard. The staff,

children and families have favourably received both the You Can Do It (YCDI) and Peer Mediation programs. Feedback

provided by the students indicates that they enjoy the various You Can Do It lessons, the Year 6 children report that

they also enjoy the responsibility of being a Peer Mediator. However as a proactive and forward thinking school we

acknowledge that it is time for the YCDI program to be revised and further enhanced. This will be part of our body of

work in 2018.

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The Science of Learning initiative has provided our school community with the opportunity to develop an

understanding of the emotions associated with the learning process. We look forward to further developing this as it

will be another pivotal means of the children understanding their social and emotional intelligence.

Glen Waverley Primary School recognises the importance of ensuring we continually implement innovative and

engaging programs in order to improve student learning outcomes and opportunities which foster a deep level of

connectedness, metacognition and rigour. We look forward to 2018 being another fabulous year for all members of

our marvellous school community!

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

Glen Waverley 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 847 students were enrolled at this school in 2017, 385 female and 462 male. 75 percent were EAL (English as an Additional Language) students and 0 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).

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

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 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, 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 School Comparison A school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected. Average 2017 attendance rate by year level:

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

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

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

93 %

92 %

91 %

93 %

95 %

92 %

94 %

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Performance Summary

Wellbeing

Student Outcomes

School Comparison

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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How to read the Annual Report

The School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student

backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance. Some schools have ‘Lower’ performance than expected and receive targeted

support to ensure that there is improvement.

More information on School Comparison performance measures can be found at: http://www.education.vic.gov.au/school/parents/involve/ Pages/performance.aspx

What does ‘Data not available’ 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).

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 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.

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Financial Performance and Position

Financial performance and position commentary

[Please refer to the 2017 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]

Financial Performance - Operating Statement Summary for the year ending 31 December, 2017

Financial Position as at 31 December, 2017

Revenue

Actual

Funds Available Actual

High Yield Investment Account $2,441,726

Official Account $21,272

Other Accounts $61,583

Total Funds Available $2,524,581

Student Resource Package

$5,525,525

Government Provided DET Grants $1,112,638

Government Grants Commonwealth $26,864

Revenue Other $48,671

Locally Raised Funds $701,436

Total Operating Revenue

$7,415,135

Equity¹

Equity (Social Disadvantage) $11,960

Equity Total

$11,960

Expenditure

Financial Commitments

Operating Reserve $220,854

Asset/Equipment Replacement < 12 months $95,000

Capital - Buildings/Grounds incl SMS<12 months

$1,391,000

Maintenance - Buildings/Grounds incl SMS<12 months

$209,424

Beneficiary/Memorial Accounts $1,769

Revenue Receipted in Advance $252,810

Provision Accounts $187

Repayable to DET $186,305

Other recurrent expenditure $167,232

Total Financial Commitments $2,524,581

Student Resource Package²

$5,067,581

Books & Publications $16,831

Communication Costs $9,776

Consumables $273,196

Miscellaneous Expense³ $627,576

Professional Development $22,205

Property and Equipment Services $586,534

Salaries & Allowances⁴ $5,495

Trading & Fundraising $95,749

Travel & Subsistence $11,009

Utilities $47,555

Total Operating Expenditure

$6,763,508

Net Operating Surplus/-Deficit

$651,627

Asset Acquisitions

$23,590

(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 05 March 2018 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.