Annual School Report 2014 - Donnybrook District High School · Georgia Tassone for the Blessings of...

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Annual School Report 2014

Donnybrook District High School

2014 Staff

Principal

Mr Peter Fitzgerald

Mr Jeff Brown

Mr James Milne

Associate Principals

Mr Jeff Brown

Mr Garry Davis

Deputy Principals

Mr Garry Davis

Mrs Denise Duncan

Mrs Tamara Feltham

Business Manager

Mrs Lee Fitzgerald

School Officer

Mrs Karen Long

Mrs Delveen Cross

Mrs Jane Lockhart

Mrs Sue Williams

Teachers: 42

Teaching Assistants: 11

Chaplain

Len Van Aarde

School Psychologist

Jen Smoker

Gardeners: 3

Cleaners: 6

Principal’s Message

It gives me pleasure to present the 2014 Donnybrook District High School

Annual School Report.

As a School Community we have a great deal to celebrate and promote and this

is highlighted throughout this report. I trust you will recognise this and

appreciate the work all stakeholders have undertaken to achieve this success.

Importantly we acknowledge that we must continue to look for ways to improve

to ensure that each student is well supported to reach their individual potential

as well as ensure that each child has the opportunity to develop the skills,

knowledge and confidence to achieve this.

I look forward to the challenges that lie ahead and the work that needs to be

undertaken in a quest to strengthen our school for the betterment of the

students.

James Milne

Ethos

The purpose of Donnybrook District High School is to develop our students, overtime, as creative independent learners, who are co-operative and expressive individuals with a positive self-image, who strive to maximise their full potential through the challenges of the curriculum and interaction with their peers.

The purpose of Donnybrook District High is to develop our students, over time, as creative, independent learners, who are co-operative and expressive individuals with a positive self-image, who strive to maximize their full potential through the challenges of the curriculum and interaction with their peers.

Values

At Donnybrook District High School we are:

Committed to learning AND achieving our potential.

Accepting of our unique self AND will strive to care for and develop self.

Respectful and caring for others AND their rights and their property.

Committed to developing social and civic responsibility through involvement in school and community activities.

Committed to developing a responsible and responsive attitude to the natural, social and cultural environment.

Our Values are a strong feature evidenced in the daily life of our school.

Our Values are translated and expressed in the language of our students.

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2014 School Board

Principal

Mr Peter Fitzgerald

Mr Jeff Brown

Mr James Milne

Elected Members

Mrs Jeanette Hutchinson

Mr Mike Armstrong

Mrs Pip Murdock

Mr Neil Pemberton-

Ovens

Mrs Helen Gamble

Nominated Members

Mr Mike King

Co-opted Members

Mr Jeff Brown

Mrs Gwendoline Nidd

2014 P and C

President

Gwendoline Nidd

Secretary

Tamara Feltham

Treasurer

Sue Williams

School Board Report

2014 saw the culmination of a number of years of work, and months of lobbying,

with the new car parking for Junior Campus in place for the start of school in

2015. The board acknowledges and thanks Jill Tuia and the Shire for their support

and drive.

Board revisited previous discussions on attributes we would like to see in a new

principal to provide me with support and direction on the selection panel. I am

happy to have been part of the very rigorous process, and convinced Jamie is well

able to move the school forward in its pursuit of excellence, I congratulate him on

his appointment, and encourage the Board to support him however they can.

Application to the recommendations to Board from the IPS review has not been

given due consideration in 2014 and need to be revisited in 2015.

Manea Senior Collage is bound by local intake rules and Board needs to be ready

to fight for Donnybrook students if they are adversely impacted in the future.

Pip Murdoch

Chair

P and C Report

As President of your P and C over the past 12 months I have attended both

Campus‘s Assembly days, joined by Head Boy, Louis Hernan and Head Girl,

Georgia Tassone for the Blessings of the Roads Ceremony and the school‘s

ANZAC ceremony.

I feel very strongly about the school and the opportunities it provides to the

students. Given the right encouragement and support, the students have the

potential to thrive.

Fundraising isn‘t always easy and getting volunteers is at times hard work in itself,

but throughout the year we have managed to have wood raffles, a Thermomix

raffle, car wash, quiz night, School Uniform Shop and students‘ Personal Items

Lists in collaboration with the Donnybrook Newsagency. The P and C has raised

enough funds to help establish the Junior Campus vegetable garden, Reading

Eggs and Shade for the Pre-Primary.

I was honoured to speak at Mr Peter Fitzgerald‘s farewell as he has always been

a great supporter of the P & C and assisted us where ever he could and we wish

him all the best on his retirement.

Donnybrook District High School will always have a special place in my heart and

whatever I have contributed has been an honour. The students of today whether

they become Doctors, Butchers or the local milk supplier, they are our future.

Gwendoline Nidd

President

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PROFESSIONAL ENGAGEMENT

Expenditure and Teacher participation in professional learning

All teaching and non teaching staff engaged in Professional Learning that had clear

links to the school‘s Business Plan and Operational planning, individual Professional

Development, together with the priorities of the Department of Education as set out in its 2012-

2015 Strategic Plan - Excellence and Equity and Focus 2014.

Key professional learning for 2014 included:

Australian Curriculum - English, Mathematics, Science and History.

School Planning (Operational and Classroom) - Western Australian Curriculum (Early

Years Learning Framework, WA Curriculum Framework and Australian Curriculum)

Mathematics and Science in Class Support

Early Childhood Education

Information Communication Technology

Teacher Development School - Mathematics

Functional Grammar - Supporting students to comprehend and compose texts.

Graduate Professional Learning

Learning Area, Network and District High Executive Meetings

EXPENDITURE TYPE AMOUNT

Course Registration $12,808.98

Travel $4,793.45

Accommodation

$3,962.80

Meals / Catering $981.00

Staff Wellbeing $592.65

Data Analysis $2653.53

TOTAL $25,792.41

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Financing our School

Financial Income and Expenditure

This Financial data is an overview of the 2014 school year, our fourth year of managing a one-line budget as an Independent Public School.

During 2014, the administration team have been training and preparing to implement the Student Centred Funding Model introduced by the Department of Education across all schools in the state. This is a major reform in funding public schools in Western Australia, which moves away from the School Grant system towards a funding model based on ―per student funding‖.

Salary Pool Allocation (One-Line Budget)

The reason the school went into an over-spend mode is due to several staff members having to take long term sick leave, for which the school was charged, together with the person relieving the staff member. Consequently the school is still awaiting approximately $144,000 in funding adjustments to supplement the 2014 one-line budget.

Displayed below is a summary of our Voluntary Contributions collection rate along with the outstanding amounts from Creditors and Debtors at the end of the school year.

Our Financial Planning continues to support our School Priorities in Curriculum Improvement, Learning Environment and Futuring Our Service.

Cost Centre Managers are accountable for their expenditure to ensure that it delivers the best learning outcomes for their students. The School Finance Committee plays an integral role in setting and monitoring the School and One-Line Budgets which are recommended by them to the School Board for endorsement on an annual basis.

Initial

Allocation Adjusted

Allocation Expended

YTD Balance

YTD

Total School

Salary Allocation

$5,193,284 $5,296,424 $5,355767 -$59,343

School Salary

Pool $86,711 $86,711 $95,172 -$8,461

2011 2012 2013 2014

Primary Voluntary contributions collection rate

70% 69% 63% 70%

Secondary Voluntary contributions collection rate

54% 51% 52% 46%

Total Creditors as at 31 December

$2442 $7454 $3769 $3582.15

Total Debtors as at 31 December $6886 $7147 $7032 $5807.17

School Funds

Were Used To

Enhance The

Following

Programs

Home Economics Year 10 Cert 1

G R O W Art

Computer Lab with Mr Roberts

Making a vegetable garden in 5GL

G R O W Recycled Fashion

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School Funds

Were Used To

Enhance The

Following

Programs

Peter Fitzgerald’s Achievements Commenced at Donnybrook DHS in January, 1990 after transferring from Paraburdoo DHS and worked at Donnybrook up until Term 3, 2014, making it nearly 25 years at Donnybrook.

Major Facilities upgrades: 1994 New Kindergarten located on western side of Mead Street 1994-95 Year 5/6 Cluster built at Junior Campus 1996 Library and Covered Assembly area built at Junior Campus 1998 Community Library built, a joint venture between the Local Government and Department of Education under

the ―Better Government Agreement‖. 1999-2000 Major Administration upgrade, refurbishment of old Library building into a Staff Facility and Covered Assembly area including a music room and canteen built at the Senior Campus. 2010 $5 million Capital Works project commenced incorporating a new Administration block at the Junior Campus, and at the Senior Campus, a new Design and Technology building, major refurbishment of Art and Physical Education areas and the installation of a Commercial Kitchen in the Home Economics centre.

Managing Change: During these 25 years, Peter has managed numerous change within the curriculum, finance, human resources and policy structure of the Department of Education.

Peter was a constant advocate for equality in schools, in particular in the resourcing area. He constantly fought the battles for equity in funding for split-site schools, and more particularly equity for District High schools.

He was passionate about education and students‘ learning. He was also compassionate towards staff, ensuring their resilience and well-being needs were met.

Peter was a strategic thinker and was never worried about challenging the system for the betterment of the students and the school community.

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REPORT ON PRIORITIES

Priority: Curriculum Improvement

What was intended? What was achieved?

English

Focus on planning, monitoring, implementation of WA

Curriculum and Professional Development

All operational plans clearly evidenced based with sound

monitoring of learning, realistic and achievable

operational targets, cycled annually

The WA Curriculum Scope and Sequence F-10 was

accepted as the Whole of School English Plan in English

School invested in Teacher Leadership in English via

Teacher leaders‘ workshops in our network

Mathematics

Focus on planning, implementation of WA Curriculum,

and Professional Development

Consolidate understandings in content strands of

Number, Algebra, Measurement , Geometry, Statistics

and Probability through collaborative teaching and

planning

The WA Curriculum Scope and Sequence K-10 was

accepted as the Whole of School Plan in Mathematics

Maths trackers accepted as whole of school tool for

monitoring in classrooms

As a TDS we supported over 200 teachers across more

than 25 schools in our Region to implement WA

Curriculum Mathematics and First Steps Strategies

Science

Professional Support to teachers and cross site

collaboration

Teachers from K-10 will be teaching from the WA

Science Curriculum

WA Scope and Sequence, Foundation to Year 10

accepted as the Whole of School Plan in Science

Science Enrichment Program ceases 2014

Yr 5 to10 to have Science Specialists 2015

Information Communication and Technology

To embed an ICT skills syllabus K – 10, designed to

equip all our students with a 21st Century ICT skills set

Address the requirement for our students to use the new

digital technologies in an ethical and responsible manner

ICT specialists developed whole school plan for

specialist ICT delivery which includes explicit teaching of

appropriate and ethical behaviours using ICT

Increasing use of Tablet technology in classroom

context. 70% of rooms regularly embed the use of ipads

in curriculum contexts—up from 23%.

Cross Curricula Perspectives

Align our programs with National Cross Curriculum

Perspectives; Indigenous Perspectives; Asian

Perspectives and Sustainable Futures

Teachers from K-10 beginning to embed these

perspectives where relevant across the syllabus in

alignment with the WA Curriculum

Garden projects on both sites and Solar models and EV

challenges in secondary embed teachings for

sustainability

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Priority: Curriculum Improvement continued;


Australian Curriculum

West Australian Curriculum subjects (Phase 1) English, Maths,

Science and History to be fully implemented by beginning of

2015

West Australian Curriculum Phase 2 subjects to be implemented

in accordance with Schools Curriculum and Standards Authority

requirements

Phase 1, subjects are now aligned with the WA

Scope and Sequence. The journey to full

implementation is now characterized by refining

planning and engaging with necessary learning

Teachers are currently exploring Phase 2

Curriculum requirements and incorporating

drafts where practical

In 2015 this priority area has been re-named Excellence in Teaching and Learning, focusing teachers on providing quality

learning opportunities that engage students and support them to reach their potential. To support this the following

Strategic Directions will drive our collective efforts;

Staff Capacity. Build staff capacity to meet the diverse needs of our school community

Professional Standards. Align Performance Management to the Australian Institute of Teaching and Leadership

(AITSL) Professional Standards

Digital Fluency. Strengthen digital fluency across all year levels and learning areas as appropriate

State and National Requirements. Embed the Western Australian Curriculum in planning, teaching and assessment

Student Accountability. Students adopt increasing responsibility and accountability for learning.


Personal And Social Development

To recognise, respond to and accommodate academic social

and cultural diversity within our school

To foster quality relationships between all staff and students as

the basis of good learning, and to engage parents as partners in

this process

To deliver explicit teaching and learning designed to develop

social competence, ethical behaviour and develop resilient

students.

Staff across both campuses see this Priority and

our whole school approach to Personal and

Social Development as a major element of our

―distinctiveness‖ as a school. There is a strong

staff belief that our Values driven approach, the

building of a strong positive culture of care

around quality relationships is the basis of good

learning

2015 will see us continue to employ specialist

teachers in Primary and Secondary to oversee

and teach Health, including Mental Health and

Wellbeing strategies

The 2015—17 Business Plan has as a priority named Learning Environment, focusing staff on providing vibrant and

motivating spaces and opportunities for student learning. To support this the following Strategic Directions will be at the

forefront of our planning;

Split Site. Build on the current facilities to create contemporary and purposeful facilities.

Personal and Social. Provide a safe, caring and inclusive learning environment.


Priority: Building Our Learning Environment

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Priority: Futuring Our Service;


Mead Street—Early and Middle Years

Promote the Mead St learning experience as

―distinctive‖ .

Survey information to indicate high community

satisfaction rates with Mead St

Focussed surveys on Transition effectiveness in place

to show evidence of success

Survey data from parents, students and staff across in

2012 and 2014 indicated positive satisfaction rates with

our Junior Campus

Surveys of students and their parents (2013/14) as they

exit the Junior Campus and transit to the Senior Campus,

clearly evidenced a successful transition

Upper Primary Enhancement

Standard upper primary experience enhanced by our

District High School circumstances

To reduce the drift of senior primary students to

alternative providers in the Greater Bunbury Area

Our Year 6/7 students demonstrate both the readiness

and capacity to engage with all challenges within the

learning program

Our retention rates, in the face of growing private and

public school competition, remained positive in 2013/14

Lower Secondary Enhancement

To market our Year 8-10 program and the

opportunities it provides for our students

Formal surveys (2013/14) indicate satisfaction rates with

our programs. Although predicted retention of secondary

students for 2015 is less than satisfactory

Advancing In Service As An Independent Public School

To improve our Business Model With changing budget models this continues to be a work

in progress to facilitate improved delivery and student

outcomes.

Partnerships

To work to establish our local Collie Preston network

as a mechanism for enabling resourcing and

professional development

To work in other networks to advantage our

community e.g. SW Secondary Alliance

The Networks have provided opportunities for teacher

growth and leadership in English, Science and S&E

We are looking forward wider networking opportunities for

secondary teachers

Marketing And Promotion

The website is current and populated with information

and stories that are kept current. Our website

becomes the standard ―go to place‖ for our community

Our Website is increasingly becoming the central location

for school information, with regular updates

In 2015, School Community Partnerships, becomes a priority. This priority encompasses elements of the previous

priorities Futuring our Services and Building Our Learning Environment. School Community Partnerships is addressing

the need to ensure Donnybrook District High School has positive involvement , connection and collaboration with our

school community. To support this the following Strategic Directions will focus our energies over the next 2-3 years;

Relationships. Maintain and strengthen positive school community relationships.

Marketing. Ensure the distinctiveness of the school meets the expectations of the school community.

Branding. Ensure consistent branding across all communications.

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KEY STUDENT OUTCOMES—STUDENT ACHIEVEMENT

The percentages of students in Years 3, 5, 7 and 9 achieving the National Literacy

and Numeracy benchmarks in 2014

NAPLAN

Donnybrook District High School‘s NAPLAN data highlights the Literacy and Numeracy performance

of the Year 3, 5, 7 and 9 cohorts in the annual National Assessments. The above table outlines the

percentage of students within the various benchmarks in 2014. The majority of our students

performed within the Middle 60% and Bottom 20%, with very few within the Top 20%.

In 2013 Donnybrook District High

School were above the National

Average in 1 of the 20 Assessments.

In 2014 Donnybrook District High

School were below the National

Average in all of the 20

Assessments. The table on the right

confirms the school‘s performance

over this two year period. There is a

downward trend, and minimal

change over a 5 year period. Overall

achievement is within the expected

range, however it needs to be noted

that Overall Progress and Overall

Achievement are dominated with

negative figures reaffirming the need

to refocus our work.

Year 3 Reading Writing Spelling Grammar Numeracy

Top 20% 7% 2% 7% 9% 7%

Middle 60% 61% 77% 68% 59% 64%

Bottom 20% 32% 20% 25% 32% 30%


Top 20% 13% 9% 17% 13% 11%

Middle 60% 57% 69% 61% 67% 80%

Bottom 20% 30% 22% 22% 20% 9%


Top 20% 9% 9% 9% 13% 11%

Middle 60% 64% 71% 58% 53% 62%

Bottom 20% 27% 20% 33% 33% 27%


Top 20% 20% 15% 7% 10% 2%

Middle 60% 63% 63% 63% 66% 73%

Bottom 20% 17% 22% 29% 24% 24%

2013 2014

Overall Absolute Achievement -0.1 -0.0

- Trend

- Change

Overall Relative Achievement 0.24 -0.11

- Year 3 0.22 -0.36

- Year 5 -0.29 0.79

- Year 7 -0.88 -0.22

- Year 9 0.45 -0.07

Overall Progress -0.65 -0.47

- Numeracy -0.47 -0.33

- Reading -0.19 -0.11

- Writing -0.21 -0.06

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KEY STUDENT OUTCOMES

Student Achievement and Value Adding - Literacy and Numeracy

The graph below looks at both the achievement and the progress of students in Literacy

and Numeracy compared to that of students in all Australian schools. Achievement is the average

NAPLAN result for a cohort of students. Progress is the difference between the average NAPLAN

score for students tested at the school in two test cycles (stable cohort). There is no progress

result for Year 3 students, the graphs can only represent the achievement and progress of Year 5,

7 and 9 students.

The two zero (0) lines represent the achievement (horizontal) and the progress (vertical). The dots

represent both the achievement and progress of the school‘s stable cohort in either/or Year 5, 7

and 9.

The graph provides a visual representation of the school‘s NAPLAN results from 2012 to 2014 and

the value adding that has occurred in the learning areas of English and Mathematics. The

quadrants focus our attention on the progress and achievement made by students over a 2 years.

The average growth rate of the stable cohort meets or exceeds the average national growth rate by

cohort across NAPLAN tests was the target set in our Business Plan.

Year 3 2012 to Year 5 2014. Target reached in Numeracy.

Year 5 2012 to Year 7 2014. Target reached in Reading and Grammar and Punctuation..

Year 7 2012 to Year 9 2014. Target reached in Reading, Writing, Spelling, Grammar and

Punctuation and Numeracy

These results have influenced the review of the current Business Plan, with key strategies being

introduced in the priority area of Excellence in Teaching and Learning.

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Attendance

Attendance

The two tables below display the overall Primary and Secondary attendance

percentages for Donnybrook District High School over a three year period.

Attendance – Primary (Years 1-7)

Primary student attendance was higher than the State Average in 2014. which

maintained the school‘s positive performance in this area over a three year

period.

Attendance – Secondary (Years 8-10)

Secondary attendance dropped considerably from 2013, putting the school below

the State Average. A detailed analysis indicates lower than expected Year 8

attendance as a contributing factor to this result.

At Risk Attendance

It is well documented that an attendance rate of less than 90% puts a student at

risk of not reaching achievement standards or their own potential. We regularly

take note of students whose attendance levels put them at risk and inform

parents of options and strategies. The pie graph below displays the percentage of

students at indicated, moderate and severe risk in Semester 2, 2014. This is from

whole-school data.

Some of these cases are students taking extended holidays or with illness,

however there are still many whose attendance needs to improve.

EV Challenge

G R O W Gardening

RAC Road Safety Talk

Harmony Day

Combined School Band

2012 2013 2014

School State School State School State

92.9% 92.3% 92.9% 92.6% 92.6% 92.1%

2012 2013 2014

School State School State School State

85.5% 87.7% 87.4% 87.4% 85.6% 86.9%

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Memories of

2014

Kindergarten

Vegetable Garden

Book Week

Design & Technology

Entrance to the

Kindergarten

Primary Science Enrichment

Over the past several years we have been fortunate to be able to run a science

enrichment program at the Junior Campus. This has been led by Mrs Katrina

Taaffe. These students, selected for their aptitude and interest in Science are given

opportunities to learn more about the inquiry process building on classroom

science activities and adding deeper skills and understandings. Further to this

program we were able to offer science specialist teaching for Years 5 to 7,

enriching students‘ preparation for Secondary Science.

Being Safe Being Seen

We have been fortunate to be part of this

initiative promoted by the DB Shire Road Safety

Committee. You will see many of our students

walking and riding to school wearing their highly

visible safety vests, funded by the Road Safety

Committee.

Primary Values, Health and Well-Being

The understanding and practice of sound values underpins everything we do at

Donnybrook District High School. From Kindergarten upwards, positive values and

behaviours are taught, encouraged and modelled. Based around the ideals

outlined in the ―National Framework for Values Education in Australian Schools‖

the values we promote include; Care and Compassion, Responsibility, Respect,

Honesty, Integrity, Fairness and Ethics.

The development of values is an ongoing process and the formative stages occur

early in our lives, through the dominant influences of home, family and school. The

National Framework states that ―values based education can strengthen students‘

self esteem, optimism and commitment to personal fulfilment and help students

exercise ethical judgement and social responsibility‖. Research shows that

happier, positive and more confident students simply make better learners and

people grown around a strong and positive values base also become positive

contributing citizens.

A variety of strategies are used to teach values and mental health including

Bounce BackTM and an eclectic mix of resources from Kidsmatter, BlueEarth,

Aussie Optimism and You can do it. We focus

every fortnight across the Junior Campus on a

value or virtue. We raise money to help schools

in Bali and teachers use class circles and

meetings to discuss issues that arise in the

playground or classroom. This is a safe and

meaningful process that enables children to

express their views and thoughts.

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DONOR BOARD

Sunwise Solar Energy

Specialists

Monadelphous

Tassone Family

Hastie Waste

Donnybrook Farm

Service

Lions Club Donnybrook

Donnybrook IGA

Marindi Fabrication

Leschenault Glass and

Aluminium

Donnybrook AutoPro

Kirup Roadhouse

Pete‘s Mobile Mechanic

Dwayne Moulton

We thank all our

sponsors and donors

for their generosity

Solar Boats Challenge

This is a relatively new event for Donnybrook

District High School, having only been going

for approximately 4 years. Our school has

competed for the past 3 years and during this

time we have consistently performed in the

top 10. In 2014, one of our Solar Boats

come 4th overall. This was a great achieve-

ment for our Year 7 students and sets the foundation for future success in the

various solar power challenges.

State Solar Cars Challenge

On the weekend of 25-26 October, 7 of our students, along with Design and

Technology teacher, Mr Len Strother travelled to Karratha to compete in this

event.

Not only did our Solar Cars perform

well, one of our cars named ‗Biffany‘

took out the State Championship.

A great achievement for our students,

who then travelled to Sydney for the

weekend of 29-30 November to com-

pete in the National finals of the Solar

Cars Challenge. A fantastic opportuni-

ty for our students to compete against

the best in the nation.

State eV Challenge

The State eV Challenge was held in Wundo-

wie on 8-9 November where our students

achieved the following outstanding results:

1st, 2nd and 3rd in our category of

races.

Best Designed & Engineered Vehicle

Overall Best Performing School.

In our category of races, our vehicles were pitted against vehicles from

University students, Apprentices working in Industry and other schools.

Our achievements over the past 10 years of involvement in this event has grown

and improved, with students building on the knowledge and skills of previous stu-

dents.

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NATIONAL SCHOOL OPINION SURVEYS 2014

In Term 3 2014 we surveyed Parents, Students and Staff using the online

―NSOS‖ tools. A summary of the findings are provided below:

PARENT SURVEY

The response rate to the parent survey was disappointingly low, but the majority

of respondents were positive about the school . Key categories and average

responses are displayed on the graphs below.

Perceptions are generally positive, with stronger scores for; ― My child likes being

at this school‖, ―My child feels safe‖, ―I can talk to my teachers‖ and ―My child

likes being at this school.‖ Areas that parents believe the school should develop

are around taking parents‘ opinions seriously,

looking for ways to improve, behaviour management

and providing useful feedback to students.

The new Business Plan contains strategies that seek

to improve in these areas.

Memories of

2014

Year 7 Graduation Lunch

Rating Score

Strongly agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

0 1 2 3 4 5

Teachers at this school expect my child to do his or her best.

Teachers at this school provide my child with useful feedback.

Teachers at this school treat students fairly.

This school is well maintained.

My child feels safe at this school.

I can talk to my child's teachers about my concerns.

Students behaviour is well managed at this school.

My child likes being at this school.

This school looks for ways to improve.

This school takes parents' opinions seriously.

Teachers at this school motivate my child to learn.

My child is making good progress at this school.

My child's learning needs are being met at this school.

This school works with me to support my child's learning.

Average Rating

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STUDENT SURVEY

125 students from Years 5 to 10 completed the online survey. 47% Female and

53% Male. Average responses were generally positive, with expectations, useful

feedback, safety, motivation and opportunity scoring well. A large group of

secondary students did not feel that student behaviour was well managed or that

the school takes their opinions seriously. The school‘s approach to behaviour

management will be reviewed and the importance of relationships will be reinforced.

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

My teachers expect me to do my best.

My teachers provide me with useful feedback about my school.

Teachers at my school treat students fairly.

My school is well maintained.

I feel safe at my school.

I can talk to my teacher about my concerns.

Student behaviour is well managed at my school.

I like being at my school.

My school looks for ways to improve.

My school takes students' opinions seriously

My teacher motivates me to learn.

My school gives me opportunities to do interesting things.

Average Rating

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Memories of

2014

Peter’s Reirement

STAFF SURVEY

Date conducted; Term 3 2014. 40% response rate.

Demographics; Of the staff who responded;

45% have been teaching for over 30 years

75% are full time employees

90% are permanent employees

75% are female

75% are in teaching positions

85% are teaching in Primary School Year levels

Leadership and Management

90% of respondents agree/strongly agree that they would recommend this

school to others.

80% of respondents agree or strongly agree that the school has good relations

with the community.

85% of respondents agree or strongly agree that they are satisfied with the

overall standard of educational achievement at the school

60% agree or strongly agree that the school is well led. 10% disagree (2

respondents).

General Responses

Staff perceptions of the school are for the most part positive, with the strongest

response given for; ―Teachers expect students at this school to do their best‖

and the area considered requiring more work was regarding feedback to

teachers.

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Teachers at this school expect students to do their best.

Teachers at this school provide students with useful feedback.

Teachers at this school treat students fairly.

This school is well maintained.

Students feel safe at this school.

Students at this school can talk to their teachers about their concerns.

Parents at this school can talk to teachers about their concerns.

Students behaviour is well managed at this school.

Students like being at this school.

This school looks for ways to improve.

This school takes staff opinions seriously.

Teachers at this school motivate students to learn.

Students' learning needs are being met at this school.

This school works with parents to support students' learning.

I receive useful feedback about my work at this school.

Staff are well supported at this school.

Average Rating

Annual School Report 2014 - Donnybrook District High School · Georgia Tassone for the Blessings of...

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