Download - 2017 Annual Report to the School Community€¦ · - Chess Club - Choir - Instrumental Music - Various Camps, Excursions and Incursions - Special Art Classes Provision of student

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2017 Annual Report to the School Community

School Name: Spring Gully Primary School

School Number: 3505

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Spring Gully Primary School

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About Our School

School Context

Spring Gully Primary School has approximately 375 students in Grades Prep to 6. This school has 21.0 equivalent full-time teaching staff: 2.0 principal class and 19.0 teachers. There are 6.5 Educational Support Staff. Our current school Mission, Vision and Values are listed below. Our Mission To foster a community of learners where everyone is valued and has opportunities to reach their personal best. Our Vision

• Optimistic, resilient students who are motivated to learn.

• Positive, professional staff committed to the challenges of teaching and learning.

• Core curriculum that builds strong foundations for all learners.

• Learning opportunities that enable students to become active citizens in the global community.

• Actively develop and value the partnership between home, school and the community.

• A safe, stimulating learning environment, which recognises and values diversity.

• Informed students who will actively care for the world environment.

Our Values

Respect – Valuing self, all others, property and the environment.

Friendliness – Interacting with all others in a caring and understanding manner.

Personal Achievement – Striving to be the best we can.

Team Spirit – Working together so we can learn from each other and all do our best.

Fairness – Being fair in everything we do.

Responsibility – Being relied upon to be honest, and do the right thing for yourself and the community.

The school continues to achieve sound student learning outcomes in the priority areas of Literacy and Numeracy. Meeting times continue to be highly focussed on professional learning and building the capacity of our staff, with a particular focus around Literacy and Numeracy. Performing Arts, Visual Arts, Languages and Physical Education programs add to a diverse range of core and extra-curricular activities that support the broader vision of the curriculum. Specialist staff, as well as active parent and community helpers support classroom teachers. Professional development is a school priority, and will continue so that emerging priorities can be implemented successfully. Students are immersed with technology throughout the school, with a particular emphasis on 1:1 access in years 3, 4, 5 and 6. Engagement and Wellbeing has been a key focus at all year levels. The school has continued to take significant steps to implement programs that support both elements. In particular, the School Chaplain continues to provide an extra layer of support to staff, students and parents. The continued involvement of a Social Worker based at school has also been important. The rejuvenation of our school buildings and the enhancement of our school grounds continue to be a focus, with the school recently being announced as part of the State Government’s Capital Work program.

Framework for Improving Student Outcomes (FISO)

Community Engagement in Learning and Excellent in Teaching and Learning were the two key priorities of the school in 2017. The Key Improvement Strategies that we focused on to achieve these priorities included:

• Build consistency and quality of teaching practice across the school, through effective feedback and a culture of professional learning, collaboration and reflection.

• Enhance teacher capacity to better understand, analyse and interpret data so that we are teaching at each student’s point of need.

• Embed practices for parents/carers to be engaged, and understand, the learning progress of their children and how to effectively support them to learn.

• Develop a clear, well-documented approach to Values Education/Student Welfare.

As 2016 was a year of review, the school completed their School Self Evaluation (SSE) in preparation for their School Review. The SSE process was designed to engage all groups of our school community in a process of reflection, feedback and ultimately celebration of the school’s performance. A variety of data sets relating to many key aspects of school performance were analysed and appraised. This process was collaborative, encompassing all staff, and allowed for input from all families and students. Part of this process enabled the school to self-assess against the Framework for Improving Student Outcomes (FISO). As a result of this SSE, a new School Strategic Plan was finalised at the beginning of Term 2, 2017.


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Achievement

Based on 2017 NAPLAN results (4-year average) Spring Gully Primary School is achieving results above the median of all Victorian Government schools.

Key strategies to support improvement have included focussed professional development for all teachers, especially in the key areas of Literacy and Numeracy teaching. This has been achieved through the continued use of Strategic Teams and the delivery of weekly professional learning. The school also continued to explore the most effective way for our Professional Learning Teams (PLT) to function.

Intervention Programs have included Reading Recovery at Grade 1 and literacy support for identified students in Grade 1 and 2. A Mathematics extension/support program was also provided for identified groups of students. Individual Learning Plans were developed for students achieving 12 months above or below expected level. As part of the new Strategic Plan, the school is aiming to optimise individual learning growth of all students. Specifically, the school wants to make a concerted effort to improve the relative growth of the students from Grade 3 to Grade 5 as measured by NAPLAN, particularly in Reading and Writing. Results in 2017 were markedly higher than those in 2016.

Engagement

Overall student absence data is slightly lower than the State median and the same as similar schools given the schools student cohort. Students are rewarded for a high attendance through awards at the end of Semester 1 & 2. The school has also made progress with supporting families with students that have significant absences. The School Chaplain and Social Worker, both of whom are based at the school two days per week, have played an important role in this regard. This regular access to a Social Worker is a partnership that was developed during 2014. The partnership is endorsed by School Council and operates through the Tristar Medical Group. The Attitudes to School Survey data for Year 5 and 6 students was generally slightly below the State mean, with a majority of survey outcomes lower than the State mean but similar to other government schools on adjusted school performance. Programs that were used to support student engagement included:

- Tournament of Minds - German Club - Chess Club - Choir - Instrumental Music - Various Camps, Excursions and Incursions - Special Art Classes

Provision of student voice and authentic leadership opportunities were offered through the School Captains, House Captains, Junior School Council, Buddy Program, School Assemblies and Peer Mediation.

Wellbeing

Based on 2017 Student Attitudes to School survey results, Spring Gully Primary School is achieving results slightly below the median of all Victorian Government schools, and is broadly similar to other schools, taking into account its students. These results were carefully analysed and ideas are being developed for implementation in 2018 in order to improve this data. These include continuing the lunchtime ‘Kids Club’ program, opening the Library for quiet reading during lunch each day, providing more opportunities for students to lead and student support through differentiation of teaching and learning. Programs new to 2018 include Dance Troupe and Coding Club Our school continues to investigate the best means of supporting all students. In 2017, a number of staff members participated in professional learning courses, such as autism, as a means of building on our individual and collective knowledge base. Continuing professional learning opportunities for all staff have been planned for 2018. All staff have already participated in a two-day workshop titled, ‘A Framework for Understanding Poverty.’ As part of the current Strategic Plan, the school is aiming to provide a respectful environment where inclusiveness, equity, resilience and empathy are valued and evident. A major strategy that will help the school achieve this goal will be their involvement as a ‘lead school’ in the Department’s new initiative ‘Respectful Relationships.’ The school also plans to provide additional training for all staff on Restorative Practice Principles and Circle Time.

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


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Performance Summary

The Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools. All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community 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 375 students were enrolled at this school in 2017, 182 female and 193 male. 2 percent were EAL (English as an Additional Language) students and 2 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 %

94 %

93 %

92 %

94 %

92 %


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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

Funding has been received from various government sources in conjunction with locally raised funds such as, donations, hire of

facilities, commissions, fundraising activities and parent supported materials and levies. This has allowed the school to deliver

resource allocations to each learning area, followed by the continued allocation of funds to complete our Landscape Strategy Plan.

The Fundraising subcommittee including Parent Club is to be commended on their efforts during 2017.

Parent Club purchased reading books for the Junior and Middle Department, and ipads for the senior department. After the purchase

of these items and allocating funds towards the cash budget, Parent Club still returned a healthy surplus of nearly $9000.00. Parent

Club has decided to allocate these funds to projects identified at the conclusion of the building project.

The Credit allocation in the Student Resource Package enabled the school to maximise their staffing profile, maintenance of low class

sizes and provide a range of specialist programs including Reading Recovery. Credit funds also provide support for learning

programs and ongoing additional support for children with special learning needs and severe behaviour not supported through the D

& I Program.

During 2017 Spring Gully Primary School once again received $20,000 National School Chaplaincy funding to supplement the salary

of our school chaplain and $10,200 from the Sporting Schools Programme to deliver a range of sporting activities to our children.

Bendigo Club donated $1500 towards ipads and staff received a total of $8500 in remuneration from Latrobe University for Student

Teacher Experience. The school also began implementing the Respectful Relationships program as a lead school. The school heavily

invested in the ICT program allowing all children in Grades 3-6 to participate in the 1:1 Netbook Program.

The surplus accumulated over the past is a strategic plan to safe guard the future of the school and to be able to continue to provide a

wide range of specialist programs, continue with literacy and numeracy support/coaching in 2018, allocate substantial funds to

professional development, continue to implement COMPASS modules, and allow for any decline in enrolments whilst maintaining a

stable and experienced workforce. Our plans for the future require a sustainable budget which will allow for the continued provision

of a safe and engaging learning environment, enabling all students the opportunity to achieve their personal best.

A highlight for Spring Gully Primary School in March 2018 will be the commencement of the $5,150,000 upgrade and modernisation

to the school site and outdoor learning areas. As part of this project, significant school funds have been allocated for 2018/2019 for

landscaping, shade shelters and completion of items identified in the landscape strategy plan.

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 $134,925

Official Account $50,711

Other Accounts $122,668

Total Funds Available $308,304

Student Resource Package

$2,660,045

Government Provided DET Grants $404,676

Government Grants Commonwealth $18,695

Revenue Other $8,124

Locally Raised Funds $193,884

Total Operating Revenue

$3,285,422

Equity¹

Equity (Social Disadvantage) $43,953

Equity Total

$43,953

Expenditure

Financial Commitments

Operating Reserve $90,178

Student Resource Package²

$2,575,491


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Books & Publications $2,724

Communication Costs $8,446

Consumables $43,702

Miscellaneous Expense³ $118,106

Professional Development $16,068

Property and Equipment Services $159,432

Salaries & Allowances⁴ $139,253

Trading & Fundraising $53,337

Travel & Subsistence $889

Utilities $26,946

Asset/Equipment Replacement < 12 months $29,111

Maintenance - Buildings/Grounds incl SMS<12 months

$32,662

Beneficiary/Memorial Accounts $3,639

Revenue Receipted in Advance $14,694

School Based Programs $17,302

Other recurrent expenditure $4,698

Maintenance -Buildings/Grounds incl SMS>12 months

$116,020

Total Financial Commitments $308,304

Total Operating Expenditure

$3,144,394

Net Operating Surplus/-Deficit

$141,029

Asset Acquisitions

$6,375

(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.