2016 Annual Report to the School Community

Transcription

1 2016 Annual Report to the School Community School Name: Mount Waverley Heights Primary School School Number: 4832 Name of School Principal: Sharon Reiss-Stone Name of School Council President: Airlie Anderson-Weir Date of Endorsement: 22 March,

2 School Mount Waverley Heights Primary School School Context About Our School Mount Waverley Heights Primary School is situated in Mount Waverley on attractive grounds with plenty of space and resources for students to enjoy. Our newly developed Early Years Learning Centre and Dream Space (outdoor learning space) promotes the wonderment and awe of learning. Students at Mount Waverley Heights have the opportunity to participate in a broad range of engaging programs and activities, supported by staff who really know each and every child. The school has 7 equivalent full-time staff, 3 part-time teachers, 2 Principal Class staff and 7 Education Support Staff. At Mount Waverley Heights, literacy and numeracy are our priority, providing students with explicit instruction and stimulating and challenging tasks. An extensive range of programs are offered to further nurture student learning and cater for individual talents and interests. These include: Visual and Performing Arts, Computers, Japanese, Physical Education, Science and Sustainability Programs, Dance, Taiko Drumming, Instrumental Music Tuition, School Productions, Swimming and Camping Programs, ICAS, Chess and more. Our vision is to connect, challenge and inspire our students through their learning; developing a sense of who they are, where they fit in and how they can make a difference. Our goal is to nurture the best in our students. We achieve this by providing a safe and stimulating learning environment, rich in values, where confidence, personal responsibility, respect and inclusiveness are fostered. This is highlighted through our three behaviour expectations Be Responsible, Be Respectful and Be Inclusive. We recognise that all children grow at their own rate and in their own way. In the partnership between home and school, the common aim is to help each child grow into a well-rounded individual - physically, academically, socially, emotionally and ethically. In 2016, we undertook our School Self Evaluation which provided an opportunity to reflect on our many achievements and establish a new Strategic Plan for the next four years. Framework for Improving Student Outcomes (FISO) The improvement initiatives selected in 2016, were.. Excellence in Teaching and Learning Curriculum Planning and Assessment Positive Climate for Learning - Setting Expectations and Promoting Inclusion Community Engagement in Learning Building Communities In 2016, we developed, documented and implemented a school wide approach to the teaching of spelling. This has enabled us to embed a phonemic, explicit and systematic approach to the teaching of spelling across the school. A whole school scope and sequence was followed with spelling taught through pattern and regularity. SMART spelling is based around whole words with an emphasis on meaning and vocabulary development. Phonological and Orthographic knowledge are two important areas of knowledge students need to develop to become independent spellers. The Reciprocal Reading Process, promoting critical thinking and student discussion was emphasised. Assessment data was utilised to develop a whole school display tracking progress and aligning intervention programs (e.g. Bridges, STA, EAL). Moderated writing samples have assisted in assessment consistencies. The Year 5/6 team trialled the 6+1 Trait Writing approach with great success. It has assisted in improving teachers writing instruction, developing their skills and understanding of what quality writing looks like and honing their ability to provide student feedback. This year marks a milestone in the school s history, as the school renamed to Mount Waverley Heights Primary School. In the renaming process a new school logo and motto were created, providing a strong image of our school philosophy and direction. Our kinder transition program was expanded and a range of community events organised to strengthen links and increase our presence in the broader community. Achievement Looking at the NAPLAN learning gain, students demonstrated great growth in all areas, which supports the effectiveness of the teaching and learning programs delivered within the school. A medium to high gain in all areas (95% of students in Reading, 95% of students in Writing, 89% of students in spelling, 95% of students in Maths) were achieved in These gains are also supported by school based data. School wide reading data is showing a positive trend with almost all students attaining at least the minimum benchmark standards. Our Year 5 NAPLAN data showed the cohort performing well above state and national benchmarks in all areas bar reading, whereby there was a similar profile. Our Year 3 Naplan data was similar in achievement except in Numeracy. 2

3 School wide spelling data collected termly (using Morrison-McCall Spelling Test) is already beginning to show positive student growth (8 month learning growth over 6 months) supporting the implementation of the SMART spelling approach. Developing a whole school approach to the teaching of maths and writing within the whole school instructional model will be employed to further enhance good teaching and learning practices in Curriculum Framework implemented in 2016 (please mark the relevant box with an X by double clicking in the box) Victorian Early Years Learning and Development Framework V X AusVELS Victorian Curriculum A Combination of these Engagement Mount Waverley Heights Primary School is committed to promoting a caring environment that fosters student learning and engagement. Recognising that parent support for, and involvement in, their children s education is a critical factor in student engagement and achievement, a number of strategies have been employed to foster positive relationships. The school has a range of programs and activities to strengthen the partnership between home and school that engages parents in their child s learning. Communicating regularly with parents and families of students through our school website, school Facebook site, school and level team newsletters, information exchange evenings, whole school communication nights, etc helps to build effective partnerships between parents and the school. Student Attitudes to School Survey results were excellent particularly in the areas of Teaching and Learning. There was a significant improvement in student Learning Confidence and Stimulating Learning. However, a difference was noted whereby girls felt far more confident than boys. A similar result was achieved for Student Motivation for both genders. Student attendance shows that students are attending school regularly and at a rate similar to the Victorian school average. Tracking of absenteeism, publishing the importance of being at school, that every day counts, and increased teacher follow up are some strategies that will continue to be employed in Wellbeing Acknowledging that student wellbeing and student learning outcomes are inextricably linked, building a positive school culture that supports student social and emotional learning is paramount. Attitudes to School Survey results are similar to like school groups, however there was a significant increase in the Connectedness to Peers, Student Distress, Student Morale and School Connectedness elements of the survey. School Wide Positive Behavior Program (SWPB) continued to support the cultural changes at the school. This year teacher s devised wellbeing lessons which embed the Habits of Mind and reinforce our school expectations Be Responsible, Be Respectful and Be Inclusive. Positive reinforcement strategies such as PB s (Personal Bests) were awarded from staff and also handed out by our student leaders empowering students to fully and proudly participate in school life. These curriculum and culture changes can be noted in the Parent Opinion Survey (POS). The POS shows great improvement in Parent Input, General Satisfaction, Connectedness to Peers and Student Behaviour and Safety. A rigorous transition program was offered for future and existing students as they transition from one year level to another. In addition to our schools transition program, we offered our Piece Together Prep sessions for pre-schoolers, developing school readiness skills for the first time in These additions have also been reflected in the Student transition element in the POS and in the increase of student numbers for The school will continue to strengthen the focus on wellbeing as part of the School-Wide Positive Behaviour Program (SWPB) initiative during As part of the SWPBS network, the school will continue to marry the wellbeing program with Habits of Mind strengthening the school s current practices and ongoing focus around student wellbeing. For more detailed information regarding our school please visit our website at 3

4 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 will help to deliver community engagement in student learning in the school, which is a state-wide priority of the Framework for Improving Student Outcomes. Accessible data tables are available for all schools separately please refer to 'AR_Appendix_Data_Tables' which can be found on the School Performance Reporting website. School Profile Enrolment Profile A total of 162 students were enrolled at this school in 2016, 81 female and 81 male. There were 30% of EAL (English as an Additional Language) students and 4% 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 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. 4

5 Performance Summary Achievement Student Outcomes School Comparison Teacher judgment 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 Performance Summary. 5

6 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

7 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

8 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. 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 2016 attendance rate by year level: Low absences <------> high absences Low absences <------> high absences Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 93 % 97 % 93 % 94 % 95 % 95 % 91 % 8

9 Performance Summary Wellbeing Student Outcomes School Comparison Students Attitudes to School - Connectedness 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. Students Attitudes to School - Student Perceptions of Safety Measures the Student Perceptions of Safety 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

10 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, P-12 and specialist schools, 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 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. 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. 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). 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. 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 are the changes in student achievement? The Victorian Curriculum F 10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including, students with disabilities. The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. The Towards Foundation Level Victorian Curriculum is integrated directly into the curriculum and is referred to as Levels A to D. 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

11 Financial performance and position commentary Financial Performance and Position Mount Waverley Heights Primary School has maintained a sound financial position through careful and strategic spending. During the year we incurred a deficit of $24,816 due to unforeseeable expenditure in school maintenance and CRT costs. Other expenditure stemmed from the change of school name from Sussex Heights PS to Mount Waverley Heights PS. Expenditure included updated school signage, new uniform and the provision of a complimentary item of school uniform for every student in the school. A signage grant was obtained from the State Government to assist with the rebranding of the school. The change was well accepted by most members of the community. The school s total operating revenue for 2016 excluding the Student Resource Package was $345,154. Government Grants Departmental and Commonwealth made up $167,860 (48.6 %) of revenue. The balance of school revenue came from locally raised funds $173,309 (50.2%) and bank interest $3,985 (1.2%). The locally raised revenue included such items as camp fees, hire of facilities, excursion fees, school levies, parent fundraising and profits from the uniform shop. The importance of these locally raised funds to support the delivery of teaching programs and maintain the high standard of achievement at Mount Waverley Heights cannot be over stated. The total expenditure for the school in 2016 excluding the Student Resource Package was $385,732 with the major components being Property Maintenance for contract cleaning, sanitation, building and ground works, refuse and garbage and equipment purchases $97,796 (25.4%), Salaries and Allowances for local payroll teacher support staff, casual relief staff and superannuation $52,904 (13.7%), Trading Operations and Fundraising $56,039 (14.5%) and Miscellaneous Expenses for camps, excursions and activities, administration costs and school marketing $102,949 (26.7%). The school has continued to manage its financial resources in a very prudent manner for Financial Performance - Operating Statement Summary for the year ending 31 December, 2016 Financial Position as at 31 December, 2016 Revenue Actual Funds Available Actual Student Resource Package $1,278,903 High Yield Investment Account $55,724 Government Provided DET Grants $161,712 Official Account $12,085 Government Grants Commonwealth $6,148 Total Funds Available $67,810 Revenue Other $3,985 Locally Raised Funds $173,309 Total Operating Revenue $1,624,058 Expenditure Student Resource Package $1,263,141 Books & Publications $577 Communication Costs $2,772 Consumables $40,621 Miscellaneous Expense $102,949 Professional Development $15,217 Property and Equipment Services $97,796 Salaries & Allowances $52,904 Trading & Fundraising $56,039 Utilities $16,858 Financial Commitments Operating Reserve $17,500 Asset/Equipment Replacement < 12 months $30,000 Maintenance - Buildings/Grounds incl SMS<12 months $2,345 Revenue Receipted in Advance $17,965 Total Financial Commitments $67,810 Total Operating Expenditure $1,648,873 Net Operating Surplus/-Deficit ($24,816) Asset Acquisitions $0 11

12 Student Resource Package Expenditure figures are as of 03 March 2017 and are subject to change during the reconciliation process. 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. 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. 12