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Burton Primary School Annual Report 2012
Transcript of Burton Primary School Annual Report 2012 · Burton Primary School Annual Report 2012 . Annual...
Burton Primary School
Annual Report
2012
Annual Report 2012
Page 1
Context
School Name: Burton Primary School School Number: 1844
Principal: Wayne Dobbins Region: Northern Adelaide
In 2012 BPS enrolments currently sit at 409. BPS has comparatively high enrolments of Non
English Speaking Background (NESB, 34%) and ESL students (29%). There are 15 different
nationalities represented in the student cohort with the majority of non-Australian students
coming from Cambodia, Africa, Vietnam and Laos. Some of the families with students
enrolled at BPS are political refugees, living in complex and economically challenging
circumstances. The number of families accessing school card assistance is comparatively
high at 40%. The number of students with a disability, 10%, is comparable with Regional
trends and greater than like schools or DECD numbers. Aboriginal enrolments at the school
are relatively low at 3%.
BPS is an Index of Disadvantage Category 4, with an Index of Community Socio-Educational
Advantage (ICSEA) value of 914.
2012 Highlights
Literacy Initiatives
Weekly meetings were held to share literacy developments in
the school. Staff meetings had a strong focus on Literacy and
the Australian Curriculum. Professional Learning Groups
leaders also met several times a term to share and to have
input into the staff meetings as well as the Pupil Free Days. A
P/D day for the PLG leaders was held to revisit the purpose
of PLGs, the identified goals for the groups as well as to share
what the groups were doing.
A Scope and Sequence of the Big Six was developed
and shared with staff to support literacy teaching. Each term staff, including SSOs,
shared successes and future directions with the Assistant Regional Director. These have
been well received. Comments have included; “It is easy to see the distance travelled as your
team stories were great; very open and honest.”
As PLGs continue to develop further from their 2011
directions, goals and
expectations for 2012 were
discussed after a review of the
previous year. Staff members are
aware of the Site Improvement
Plan as well as the Regional Plan.
Data timelines are in place
Annual Report 2012
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and the data forms the focus for discussions. The students are sorted into waves
and the curriculum is identified to meet their needs through differentiating the
learning and using support staff effectively. Short-term goals are identified and
students are supported to have not only a voice in their learning, but are being
positively engaged as well. Staff members have ½ day or a whole day PLG professional
day each term. This includes support staff as well. Professional opportunities are offered
across the school with the expectation that new learning will be shared and a least one new
learning idea is put into practice.
The Reading Support Teacher has been able to work alongside staff to plan, model and put
in place a variety of literacy activities. Professional discussions both formal and informal
encourage staff to reflect on their teaching practices and to recognize the value of
Phonological skills, ongoing Running Records and other varied data to ensure that identified
learning goals are being met. Staff members have had the opportunity to use the Learning
Design model, explored the Australian Curriculum and have been literacy leaders at
different times to share their practices.
Staff meetings have also focused on discussions about NAPLAN results, Running Records
and PAT-R data and the implications for teaching and learning programmes.
Staff are familiar with TfEL and are encouraged to use the Gradual Release of Responsibility
Model. There have been a number of teaching staff who have made major
changes to their teaching practices and have been motivated by the success of
their students’ learning which in turn have made them positive role models for
staff.
The whole school was involved in an audit of the teaching of the Big Six with Debbie Draper
(Regional Literacy Support Coordinator). Areas for development were identified. Resources
in our school for each area were shared. On a Pupil Free Day the focus was on sharing.
Each PLG demonstrated how these resources could be used. Staff also shared successful
learning practices in reading comprehension.
Feedback from staff about the value of PLGs include
- ‘easier to learn’
- ‘practical application to classroom’
- ‘new members to school are able to understand
where the site is focused’
- challenging, fun, engaging, sharing of new ideas’
- ‘members get along’
- ‘working as a team, respect each others ideas and
opinions’
- ‘discussions on data, reflect, conversations about students’ learning.’
- ‘work towards achieving the Site Improvement Plan’
- ‘having the SSOs as part of the group’
Annual Report 2012
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Staff members have been very open to new learning and discussions about how their students
are engaged and changes that can be made to improve the teaching and learning programme.
A number of our SSOs have had limited experience, but are highly motivated to learn and
have positive relationships with students. They have had several opportunities to have P/D
both in and outside of the school. A group of staff provided a 3 day conference for SSOs
based around the Big 6 which in turn led to further days of learning Phonological
Awareness, Guided Reading and sessions where
they shared their skills and led the P/D in
handwriting, useful websites, use of iPads and
technologies and the Levels of Questioning. The
next identified P/D will focus on Writing.
Feedback from these sessions include,
- “It was the best day ever. I learnt so much.”
- “educational, fun, entertaining, informative,
explicit.”
The SSOs have a better understanding of literacy learning and the needs of the
students. They are aware of resources they can use, are using consistent language and
are able to seek further information and support when it is required. Their importance
to students’ learning is continually acknowledged and valued.
Preschool Links
In 2012 the preschool opened on the school site. This has enabled the links between the
two sites to further develop with even more success. Sharing of several staff meeting times
have been positive. All staff members have been able to share how the partnerships
between the two sites can be enhanced. The preschool uses the school areas, the resources
and parents are encouraged to use the resource centre. This has resulted in preschool
students settling into school more successfully as they are familiar with routines and the
school environment as well as becoming familiar with a variety of school staff. The aim is
to continue to improve transition for students and families.
Data links through the Boehm Test, SEA Documents,
Learning Portfolios, Lapsit, Transition Programme
and the sharing of information, before the students
are placed into classes, ensures their needs are being
met.
A partnerships framework has been
developed in the areas of
Annual Report 2012
Page 4
- transition
- curriculum improvement focus: Literacy
- classroom programmes
- special events
- assemblies
- Governing Council
- Parent Workshops
- Canteen
Parent/Community Partnerships
The parents/community are well informed about
literacy through different avenues. The school newsletter
regularly shares students’ learning. The assemblies are
avenues to share successful work, special events and to
display the learning. Book Week and the Olympics in
particular, were highly successful.
Parent workshops in literacy were very successful in 2011,
but not as well attended in 2012. To address this, a workshop is planned in term 4 to
invite parents to discuss what and how, they would like to see workshops run at
school. Two staff members attended the Literacy and Numeracy Expo and were highly
motivated to try some of the ideas that were shared.
Report from Governing Council
Workshops
were very
successful.
Family
Literacy
Learning
continues to
be a major
focus.
A highlight for 2012 has been the
establishment of the Preschool onto
the school site creating the Burton
Birth – Year 7 site. With the official
opening of the building by the HON
Leesa Vlahos MP held in August, the
sense of community has been
enhanced. The seamless transition and
continuity of learning in the Early
Years are of paramount importance. In
the photo opposite, all partners who
made this project possible through
Education Works stand proudly in the
new facility.
Annual Report 2012
Page 5
Report from Governing Council
The Governing Council has had an extremely successful year during 2012. There have been
a number of highlights throughout the year among them being:
The funding of six interactive white boards into classrooms. This now means that all
classrooms bar one have access to this important learning technology.
Additional library resources have been funded by the Governing Council to the degree
that the school’s resource centre is now really well equipped with contemporary books
and equipment.
The funding required to purchase new furniture in the sections of the school to the value
of approximately $22278.00.
The trial and review of the school’s ‘Sun Safe’ policy during the year.
Endorsement of ‘pupil free’ days, which have facilitated critical professional
development opportunities for staff.
Responded to the Gonski Report including meeting with the local Federal Minister Mark
Butler.
Played an important role in the Official Opening of the Burton Park Pre-school.
Participated in the Out Of School Hours Care Centre’s accreditation process.
Site Improvement Planning
Context for the Development of the 2013 Site Learning Plan At Burton Primary School
During 2012 the data sets including NAPLAN and school generated, suggested that while
significant progress was being made in many areas of study especially Reading and Spelling,
emphasis in 2013 will focus on Reading, Writing and Numeracy.
The development of Professional Cohesion and Consistent practice across the entire
school especially as it applies to the teaching and learning of Reading, Writing and
Numeracy will be of paramount importance.
In the context of the Northern Adelaide Region (NAR) Site Improvement Agenda, the over
arching aim is to develop strategies to improve learning outcomes in comprehension. The
school’s 2012 data indicates emphasis needs to occur within this ‘comprehension lens’
specifically in the areas of Reading, Writing and Numeracy.
As already stated, NAPLAN and school generated data sets have been extremely helpful in
the formulation of the 2013 Site Improvement Plan. Secondly, the NAR’s standards have set
the parameters in which the school will work. Thirdly, it should be noted that the Burton
Primary Low SES Diagnostic Review in 2010 has continued to influence the school
improvement agenda.
As has been indicated in previous Site Learning Plans, we will continue to ‘delve deeper’ in
nominated areas of study to help ensure rigorous and meaningful improvement.
Annual Report 2012
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The NAR ‘aspirational’ standards are as follows -:
In the context of the NAR’s Site Improvement Agenda, the overarching aim is to develop
strategies to improve learning outcomes in comprehension. Burton School’s data indicates
emphasis needs to occur within the comprehension lens specifically in the areas of Reading,
Writing and Numeracy.
In 2012 we have been planning using the Australian Curriculum (AC) and reporting in the
areas of Science and Mathematics. In 2013 the school will continue to build onto this by
extending and planning in other areas of study.
The data sets we will use to monitor progress can be found in Appendix 1.
All Guardian of the Minister (GOM), Aboriginal and Torres Straight Islander (ATSI) as well
as Negotiated Education Plan (NEP) students will have individualised learning plans.
For 2013, the school’s Visionary Guiding Framework remains largely unchanged.
Vision
To Develop Life-long Learners Who Positively Contribute To Their Global Society
The School Aims
Each student should experience quality learning for life by:
Developing life long learning skills with enquiring minds,
Being fully literate and numerate,
Having the skills to learn independently and collaboratively,
Having high level Information Technology Skills,
Being able to set learning goals to achieve their highest quality work across the
curriculum,
Living the stated school and community values,
Developing a culture where there is a genuine ‘love of learning’.
Northern Adelaide Region
Reading, Writing, Numeracy
Annual Report 2012
Page 7
Mission
The school will provide quality programs to enable each student to benefit from their
schooling. The programs should
Provide a stimulating and rich learning environment,
A quality and comprehensive curricula experience for all students,
Relevant, varied and accessible curriculum for all,
Positive learning partnerships based upon mutual respect and other school values.
2013 Goals and Targets
For the 12 month period commencing Term 1, 2013 until the end of Term T1, 2014
Goal 1
The over-arching goal is to improve Reading for all students
Target for 2013 - Primary
- To improve the percentage of students above the National Minimum Standards (NMS)
(based on NAPLAN bands) in Years 3, 5 and 7 by a minimum of 5% per year.
- Using national, state and school based assessments in literacy (See Appendix 1) should
reflect improved progression scores across NAPLAN bands.
Target for 2013 – Junior Primary
To improve the percentage of students at or above the regional standard in Years R, 1 and 2
- In Reading, 5% of Reception students are at or above regional aspiration standards by Term
3 of Reception
- In Reading, 20% of Year 1 students are at or above regional aspiration standards by Term 3
of Year 1
- In Reading, 25% of Year 2 students are at or above regional aspiration standards by Term 3
of Year 2
Goal 2
The over-arching goal is to improve Writing for all students
Target for 2013 - Primary
To improve the percentage of students above the National Minimum Standards (NMS) (based
on NAPLAN bands) in Years 3, 5 and 7 by a minimum of 5% per year. While this is an
ambitious target a concerted effort is required to further improve Year 5 and 7 NAPLAN
scores.
Annual Report 2012
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Target for 2013 – Junior Primary
In writing, Years R, 1 and 2 students will undergo pre and post school based assessment
where results are analysed.
Goal 3
The over-arching goal is to improve Numeracy for all students
Target for 2013 - Primary
- To improve the percentage of students above the National Minimum Standards (NMS)
(based on NAPLAN bands) in Years 3, 5 and 7 by a minimum of 3% per year.
- In Numeracy a sampling of students ‘from each wave’ in Years 3 - 7 will undergo pre and
post PATMaths Plus assessment (See Appendix 1) resulting in further progression scores
across NAPLAN bands.
Target for 2013 – Junior Primary
In Numeracy a sampling of students ‘from each wave’ in Years 1 and 2 will undergo pre and
post PATMaths Plus assessment. Analysis of Year 3 Numeracy will illuminate the targeted
foci for further improvement.
Goal 4
To improve student attendance including absences and lateness
Target for 2013
2% improvement in student attendance for the next 2 years
Goal 5
To improve pro-social and reduce anti-social behaviour.
Target for 2013
2% less yard incidents
2% reduction of student suspension days per year for the next 2 years
Annual Report 2012
Page 9
Literacy/Numeracy Data Collection 2013
Term 1
Students new to school . . . Boehm Test (JP & ongoing as needed)
Term 1 Foundation students (results in Student Profile) . . . Boehm Test
End of Wk 2 . . . SASTA Test A (Peter Westwood) - 6 yrs & above
End of Wk 3 . . .Writing - Persuasive Writing (Exposition OR Discussion) - pre sample
Weeks 2 - 4 . . . PAT-R Diagnostic Test for Prim students (Independent Level Only)
Weeks 2 - 4 . . . PATMaths Plus for JP and Prim students (Sampled across three waves)
End of Wk 8 . . . Reading - Running Records (JP) - Level 26 and below
(Instructional Level - closest to 90%) (& ongoing throughout year as needed)
End of Wk 10 . . Writing - Persuasive Writing (Exposition OR Discussion) - post
sample
Term 2
Term 2 Foundation students (results in Student Profile) . . . Boehm Test
End of Wk 2 . . . Writing - Informative Writing (CHOOSE ONE ONLY - Report -
Description - Recount - Procedure - Review - Explanation) - pre sample
End of Wk 9 . . Writing - Informative Writing (CHOOSE ONE ONLY - Report -
Description - Recount - Procedure - Review - Explanation) - post sample
Term 3
Term 3 Foundation students (results in Student Profile) . . . Boehm Test
Wks 1 to 5 . . . Boehm Test for all JP students
End of Wk 3 . . . Writing - Imaginative (CHOOSE ONE ONLY - Poetry - Narrative -
Performance) - pre sample
End of Wk 5 . . . SASTA Test B (Peter Westwood) - 6 yrs & above
End of Wk 8 . . . Reading - Running Records (JP)
Level 26 and below (Instructional Level - closest to 90%) (& ongoing throughout year as
needed)
End of Wk 9 . . . Writing - Imaginative (CHOOSE ONE ONLY - Poetry - Narrative -
Performance) - post sample
Term 4
Term 4 Foundation students (results in Student Profile) . . . Boehm Test
End of Wk 2 . . . PAT-R Diagnostic Test
End of Wk 2 . . . PATMaths Plus for JP and Prim students (Sampled across three waves)
Other Data collected
NAPLAN, Premier’s Reading Challenge, NEP, EAL/D Levels, Troll, SEA, Waddington
Holborn, Phonological Awareness - Stephen Graham
Appendix One – Data Collection at Burton School Campus
Annual Report 2012
Page 10
Student Achievement
Reading Support Teacher’s Summary – Student Achievement
These are the targeted areas for our students,
- engagement level of our students
- Students as leaders, e.g. at assemblies, borrowing their own take home books
- Students involved in parent workshops
- Use First Language to support our EALD families
- Work is displayed and shared in the school newsletter
- Differentiating the learning and sorting the students into waves
- Intervention is clearly documented
- Short term goals are identified and students have input into these
- Increased SSO support in classes to meet students’ needs
Our data is showing that our students
- are borrowing a greater number of books Borrowing Trends from 2008 to 2012 in our Resource Centre
Literacy
Reading
Centre
2008 2009 2010 2011 2012
12629 17233 16569 24364 26476
The borrowing from the literacy area has more than doubled from 2008 to 2012.
Library
Books
2008 2009 2010 2011 2012
22063 27897 24879 35273 39155
The borrowing of library books has increased steadily, except for a dip in 2010, but then the
last two years have shown a dramatic increase.
- A high percentage of our students complete the Premier’s Reading Challenge
- The Boehm Test shows a number of our students start below their chronological age, but a large number improved their results when retested
- The Running Records data from term 1 to term 3 demonstrates that 111 students improved their levels while
17 did not
- Pat-R data demonstrated that our students performed well in retrieving directly stated information, but needed to
improve inferring skills. We will take note of this when we
redo the test in term 4
- A Phonological test with 3 JP classes found that the students
are very good at identifying initial sounds but needed to focus on improving the final
sound and also initial and final sound differentiation.
Annual Report 2012
Page 11
NAPLAN 2012
Year 3 results are pleasing and demonstrate that early literacy interventions and the
professional focus towards literacy learning are having a positive impact across the school.
Improvement occurred in four of the five components tested compared to 2011 results.
The 6% increase in reading is particularly noteworthy insofar as there has been a major
focus towards reading and reading comprehension following the school’s diagnostic review
in June, 2010. A marginal decrease occurred in Writing with 4% less in the numbers of
students achieving the National Minimum Standards (NMS). As the score fluctuated from
92% in 2011 to 88% in 2012 (this is less than two students’ scores), the decrease, while
acknowledged, does not take away from the good results attained in 2012. Percentage wise,
Burton students reaching the NMS, rated in the mid eighties to the low nineties across the
five components tested in 2012. When comparing these results with the previous two years
there has been a 3.8% increase on NMS scores from 2010 and a 5.4% increase from 2011.
Overall, some very pleasing results and evidence to suggest that teaching and learning at
Burton is moving forward. With reference to Writing, the data suggests that future
directions will include a more specific approach towards teaching text structure, cohesion
and paragraphing.
Percentage of students who achieved the NMS
Component 2010 2011 2012
Reading 86 85 91
Writing 89 92 88
Spelling 89 77 84
Grammar and Punctuation 70 82 86
Numeracy 84 74 88
Annual Report 2012
Page 12
The Year 5 cohort showed a significant improvement in
Spelling from 2011 to 2012 with a 14% increase in the
numbers of students achieving NMS. Similarly, there was
an improvement, 6%, in Grammar and Punctuation. The
improvement in Grammar and Punctuation was noted
across all three year levels tested and will be discussed in
more depth in the conclusion. While Reading results
maintained the status quo for Year 5 students, there was
a dip in the results for Writing and Numeracy. From 2011 to 2012, students achieving the
NMS dipped by 24% in Writing, and by 11% in Numeracy. Obviously the cohort is a
different group and this must be considered. Nevertheless, when comparing the 2012 Year
5 results, the same cohort’s results in Year 3 in 2010, scores still indicate a disappointing dip
in these two components. Having said this though, the bell curve indicating progression of
the students between their tests (from Year 3 to Year 5), indicate a pretty typical bell curve
in relation to Reading. This is not the case with Numeracy though where 40% of Burton
students rated in the ‘lower’ end of the curve with only 13.3% in the ‘upper’ end. With
reference to Writing (56% reaching the NMS) the data indicates that a major thrust and
concerted effort is required in teaching criteria related to audience, text structure,
persuasive devices, paragraphing and sentence structure. In relation to this particular cohort
of Year 5 students, Numeracy future directions include volume, prediction, interpreting
graphs, angles and calculations of time as key areas for teaching and learning.
The standout feature in the 2012 Year 7 results is the 17% increase in students attaining the
NMS at a score of 97% for Grammar and Punctuation! When compared to 2010 results it is
an improvement of 31%! While scores dipped slightly in the other four components tested
they were only marginal with the biggest decline being a 6% (less than two students’ scores)
discrepancy in Writing and Numeracy. Having said this though, the 2011 cohort scored
highly in these areas with a 90% result for both components. Looking at the students’
progression from 2010 results (when they were in Year 5) to their 2012 results (in Year 7)
considerable improvements have been made in four of the five components tested. For
example there was an increase of 24% of these students attaining the NMS in Numeracy; a
significant growth. Consequently the Numeracy
progression is more pleasing with a more typical
bell curve being observed. While the Reading
result maintained a similar result to 2011, the
bell curve suggests that many of our students are
at the ‘lower’ range of progression (at 37.9%) in
relation to their ‘distance traveled’ from their
Year 5 scores to their Year 7 results. Thus, in
relation to Reading, the data suggests that
inferring and predicting when reading argument or imaginative text is required. Further
exploration and use of the school’s newly created Scope and Sequence in Reading is
recommended.
Annual Report 2012
Page 13
In conclusion, the current wave of Year 3 students, clearly demonstrate that the high
concentration and specific teaching pedagogy towards literacy learning is making a
difference. The admirable results in Grammar and Punctuation right across the school are
significant. Spelling at the Year 7 level is a standout result. Reading across the board, is
sound to good. It is envisaged that literacy results will continue to show improvement as the
wave of younger students with extensive early literacy intervention strategies and support,
progress through their primary years. The growth of the students from Year 5 to Year 7 is
acknowledged. The Year 5 cohort, while needing monitoring in Writing and Numeracy, have
remained consistent in Reading when compared to 2011 results and have improved in
Spelling (93%) and Grammar and Punctuation. Overall, the NAPLAN results have shown
some very pleasing results and also clearly indicated cohorts and future directions needing
specific support and due consideration.
Implications for 2013
• From a leadership point of view, maintain a ‘consistency of approach’ to literacy learning in
a controlled and well resourced manner. Ensure that mathematics is included in the 2013
SLP.
• Continue to raise parent awareness and skill development in order to further promote
reading with their children through the new parent forum and the preschool links.
• Sharing of good practice with experienced teachers/mentors teaming with other staff
members.
• Maintain consistent targets and progress towards determining what Professional
Development is needed.
• Careful analysis of the NAPLAN data, Writing and Numeracy will be a key area to focus on
(as has been identified in the 2013 Site Learning Plan).
Annual Report 2012
Page 14
• Running Records will continue to be used for all students until they reach an independent
reading level (Level 26 and beyond), with a deeper analysis and disciplined dialogue of what
the running records data is showing us.
• Analysis of the 2102 PAT-R data will help by providing more explicit and diagnostic
information concerning student achievement from Year 3 onwards.
• Maintain the use of the Australian Curriculum in Mathematics and Science through a
reading (comprehension) lens and focus on English and History.
• The appropriate resources, especially financial are directed towards improvement in targeted
curriculum areas.
Student Data
Attendance
We are delighted with 2012 attendance figures after a concerted effort to improve
attendance using a number of effective initiatives. By far the most successful attendance
strategy has been to keep in very close contact/communication with families where
attendance has been an ongoing issue. This improved communication, community education
and awareness raising, followed up with specific family action plans, where all parties sign a
contract, has had a major impact. Our overall percentage rate for 2012 at 92.3% is very
pleasing. Not only is it a 1.4% increase from the previous year, but it is also in line with the
DECD Attendance Improvement Plan. DECD has indicated that there will be a fixed attendance standard across all DECD sites at 93% by the end of 2014. Particularly
noteworthy, in the 2012 Burton data are the improvements within the Year 1 and Year 4
cohorts. There was a jump of 5.3% and 2.7% respectively. In terms of the 93% overall
attendance standard by the end of 2014, Burton School Campus is well on the way. With a
concerted effort towards procedure and follow up, roles and responsibilities (schools and
families), communication and relationships along with further data analysis, this target is
Annual Report 2012
Page 15
achievable. A major implication for 2013 and beyond is to target latecomers and punctuality
to school each morning. This has been as high as 30% on some days during 2012 and
requires a continued and major thrust in 2013.
Client Opinion
Parents
2011
2012
As can be seen from the two graphs above, the trends for each of the six areas surveyed have
remained the same. Slight dips can be noticed in ‘Customer Responsiveness’ and ‘General
Satisfaction’, but otherwise the status quo has remained. Having conducted the survey earlier
in the term, we have been pleased with the return rate in 2012 with an 80% of families
sending their responses back to the school. In the past this has been a significant concern. The
comments by parents indicated a general positive feeling about the school. This can be
summarized by the following comments.
How the students are taught: ‘Excellent! The staff really understand the children’s needs
(emotionally, education and physical). Keep up the excellent work!’
Improving parental involvement: “This is always important. I do like how the parents and
wider community can borrow books at the library and other sessions like reading with the
students.”
Annual Report 2012
Page 16
In 2013, Learning Outcomes which scored at 4.7 will need to remain as a continued priority
area for development
Students Students rated in
the top quadrant
in seven of the
nine areas.
Scoring most
highly at 3.6 out
of 4 was ‘Quality
of Instruction.’
Students also felt
that teachers held high expectations of
them and that they provided ‘Feedback’
in an ongoing and timely manner. It is interesting to note that students scored lowest in the
‘Difficulty of Work’ category. This is completely consistent with many years previous. Given
that students enter Burton with low level litercy and numeracy skills, this may indeed be the reasoning behind why many students find the work difficult. Alternatively, further
differentiation of the curriculum to cater more specifically for students with learning needs
may need to be addressed.
Staff Survey Results 2011
Scale Score Summary
0
1
2
3
4
5
6
Clear goals Development FeedbackRecognition Morale Professional Support Standards
Decision Making Discipline Leadership Openness/sharing Role Clear Student Focus
Staff Survey Results 2012
Scale Score Summary
0
1
2
3
4
5
6
Clear goals Development FeedbackRecognition Morale Professional Support Standards
Decision Making Discipline Leadership Openness/sharing Role Clear Student Focus
Scale Score Summary
0
1
2
3
4
Empathy Fairness/Firmness High expectations Feedback Time allocation Teacher energy/enthusiasm Helpful /Responsive Quality of instruction Difficulty of work
It is very interesting to note how trends have remained
constant from 2011 to 2012 with the noticeable
difference being that the whole trend line has
improved or moved up the quadrant spaces. This is
very encouraging. Particularly noteworthy is the
improvement in ‘Discipline’ from a score of 3.8 to 4.4.
This can be attributed to clear guidelines and policies
consistent across the school in relation to behaviour
development along with rigorous and realistic
processes put in place. Scoring most highly with a
score of 5 (a 0.3 improvement) is ‘Development.’
Given the further development of Professional
Learning Groups (PLGs) it is encouraging to see that
staff members feel that their professional development
is benefiting them fully. The ongoing development of
PLGs and the associated improved learning outcomes
for students is something the school is extremely
proud of. Growing from strength to strength, PLG
cohorts continue to make a positive impact widely
across the school and community. Driven by colleague
support and group learning has proved to be very
effective.
Overall, improvements were made in ‘Clear Goals’,
‘Decision Making’, ‘Development’, ‘Discipline’,
‘Feedback Recognition’, ‘Leadership’, ‘Morale’,
‘Openess’, ‘Professional Support’, ‘Role Clear’,
‘Standards’ and ‘Student Satisfaction’.
Annual Report 2012
Page 17
Accountability
Staff
Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of
Qualifications
Bachelor Degrees or Diplomas 43
Post Graduate Qualifications 6
Workforce Composition including Indigenous staff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 0 23.90 0 9.09
Persons 0 29 0 15
Financial Statement
Income by Funding Source
Funding Source Amount
1 Grants: State
2 Grants: Commonwealth 89100.00
3 Parent Contributions 94282.00
4 Other 45143.41
Please see Appendix for Profit and Loss Statement
Conclusion
Throughout 2012 Burton Primary School has achieved far in excess of what was stated on
the Site Learning Plan. Of particular mention are the results in reading comprehension,
especially in the early years of schooling. The improvement using the regional aspirational
standards for reading are in excess of 15% when an improvement of 2-5% was planned. This
is a cause for great celebration and reflects the professional dedication to improve learning
outcomes for all students.
Similarly, the student attendance of 92.3% in 2012 is very close to the DECD attendance
standard of 93% by the end 2014.
Annual Report 2012
Page 18
The school campus is now complete with the opening of the new Burton Park Preschool.
There have already been considerable benefits for students attending the site as both the
school and preschool staff work towards developing a seam-less curriculum from Birth to
Year 7.
Our proud school community –
preschool children, school
students and families at a
special assembly.
Annual Report 2012
Page 19
Appendix – General Ledger Profit and Loss for Prior Year
Annual Report 2012
Page 20
Annual Report 2012
Page 21
