Kananook Primary School

2014 Annual Report to the School Community

Kananook Primary School

School Number: 5418

Rob Kinniburgh

Name of School Principal:

Name of School Assistant Principal:

Stuart Gilchrist

Jenny McCulloch

Name of School Council President:

Date of Endorsement:

21st May 2015

All Victorian government school teachers meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au).

This school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform Act 2006, inclusive of those schools granted an exemption by the VRQA under the 'Student enrolment numbers' and/or 'Curriculum framework for schools - languages program' minimum standards until 31 December 2014.

Today’s Learning

Tomorrow’s Future

Kananook Primary School

About Our School

School Context

Kananook Primary School opened in 1958 in the suburb of Seaford. It is located in a residential area between the Kananook Creek

and Frankston Freeway. The Kananook Preschool is located next door and beneficial links exist between the two schools. Kananook

Primary School is a small school; our 2014 Census Day enrolment was 205 students. The school community embraces families from

a wide range of cultural and socio economic backgrounds. Kananook aims to create a caring, inclusive and student-centered learning

community. There are high expectations that the whole school community will work together according to the core values of

excellence, integrity, responsibility and tolerance. The ‘You Can Do It’ foundations are central to student learning and restorative

practices are used to address inappropriate behavior and to facilitate dialogue to repair harm. Parental involvement is actively sought

and vital to the success of a wide range of extra-curricular activities. Kananook is committed to continuous improvement in teaching

and learning. Our recent professional learning culture has been facilitated by international educational consultant, James Ferguson.

James has been assisting the school leaders and teachers to develop a whole school approach to teaching literacy. Our motto in

literacy and numeracy is ‘stage’ not ‘age’ and diverse learning needs are catered for through flexible groupings, team teaching and

variable learning environments. There is significant focus on explicit teaching practices based on relevant student achievement data.

As we are educating students for the future the use of current information technologies is also an ongoing priority.

Achievement

The 2014 Year 5 NAPLAN results show Kananook students are achieving above the State average in Numeracy. The 2014 Year 3

results show Kananook students were performing at the State average in Reading and Numeracy.

The NAPLAN growth data from Year 3 to Year 5 for the same cohort indicates medium or high growth. 60% of this cohort achieved

medium to high growth in each area.

The 2014 Prep to Year 6 AusVELS data, based on teacher judgments, indicates our school is performing similarly to State Mean.

Teachers are increasingly differentiating the curriculum in response to individual needs. The students in all classes learn according to

‘stage’ not ‘age’ and are grouped accordingly in English and Mathematics. Teams of teachers organize students into flexible ability

groups, based on sound data, to provide explicit learning experiences at each student’s point of need. To further address individual

learning needs Individual Education Plans, a Reading Support Program, a Getting Ready in Numeracy (GRIN) program and a Speech

Therapy Assistant (STA) Program are provided for low or high achievers.

As a school we now have a consistent, whole school teaching and learning approach for Literacy from Prep-Year 6. We will

continue to plan a quality literacy program based on the literacy Professional Development provided by James Ferguson. The Explicit

Writing and Spelling Program along with our Benchmark Reading Program make up the daily Literacy Block. We have commenced

working on a whole school teaching and learning approach in Numeracy following an Action Research Project conducted by all staff.

Work on the findings from this research will continue in 2015.

Engagement

The 2014 Attitudes to School Survey showed the level of enjoyment and engagement experienced at school by our Year 5 and 6

students exceeded the State average. Similarly the Year 5 and 6 targets set by the school in the areas of Learning Confidence,

Student Motivation, Stimulating Learning and School Connectedness were also exceeded in 2014. These excellent results can be

attributed to high levels of student engagement.

Student engagement is also promoted through school-wide features such as student personal learning goals, self and peer assessment

based on success criteria, student-led parent meetings, daily Circle Time, team work, positive behavior management, improved

teacher feedback and flexible learning groups. Students are encouraged to ‘have a go’ and do their best in a safe, supportive

environment. The learning motto in the Year 4/5/6 classes for instance is, ‘We’re here, where to next?’

Whilst the average attendance rate trend continues to drop compared to like-schools, most student absences can be explained by

illness or extended family holidays. One student was absent for 180 school days during the past three years. Also one or two students

in each class continue to be unreasonably absent and some families continue to be inconsistent in their school attendance. All of

these students are closely monitored by the Wellbeing Coordinator who maintained attendance logs, contacted parents and where

possible established links with outside agencies. Attendance meetings were held for parents willing to improve the situation and

action plans were developed. Teachers were required to seek an explanation for every absence. The majority of students respond

well to gold, silver and bronze attendance certificates each semester and the weekly KAAPA Cup which rewards attendance and

punctuality. Overall more than 88% of our students had an attendance rate of 90% or higher. Whole school community events such

as Student-Led Parent Meetings, Open Night, the Musical, House Sports, House Song Competition and the Christmas Concert were

well attended and resulted in positive feedback and a successful start to the school year.

Links with the local Seaford RSL have been strengthened and our school choir’s performances at the ANZAC and Remembrance

Day services were well received. Several of our students also participated in the State School Spectacular under the guidance of our

music teacher. The Parent Opinion Survey showed parent satisfaction in 2014 to be higher than the state average.

Kananook Primary School

Wellbeing

Due to our emphasis on the importance of relationships, students generally remained with the same class teacher for two years.

Whilst students have a specific home room teacher, the increase in team teaching and mixed student groupings has enhanced student-

teacher relationships. The students had the opportunity to form positive relationships with more than one teacher or aide and the

teachers met weekly to share achievement and wellbeing information about the students.

To comply with the guidelines of Disability Discrimination Act of 1992, Student Support Group meetings were convened by the

Wellbeing Coordinator in March and November or upon request for students with disabilities or other special needs. Individual

Education Plans or Behaviour Management Plans were developed in consultation with parents, teachers and other professionals, such

as a speech pathologist and psychologist to ensure appropriate adjustments and support was provided.

Behaviour Management Plans were developed to establish improvement goals for students not meeting school expectations. Any

observed or reported bullying was dealt with promptly. Restorative meetings were conducted for students needing to repair

relationships. According to the Attitudes to School Survey, the Year 5 and 6 students’ perception of their safety at school in 2014

was again very high. Our senior students rated their safety higher than other Year 5 and 6 students in the Region and across the State.

In addition to Student Support Group Meetings, Individual Education Plans, Behaviour Management Plans and Attendance Logs the

Wellbeing Coordinator, together with Student Support Service professionals, class teachers and aides developed Staged Responses

for some students who required a more targeted wellbeing approach. School-based counselling through Oz Child Shine Assist was

accessed to provide additional support for students with more complex wellbeing needs.

Attendance continues to be a major concern with our school absences well above the median of State schools in 2014 and trend data

2011-14.

Productivity

In 2014 our major focus was ‘developing consistent practices in literacy. Therefore our PD Budget was predominately devoted to

funding a Literacy consultant. The PD was held at school and was ongoing to maximize professional teacher learning. Sub school

level budgets were utilized to purchase literacy resources. Our staff works in teams to maximize the consistency of practice.

Planning time is scheduled so sub schools receive a two hour block of planning time and a one hour planning block, where teachers

are released from teaching duties to collaborate during these times. We have learning spaces that are very open and create a positive

learning environment. Our class structure is based on composite classes (P/1, 2/3 and 4/5/6). Our school is utilizing flexible learning

groups where students are pre-tested and work at their appropriate learning level (Stage not Age) to learn. Each new Maths or

Literacy topic is pretested to ensure the students are in their appropriate group. Students can move up or down within the unit to

maximize the flexibility. This practice is entrenched in our Year 4-6 sub school and being phased in from P-3.

The school has invested in upgrading its ICT resources to enable each teaching team has access to a trolley of notebooks.

Our school has a major focus on student well-being and this is the major role of the Assistant Principal. This includes monitoring

attendance, creating Individual Education Plans and Behaviour Management Plans. Each year we use additional funds outside of our

PSD funding to support students who do not qualify for funding.

For more detailed information regarding our school please visit our website at http://www.kps.vic.edu.au

Kananook Primary School

Performance Summary

The Government School Performance Summary provides an overview of how this school is performing and how it compares to all other Victorian government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community will foster engagement and collaboration to support further gains and positive learning experiences for all students.

School Profile

School Enrolments A total of 211 students were enrolled at this school in 2014, 108 female and 103 male.

Overall socio-economic profile Based on the school's Student Family Occupation index which takes into account parents' occupations.

Proportion of students with English as a second language.

Parent Satisfaction Summary Average level of parent satisfaction with the school, as derived from the annual Parent Opinion survey. The score is reported on a scale of 1 to 7, where 7 is the highest possible score.

School Staff Survey Measures the percent endorsement by staff on school climate derived from the annual School Staff survey. The percent

endorsement indicates the percent of positive responses (agree or strongly agree) on school climate from staff at the school. Data are suppressed for schools with fewer than three respondents to the survey for confidentiality reasons.

Kananook Primary School

Performance Summary

Achievement

Student Outcomes

School Comparison

Teacher assessments from the Australian Curriculum/Victorian Essential Learning Standards (AusVELS) Percentage of students in Years Prep to 6 with a grade of C or above in:

English

Mathematics

The grades are the same as those used in your child's end of year report. A 'C' rating means that a student is at the standard expected at the time of reporting.

NAPLAN Year 3 Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year. Year 3 assessments are reported on a scale from Bands 1-6. Bands represent different levels of achievement. For Year 3, the National Minimum Standard is at Band 2.

NAPLAN Year 5 Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year. Year 5 assessments are reported on a scale from Bands 3-8. Bands represent different levels of achievement. For Year 5, the National Minimum Standard is at Band 4.

Kananook Primary School

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain does not require a School Comparison.

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

Kananook Primary School

Performance Summary

Engagement

Student Outcomes

School Comparison

Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

88 % 91 % 89 % 93 % 91 % 90 % 90 %

Student Attendance Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays. Absence from school can impact on students’ learning. A school comparison rating of ‘lower’ indicates that the absence rate in this school is greater than what we would estimate, given the background characteristics of their students. Average 2014 attendance rate by year level:

Kananook Primary School

Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School Measures the Connectedness to School factor derived from the Attitudes to School

survey completed annually by Victorian government school students in Years 5 to 12. The school's average score is reported here on a scale of 1 to 5, where 5 is the highest possible score.

Kananook Primary School

How to read the Performance Summary

What are student outcomes?

Student outcomes show the achievements of students in this school in English and Mathematics. They also show results in national literacy and numeracy tests and, for secondary colleges, the Victorian Certificate of Education (VCE) examinations. They provide important information about student attendance and engagement at school.

For secondary colleges, the Performance Summary also provides information about how many students at this school go on to further studies or full-time work after leaving school.

You can see these results for the latest year, as well as the average of the last four years (where available).

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

What is a School Comparison?

The School comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school.

A School comparison takes into account the school’s academic intake, the socio-economic background of students, the number of Indigenous students, the number of non-English speaking and refugee students, the number of students with a disability, and the size and location of the school.

The School comparison measures show that most schools are doing well and are achieving results that are ‘similar’ to what we would estimate given the background characteristics of their students. Some schools are doing exceptionally well with the students they have, and have ‘higher’ performance. Some schools have ‘lower’ performance after taking into account their students’ characteristics – these schools will receive targeted support to ensure that there is improvement.

Looking at both the student outcomes and school comparisons provides important information about what a school is doing well and the areas that require further improvement.

More information on school comparison performance measures can be found at: http://www.education.vic.gov.au/school/principals/manage

ment/pages/performreports.aspx

What is the meaning of ‘Data not available’?

For some schools, there are too few students to provide data. For other schools, there are no students at some levels, so school comparisons are not possible. Newly opened schools have only the latest year of data and no averages from previous years. The Department also recognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools where school comparisons are not appropriate.

What is this school doing to improve?

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

Additionally, NAPLAN learning gain charts are provided for each of the NAPLAN domains. These compare a student's current year NAPLAN result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same NAPLAN score two years prior).

If the current year result is in the top 25% their gain level is categorised as ‘High’, the middle 50% is categorised as ‘Medium’ and the bottom 25% is categorised as ‘Low’.

Kananook Primary School

Financial Performance and Position

Financial Performance - Operating Statement Summary for the year ending 31 December, 2014

Financial Position as at 31 December, 2014

Revenue

Actual

Funds Available Actual

High Yield Investment Account $55,239

Official Account $6,351

Total Funds Available $61,590

Student Resource Package

$1,583,079

Government Provided DE&T Grants $200,990

Government Grants Commonwealth $71,255

Revenue Other $4,446

Locally Raised Funds $120,895

Total Operating Revenue

$1,980,665

Expenditure

Financial Commitments

Operating Reserve $51,590

Asset/Equipment Replacement > 12 months $10,000

Total Financial Commitments $61,590

Student Resource Package

$1,506,084

Books & Publications $2,318

Communication Costs $5,293

Consumables $52,080

Miscellaneous Expense $30,375

Professional Development $19,448

Property and Equipment Services $88,141

Salaries & Allowances $155,192

Trading & Fundraising $10,942

Travel & Subsistence $3,412

Utilities $19,132

Adjustments $21,434

Total Operating Expenditure

$1,913,852

Net Operating Surplus/-Deficit

$66,814

Asset Acquisitions

($10)

Misc Expenses may include Bank charges, Health and Personal Development, Administration charges, Camp/Excursion costs and Taxation charges.

Salaries and Allowances refers to school-level payroll.