2014 Annual Report to the School Community

Transcription

1 Rd Andrew Montpellier Primary School 2014 Annual Report to the School Community Montpellier Primary School School Number: 4972 Name of School Principal: Andrew Dalgleish Name of School Council President: Rod Howard Date of Endorsement: 16/03/2015 All Victorian government school teachers meet the registration requirements of the Victorian Institute of Teaching ( 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.

2 About Our School School Context Montpellier Primary School is situated in residential Highton which is on the south west side of Geelong. We provide quality education for the children of the surrounding areas and beyond. In 2014 we operated with 24 classrooms with straight grades for 555 students. With extended growth in housing in the nearby estates, student enrolments are on the increase. Our community of students, parents and staff are highly motivated and share a vision of Striving for Excellence. The core purpose is to provide a comprehensive education for all students enabling them to reach their academic, social, emotional and physical potential. Our workforce composition consists of 1 Principal, 2 Assistant Principals, 32 teachers, 3 Adminstration ESS and 5.5 Integration ESS,.3 High End Technician,.2 Low End Technician and.4 Chaplain. We also have 2.7 ESS who coordinate our Out of School Hours Care (OSHC) program. Our school maintains a very high reputation throughout the region for quality programs and outcomes, particularly in Literacy and Numeracy, Physical Education, Performing and Visual Arts. There is a school tradition of academic excellence with children increasingly expected to take responsibility for their own learning, participate in decision making, work cooperatively, respect others and their belongings and to take pride in their best efforts. Students demonstrate a keen interest to learn, an ability to cooperate and support each other. Visitors who tour our school comment on the positive tone within the school and the mature nature of our students. The use of Thinking Skills and ICT enhances student learning and connects them to the world. Our 4 year Strategic Plan highlights the need to continue to build teacher capacity, understanding and confidence in authentic assessment of student learning which will also incorporate effective use of feedback. This will in turn support us to maximise student learning with a particular focus on Literacy and Numeracy as well as strengthen student ownership of their own learning. Our school grounds are expansive and incorporate a full size gymnasium complex, a synthetic oval, 2 large playgrounds and a sand pit under large colourful shade sails. Added to that is we have 2 open Basketball /Netball courts which are used for major games and Bike Education. Our school community via working Bs continually upgrade the garden areas which present beautifully. There is strong community support with parents assisting with fundraising, classroom support, Book Club, Artroom assistance, sporting teams and Student Banking. Parents are encouraged to work in classrooms and participate on school incursion or excursions. We have approximately 100 Parent helpers who assist on a weekly basis. Montpellier Primary School is about to enter a new and exciting phase in its provision of education for students in the Highton community. During 2015 the school will commence a long awaited buidling program which will create a modern teaching and learning environmnet for now and into the future. The school will also undertake a year of review during We will closely investigate our achivements, celebrate our successes and develop goals and strategies to ensure the highest quality teaching and learning is continued, refined and enhanced, and the traditions and values of Montpellier Primary School are maintained and grown. Achievement Our curriculum promotes deep learning and caters for a range of interests, abilities and learning styles. We easily met our target for 2014 to increase the percentage of children being assessed by teachers at 'A' and 'B' in AusVELS for both Literacy and Numeracy. As a result we established stretch targets and in most cases we met these also. Students have input into their learning through setting goals and being given the opportunity to express what they would like to learn about. The percentage of children below C also decreased. The percentage of students in Years Prep to 6 with a grade of C or above in comparison to similar schools is higher in English and similar in Maths. We are very proud of our student learning outcomes, which are above the state median and threshold standards when intake adjusted. In NAPLAN our Grade 3 students are, in comparison with state results, achieving higher outcomes in Reading and in Numeracy. There is an overall improvement trend since In Grade 5 we are achieving higher results than state levels in Reading and Numeracy. Year 5 also shows an ongoing improvement trend. With NAPLAN relative growth Years 3 to 5 in all domains we are achieving at, or slightly below in each domain, except for Writing. We aim to increase the number of students who have a high relative gain from Years 3-5. Teachers use a variety of assessment tools to monitor student progress. Information from the assessment is used to guide planning and teaching and to cater for individual student needs. Student achievement is tracked throughout the year to ensure appropriate progress is being made. We currently use a 'fluid maths groups ' approach from grades 2-6 which has seen a significant rise in student motivation and student achievement. We continually review and strengthen our curriculum programs to maximise learning opportunities for our students. Engagement Student attendance continues to be a school priority, producing results above state median, and performing higher than other schools on adjusted school performance. In 2014 there was a slight decrease in attedance rates. This was the result of a small number of students who displayed chronic absenteeism. Children with a history of absenteeism are tracked and parents are contacted regularly to ascertain the reason why the children are away.where necessary asssitance and strategies are implemented to support the families of these students. The results to the student 'Attitudes to School' survey indicate that our data for this year was again exceptional and places us at the 'higher' range of the results. The school operates a clearly defined behaviour code. Our core values of the You Can Do It program of Getting Along, Organisation, Confidence, Persistence and Resilience are taught at each grade level with strategies to support these values. Over 7 years of development our children will be better equipped to cope with an ever changing world. We have enhanced the 'You Can Do It ' philosphy by adopting a 'Resorative Practices' approach which further supports student Well Being. The You Can Do It program will continue to be enhaced through the implementation of mindfulness strategies.

3 Wellbeing We facilitate smooth and successful transitions into, through and from our school. Our Kinder to Prep transition program is a highly successful one with many positive comments from parents and the Kindergartens. Over four sessions, children are introduced to Art, Library, Technology and Physical education. We provide a night session for adult family members. Emphasis is upon making the children familiar with the school and their Grade 5 Buddy. Transition through the school occurs in December, over 3 sessions, for children in Prep to Grade 5. Children meet with their new teacher, working on class rules, organisational and management strategies. This is part of the Learning to Learn program which also operates in the first 2 weeks of the new school year. Year 7 transition begins early in Grade 6 with the development of leadership skills, taking on responsibility and students becoming more accountable for their work ethic and learning. The program concludes with transition programs in secondary schools in mid December. Our Grade 6 graduation ceremony is a major highlight of the school calendar. Productivity Productivity is a new measure included in the Annual Report and Government School Performance Reports. This measure refers to the number of years a school has required Workforce Bridging finance. Montpellier Primary School does not require Workforce Bridging finance, therefore this measure is not applicable. For more detailed information regarding our school please visit our website at

4 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 543 students were enrolled at this school in 2014, 276 female and 267 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.

5 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.

6 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%, their gain level is categorised as High, middle 50%, is Medium and bottom 25%, is Low. NAPLAN Learning Gain does not require a School Comparison.

7 Performance Summary Engagement Student Outcomes School Comparison Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 94 % 94 % 94 % 95 % 94 % 94 % 94 %

8 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.

9 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. 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. More information on school comparison performance measures can be found at: 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.

10 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 Student Resource Package $3,293,998 High Yield Investment Account $123,464 Government Provided DE&T Grants $320,642 Official Account $35,357 Government Grants Commonwealth $103,597 Other Accounts $1,034,416 Government Grants State $2,573 Total Funds Available $1,193,237 Revenue Other $54,437 Locally Raised Funds $521,608 Total Operating Revenue $4,296,855 Expenditure Student Resource Package $3,297,304 Books & Publications $24,261 Communication Costs $7,525 Consumables $68,942 Miscellaneous Expense $165,118 Professional Development $16,681 Property and Equipment Services $261,667 Salaries & Allowances $196,492 Trading & Fundraising $59,732 Utilities $28,145 Total Operating Expenditure $4,125,866 Financial Commitments Operating Reserve $129,197 Asset/Equipment Replacement < 12 months $53,000 Capital - Buildings/Grounds incl SMS<12 months Maintenance - Buildings/Grounds incl SMS<12 months $140,000 $66,027 Beneficiary/Memorial Accounts $1,342 Revenue Receipted in Advance $13,124 School Based Programs $30,254 Region/Network/Cluster Funds $3,197 Provision Accounts $54,032 Repayable to DEECD $2,581 Other recurrent expenditure $11,000 Asset/Equipment Replacement > 12 months $111,622 Capital - Buildings/Grounds incl SMS>12 months Maintenance -Buildings/Grounds incl SMS>12 months $511,360 $66,500 Total Financial Commitments $1,193,237 Net Operating Surplus/-Deficit $170,988 Asset Acquisitions $15,450 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. Financial performance and position commentary

11 Montpellier Primary School continues to be in a healthy financial position, finishing the year in surplus. The school s Business Manager continues to manage the school s financial records to a high level within DEECD guidelines. We have ensured that we are retaining sufficient funds to service the current operating leases for photocopiers and computers across the school. IT resources for students are continually upgraded and extended, with the purchase of class sets of ipads and the replacement of netbooks and desktops as needed. The School Community has again been very supportive of our fundraising initiatives, including supporting our Building Fund and Computer Replacement Fund. The School Concert remains the largest fundraiser for the year outside of those programs. Maintenance of our buildings to ensure their safety, functionality and appearance continues to be a priority in the allocation of school resources. The amenity of our grounds has been improved by the extension of synthetic grass areas, giving students improved access to play areas will be significant year for Montpellier Primary School as we commence a long awaited building program. Our financial reserves which have been carefully developed over many years will ensure we can enhance and maximise this program.

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