Supplementary school level report December 2016

Transcription

1 Jells Park Primary School Supplementary school level report December 2016

2 These school reports are designed to demonstrate how your school is performing against the Education State domains of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link, and Pride and Confidence. It presents measures over time, so improvement can be monitored. It compares your school to a group of similar schools (schools of similar size, type and student demographics) and the state average. This information should assist you to identify areas of focus in your annual and strategic plans. Page 1 of 36

3 HOW TO READ THIS REPORT Structure Layout Benchmarks Reading charts and tables SCHOOL CONTEXT LEARNING FOR LIFE Notes on selected measures AusVELS achievement NAPLAN achievement NAPLAN relative growth VCE English study score BREAKING THE LINK Notes on selected measures Absences HAPPY, HEALTHY AND RESILIENT KIDS Notes on selected measures Attitudes to School survey PRIDE AND CONFIDENCE IN OUR SCHOOLS Notes on selected measures School connectedness School climate Parent Opinion Survey School Staff Survey GLOSSARY Page 2 of 36

4 STRUCTURE OF THIS REPORT This report is structured to align with Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our Schools. The measures reported against these themes have been selected based on evidence of what matters most in achieving successful outcomes for students. The measures used in the report may evolve over time to keep pace with the latest research and evidence that forms the basis of the Department of Education and Training s Outcomes Framework. LAYOUT OF THIS REPORT Each measure in this report is represented in charts and/or data tables, followed by descriptive text relating to State-wide and system-wide results. The charts show the measure over time and compared to similar schools, network and State results. The table provides a greater level of granularity for the measure. Figures are rounded to the nearest integer. As decimal places are not shown, the percentages represented in the summary table may differ from the charts by up to 1%. Further, totals may not add to 100%. BENCHMARKS Each school is benchmarked against a similar schools group, network, and Victoria. This report introduces a new benchmark of similar schools. The purpose of this benchmark is to compare your school s results with schools that are similar to it in terms of student disadvantage (using SFOE index), size (using enrolments), cultural diversity (using EAL eligibility) and remoteness (using the ARIA index). A more detailed description of the method used to identify similar schools can be found here. s result is described relative to the schools in your similar schools group, in terms like well above, above, similar to, below, and well below. A rank chart is used to make this assessment for selected measures based on which quintile your school s result falls into. The rank chart presents the results aggregated over multiple years to ensure that trends are not skewed by small cohorts of students. Network The purpose of this benchmark is to compare your school s results with similar schools in your network to facilitate improvement conversations. State The purpose of this benchmark is to compare your school s results with Victorian government schools. Page 3 of 36

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7 SCHOOL CONTEXT School Name Jells Park Primary School School Number 5176 School Type Primary Network Monash and Manningham Area Inner Eastern Melbourne Area Region North-Eastern Victoria FTE enrolments SFO index SFOE index FTE Aboriginal students Number of EAL students Number of disadvantaged students Page 6 of 36

8 The Learning for Life measures are selected based on the following evidence and rationale. AUSVELS ACHIEVEMENT Demonstrates student achievement by AusVELS grades across English, Maths and Science. The Education State Learning for life targets aim for students to reach the highest levels of achievement in reading, maths and science. While the achievement of some of these targets will be measured through NAPLAN, AusVELS grades provide a barometer for achievement in the years between NAPLAN. NAPLAN BAND ACHIEVEMENT Demonstrates how the school is tracking over time; particularly highlighting top two bands achievement. Education State targets state that : Over the next 5 years, 25% more Year 5 students will reach the highest levels of achievement in reading and maths. Over the next 10 years, 25% more Year 9 students will reach the highest levels of achievement in reading and maths. Breaking the link between social and economic background and achievement in the foundational skill of literacy and numeracy is critical to ensuring all children have the chance to realise their potential. Evidence suggests that gains in achievement of higher performing students positively impact the achievement of lower performing students. The focus on educational achievement in the classroom also has positive impact for all students, which should help achievement across the board. Performance on NAPLAN is a strong predictor of school completion and early leaving. NAPLAN PARTICIPATION While high levels of performance against NAPLAN bands are desirable, high participation rates are also important. Good results with low participation rates (that is, high proportions of students that are absent or withdrawn) runs counter to promoting inclusivity. NAPLAN RELATIVE GROWTH Demonstrates the relative growth achieved by students in the school. While high levels of NAPLAN achievement are the ambition of the Education State agenda, growth is equally important. Learning achievement provides a measure of one student's learning comparative to other students, or against a benchmark standard. Relative growth provides a measure of learning over time using that individual's own past learning as a benchmark. There is, according to research, only a 'modest' relationship between learning attainment and relative growth. VCE ACHIEVEMENT (SECONDARY SCHOOLS ONLY) Demonstrates student achievement by VCE band scores. Scores of 40+ have been used as the high performance benchmark in recent years. However, this benchmark excludes many government schools. In 2015, there were 133 schools who had no VCE students scoring 40 or more in English. This report uses a benchmark score of 37+ for high performance. This benchmark captures 11% of government schools. The focus attributed to achieving high mean/median VCE scores at a school level can incentivise exclusion of lower performing students. Future measures will have regard to students who are completing VCE without a scored assessment. Page 7 of 36

9 AUSVELS - ENGLISH: PREP TO YEAR 6 's results In 2015, percentage of students receiving C or above Reading and viewing 99 % Percentage of students by rating - reading and viewing LEARNING FOR LIFE Speaking and listening 100 % Writing 99 % From 2017, AusVELS reporting will be replaced with Victorian Curriculum reporting. The Victorian Curriculum F 10 sets out what every student should learn during their first eleven years of schooling. It is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. Percentage of students by rating - speaking and listening State-wide patterns In 2015, 92% of AusVELS English grades achieved in the primary year levels were an A, B or C. In the secondary year levels (Years 7-10), this declined to 82%. This means that around one in five grades achieved were a D or E (across the three dimensions). Alignment between AusVELS A and B grades (for English reading and viewing) and NAPLAN top two bands (Reading domain) was 79% at Year 5. Linked student level data indicate some interesting patterns as students move from Year 6 to Year 7. For Year 6 students who achieved an A or B in English (reading and viewing dimension), more than half (57%) dropped to a C grade or below in Year 7. Percentage of students by rating - writing # Insufficient schools in the network to provide aggregated results Page 8 of 36

10 AUSVELS - ENGLISH: PREP TO YEAR 3 LEARNING FOR LIFE Percentage of students by year level Reading and viewing Speaking and listening Writing Year level Rating A 9 % 22 % 19 % 4 % 16 % 33 % 1 % 16 % 15 % B 46 % 32 % 45 % 44 % 48 % 36 % 26 % 35 % 46 % Prep C 45 % 45 % 34 % 53 % 35 % 29 % 73 % 49 % 36 % D 0 % 1 % 2 % 0 % 1 % 1 % 0 % 0 % 2 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 20 % 9 % 26 % 11 % 3 % 13 % 16 % 8 % 10 % B 39 % 45 % 26 % 59 % 58 % 54 % 32 % 31 % 34 % Year 1 C 41 % 46 % 47 % 30 % 40 % 32 % 52 % 62 % 56 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 23 % 30 % 21 % 18 % 25 % 15 % 18 % 25 % 12 % B 42 % 34 % 40 % 53 % 34 % 59 % 48 % 25 % 31 % Year 2 C 34 % 36 % 38 % 29 % 41 % 26 % 34 % 50 % 57 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 1 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 20 % 27 % 31 % 13 % 22 % 13 % 15 % 16 % 17 % B 42 % 35 % 35 % 54 % 51 % 48 % 47 % 47 % 33 % Year 3 C 38 % 36 % 33 % 33 % 26 % 40 % 38 % 36 % 50 % D 0 % 1 % 0 % 0 % 1 % 0 % 0 % 1 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students Page 9 of 36

11 AUSVELS - ENGLISH: YEAR 4 TO YEAR 6 LEARNING FOR LIFE Percentage of students by year level Reading and viewing Speaking and listening Writing Year level Rating A 27 % 20 % 22 % 14 % 7 % 23 % 25 % 19 % 12 % B 33 % 46 % 44 % 47 % 59 % 53 % 30 % 44 % 54 % Year 4 C 41 % 35 % 33 % 39 % 34 % 24 % 43 % 37 % 33 % D 0 % 0 % 1 % 0 % 0 % 0 % 1 % 0 % 1 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 30 % 26 % 30 % 38 % 18 % 7 % 12 % 13 % 19 % B 32 % 36 % 47 % 49 % 62 % 75 % 41 % 33 % 53 % Year 5 C 36 % 36 % 23 % 13 % 21 % 18 % 46 % 52 % 28 % D 1 % 3 % 0 % 0 % 0 % 0 % 1 % 1 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 34 % 26 % 35 % 30 % 21 % 8 % 29 % 18 % 15 % B 30 % 23 % 29 % 42 % 56 % 59 % 37 % 31 % 32 % Year 6 C 34 % 51 % 32 % 27 % 23 % 32 % 32 % 51 % 50 % D 2 % 0 % 4 % 2 % 0 % 1 % 3 % 0 % 3 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students Page 10 of 36

12 AUSVELS - MATHEMATICS: PREP TO YEAR 6 LEARNING FOR LIFE 's results In 2015, percentage of students receiving C or above Measurement and geometry 99 % Percentage of students by rating - measurement and geometry Number and algebra 99 % Statistics and probability 99 % From 2017, AusVELS reporting will be replaced with Victorian Curriculum reporting. The Victorian Curriculum F 10 sets out what every student should learn during their first eleven years of schooling. It is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. Percentage of students by rating - number and algebra State-wide patterns In 2015, 93% of AusVELS Maths grades achieved in the primary year levels were an A, B or C. In the secondary year levels (Years 7-10), this declined to 75%. This means that one in four grades achieved was a D or E (across the three dimensions). Linked student level data indicate some interesting patterns as students move from Year 6 to Year 7. For Year 6 students who achieved an A or B in mathematics (number and algebra dimension), more than half (53%) dropped to a C grade or below in Year 7. Percentage of students by rating - statistics and probability # Insufficient schools in the network to provide aggregated results Page 11 of 36

13 AUSVELS - MATHEMATICS: PREP TO YEAR 3 LEARNING FOR LIFE Percentage of students by year level Measurement and geometry Number and algebra Statistics and probability Year level Rating A 30 % 32 % 13 % 37 % 12 % 18 % 30 % 31 % 15 % B 33 % 11 % 68 % 22 % 38 % 48 % 29 % 26 % 51 % Prep C 35 % 58 % 19 % 40 % 49 % 34 % 39 % 43 % 35 % D 1 % 0 % 0 % 1 % 0 % 0 % 1 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 13 % 30 % 28 % 16 % 33 % 22 % 16 % 33 % 31 % B 38 % 34 % 31 % 33 % 28 % 35 % 42 % 31 % 32 % Year 1 C 49 % 36 % 42 % 51 % 40 % 43 % 42 % 36 % 38 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 16 % 2 % 38 % 21 % 23 % 41 % 20 % 14 % 36 % B 39 % 59 % 26 % 45 % 50 % 26 % 47 % 52 % 28 % Year 2 C 45 % 39 % 36 % 33 % 27 % 33 % 33 % 34 % 35 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 25 % 18 % 10 % 31 % 23 % 33 % 19 % 16 % 18 % B 31 % 31 % 63 % 29 % 43 % 41 % 39 % 44 % 59 % Year 3 C 44 % 49 % 27 % 40 % 32 % 27 % 43 % 39 % 22 % D 0 % 1 % 0 % 0 % 1 % 0 % 0 % 1 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students Page 12 of 36

14 AUSVELS - MATHEMATICS: YEAR 4 TO YEAR 6 LEARNING FOR LIFE Percentage of students by year level Measurement and geometry Number and algebra Statistics and probability Year level Rating A 11 % 24 % 30 % 20 % 24 % 29 % 11 % 27 % 23 % B 42 % 30 % 29 % 37 % 34 % 40 % 28 % 30 % 52 % Year 4 C 47 % 45 % 42 % 43 % 41 % 31 % 61 % 43 % 25 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 21 % 16 % 29 % 31 % 23 % 29 % 18 % 16 % 33 % B 29 % 32 % 29 % 26 % 28 % 38 % 28 % 31 % 23 % Year 5 C 49 % 50 % 39 % 42 % 47 % 30 % 53 % 51 % 42 % D 1 % 1 % 4 % 1 % 1 % 4 % 1 % 1 % 2 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 34 % 13 % 18 % 37 % 24 % 22 % 28 % 11 % 14 % B 23 % 37 % 28 % 23 % 28 % 27 % 29 % 35 % 30 % Year 6 C 40 % 48 % 53 % 37 % 47 % 50 % 40 % 53 % 54 % D 3 % 0 % 1 % 3 % 0 % 1 % 3 % 0 % 3 % E 0 % 1 % 0 % 0 % 1 % 0 % 0 % 1 % 0 % Total Students Page 13 of 36

15 AUSVELS - SCIENCE: YEAR 3 TO YEAR 6 's results In 2015, percentage of students receiving C or above Science as a human endeavour 100 % Percentage of students by rating - science as a human endeavour LEARNING FOR LIFE Science inquiry skills 100 % Science understanding 100 % Over the next 10 years, there will be a 33 per cent increase in the proportion of 15-yearolds reaching the highest levels of achievement in scientific literacy. Percentage of students by rating - science inquiry skills State-wide patterns In 2015, 96% of AusVELS science grades achieved in the primary year levels were an A, B or C. In the secondary year levels (Years 7-10), 86% of grades were an A,B or C at or above the expected level. Other indicators of scientific literacy In 2015, 10 per cent of Victorian 15-year-olds were classified as high performers in the Scientific Literacy component of the three-yearly Program for International Student Assessment (PISA). That was above the OECD average of 8 per cent, but below the Australian average of 11 per cent. Percentage of students by rating - science understanding On the latest national tests of science literacy (2012), 51% of Victorian Year 6 students in government and non-government schools met the National Minimum Standard. This declined from 55% in # Insufficient schools in the network to provide aggregated results Page 14 of 36

16 AUSVELS - SCIENCE: YEAR 3 TO YEAR 6 LEARNING FOR LIFE Percentage of students by year level Science as a human endeavour Science inquiry skills Science understanding Year level Rating A 0 % 1 % 0 % 0 % 0 % 0 % 0 % 1 % 0 % B 79 % 56 % 43 % 80 % 58 % 43 % 78 % 56 % 47 % Year 3 C 21 % 42 % 57 % 20 % 40 % 57 % 23 % 42 % 53 % D 0 % 1 % 0 % 0 % 1 % 0 % 0 % 1 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 6 % 0 % 1 % 6 % 0 % 1 % 6 % 0 % 1 % B 37 % 55 % 26 % 37 % 57 % 41 % 37 % 55 % 55 % Year 4 C 57 % 45 % 72 % 57 % 43 % 56 % 57 % 45 % 42 % D 0 % 0 % 1 % 0 % 0 % 1 % 0 % 0 % 1 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 6 % 4 % 0 % 11 % 4 % 0 % 6 % 4 % 0 % B 67 % 41 % 73 % 60 % 45 % 49 % 65 % 47 % 80 % Year 5 C 28 % 55 % 27 % 29 % 51 % 51 % 29 % 49 % 20 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students A 8 % 0 % 1 % 8 % 0 % 1 % 8 % 0 % 1 % B 48 % 23 % 24 % 48 % 23 % 23 % 48 % 19 % 23 % Year 6 C 45 % 77 % 75 % 45 % 77 % 76 % 45 % 81 % 76 % D 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % E 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % 0 % Total Students Page 15 of 36

17 NAPLAN - NUMERACY: YEAR 3 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 55 % 57 % 43 % to 79 % result is below the results for primary schools with similar characteristics. Year 3 NAPLAN numeracy results are among the lead indicators for the Year 5 Education State target of 25% more students achieving the highest levels in mathematics over the next five years. State-wide patterns Across Victorian (government and nongovernment) schools in 2016, 41% of Year 3 students achieved in the top two bands for NAPLAN numeracy. The proportion of students achieving in the top 2 bands in numeracy is lower than in reading. In the latter, 54% of Year 3 students achieved in the top 2 bands. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % % % % % 32 % 38 % 21 % Band % % % % % 25 % 23 % 20 % Band % % % 8 16 % % 22 % 18 % 22 % Band % % % 8 16 % % 15 % 13 % 23 % Band % 4 5 % 6 8 % 2 4 % 3 4 % 4 % 4 % 9 % Band % 0 0 % 0 0 % 0 0 % 2 2 % 1 % 1 % 2 % Exempt 0 0 % 0 0 % 1 1 % 2 4 % 1 1 % 1 % 4 % 4 % Participation % % % % % 97 % 96 % 94 % Absent 1 1 % 1 1 % 2 3 % 1 2 % 0 0 % 2 % 2 % 3 % Withdrawn 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 1 % 2 % 3 % Total Students Average Scale Score % 56 % 44 % to 75 % result is below the results for primary schools with similar characteristics. Page 16 of 36

18 NAPLAN - NUMERACY: YEAR 5 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 46 % 44 % 28 % to 60 % result is similar to the results for primary schools with similar characteristics. State-wide patterns Over the next five years, 25 per cent more Year 5 students will be reaching the highest levels of achievement in mathematics. Across Victorian (government and nongovernment) schools in 2016, 32% of Year 5 students achieved in the top two bands for NAPLAN numeracy. At Year 7, this was also 32%. The proportion of Year 5 students in the top 2 bands for NAPLAN numeracy has improved slightly over the past four years. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % % % % % 23 % 35 % 14 % Band % % % % 5 6 % 22 % 20 % 16 % Band % % % % % 29 % 23 % 27 % Band % % % % % 19 % 14 % 26 % Band % 2 3 % 2 3 % 6 7 % 3 4 % 5 % 4 % 11 % Band % 0 0 % 3 4 % 1 1 % 0 0 % 1 % 1 % 3 % Exempt 1 2 % 0 0 % 0 0 % 1 1 % 0 0 % 1 % 4 % 4 % Participation % % % % % 97 % 97 % 94 % Absent 0 0 % 3 4 % 3 4 % 2 2 % 1 1 % 2 % 2 % 3 % Withdrawn 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 1 % 2 % 2 % Total Students Average Scale Score % 43 % 27 % to 57 % result is similar to the results for primary schools with similar characteristics. Page 17 of 36

19 NAPLAN - READING: YEAR 3 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 64 % 67 % 49 % to 84 % result is below the results for primary schools with similar characteristics. Year 3 NAPLAN reading results are among the lead indicators for the Year 5 Education State target of 25% more students achieving the highest levels in reading over the next five years. State-wide patterns Across Victorian (government and nongovernment) schools in 2016, 54% of Year 3 students achieved in the top two bands for NAPLAN reading. At Year 5, this proportion was 38%. The proportion of Year 3 students achieving in the top 2 bands for reading has improved slightly over the past three years. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % % % % % 42 % 44 % 29 % Band % % % % % 25 % 25 % 23 % Band % % % 4 8 % % 17 % 15 % 19 % Band % % 6 8 % 5 10 % % 10 % 9 % 16 % Band % 4 5 % 2 3 % 0 0 % 6 7 % 4 % 3 % 7 % Band % 1 1 % 1 1 % 0 0 % 0 0 % 0 % 1 % 2 % Exempt 1 1 % 0 0 % 1 1 % 2 4 % 1 1 % 1 % 4 % 4 % Participation % % % % % 97 % 96 % 94 % Absent 1 1 % 1 1 % 0 0 % 1 2 % 0 0 % 2 % 2 % 3 % Withdrawn 1 1 % 0 0 % 0 0 % 0 0 % 0 0 % 2 % 2 % 3 % Total Students Average Scale Score % 67 % 58 % to 80 % result is well below the results for primary schools with similar characteristics. Page 18 of 36

20 NAPLAN - READING: YEAR 5 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 47 % 54 % 33 % to 75 % result is well below the results for primary schools with similar characteristics. State-wide patterns Over the next five years, 25 per cent more Year 5 students will be reaching the highest levels of achievement in reading. Across Victorian (government and nongovernment) schools in 2016, 38% of Year 5 students achieved in the top two bands for NAPLAN reading. At Year 7, this reduced to 27%. Aboriginal Year 5 students perform below their non-aboriginal peers on this top 2 bands measure. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % % % % % 24 % 26 % 15 % Band % % % % % 29 % 30 % 23 % Band % % % % % 23 % 21 % 24 % Band % % % % % 14 % 13 % 18 % Band % 1 1 % 4 5 % 5 6 % 8 10 % 6 % 5 % 11 % Band % 1 1 % 2 3 % 2 2 % 1 1 % 2 % 1 % 4 % Exempt 1 2 % 0 0 % 0 0 % 1 1 % 0 0 % 1 % 4 % 4 % Participation % % % % % 97 % 97 % 95 % Absent 0 0 % 1 1 % 2 3 % 1 1 % 1 1 % 2 % 2 % 3 % Withdrawn 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 1 % 2 % 2 % Total Students Average Scale Score % 51 % 35 % to 65 % result is well below the results for primary schools with similar characteristics. Page 19 of 36

21 NAPLAN - WRITING: YEAR 3 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 71 % 71 % 56 % to 91 % result is similar to the results for primary schools with similar characteristics. In 2016, Australian students were required to produce a narrative writing piece for NAPLAN, instead of a persuasive piece between 2011 and However, ACARA has equated the results to make them comparable. State-wide patterns Across Victorian (government and nongovernment) schools in 2016, 58% of Year 3 students achieved in the top two bands for NAPLAN writing. Aboriginal Year 3 students performed well below their non-aboriginal peers on this top 2 bands measure. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % % % % % 29 % 36 % 20 % Band % % % % % 42 % 36 % 37 % Band % % % 8 16 % % 20 % 19 % 25 % Band % 5 6 % 9 12 % 4 8 % 6 7 % 6 % 4 % 11 % Band % 2 2 % 1 1 % 0 0 % 2 2 % 1 % 1 % 3 % Band % 0 0 % 0 0 % 0 0 % 0 0 % 0 % 0 % 1 % Exempt 1 1 % 0 0 % 1 1 % 2 4 % 1 1 % 1 % 4 % 4 % Participation % % % % % 97 % 96 % 94 % Absent 1 1 % 1 1 % 0 0 % 1 2 % 0 0 % 2 % 2 % 3 % Withdrawn 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 2 % 2 % 3 % Total Students Average Scale Score % 69 % 51 % to 81 % result is similar to the results for primary schools with similar characteristics. Page 20 of 36

22 NAPLAN - WRITING: YEAR 5 In 2016: Percentage of students in top two bands Percentage of students by NAPLAN bands LEARNING FOR LIFE 26 % 32 % 14 % to 44 % result is well below the results for primary schools with similar characteristics. In 2016, Australian students were required to produce a narrative writing piece for NAPLAN, instead of a persuasive piece between 2011 and However, ACARA has equated the results to make them comparable. State-wide patterns Across Victorian (government and nongovernment) schools in 2016, 23% of Year 5 students achieved in the top two bands for NAPLAN writing. Aboriginal Year 5 students performed well below their non-aboriginal peers on this top 2 bands measure. Between 2012 and 2016: Percentage of students in top two bands Count and percentage of students Jells Park Primary School # Insufficient schools in the network to provide aggregated results Percentage of students in top two bands between 2012 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % Band % 7 10 % 4 5 % 6 7 % 9 12 % 10 % 14 % 6 % Band % % % % % 22 % 25 % 16 % Band % % % % % 38 % 33 % 33 % Band % % % % % 23 % 19 % 29 % Band % 0 0 % 3 4 % 2 2 % 4 5 % 5 % 4 % 9 % Band % 0 0 % 2 3 % 2 2 % 0 0 % 1 % 1 % 3 % Exempt 1 2 % 0 0 % 0 0 % 1 1 % 0 0 % 1 % 4 % 4 % Participation % % % % % 97 % 97 % 94 % Absent 0 0 % 1 1 % 1 1 % 1 1 % 2 3 % 2 % 2 % 3 % Withdrawn 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 1 % 2 % 3 % Total Students Average Scale Score % 32 % 22 % to 45 % result is below the results for primary schools with similar characteristics. Page 21 of 36

23 NAPLAN - NUMERACY RELATIVE GROWTH: YEAR 3 TO 5 LEARNING FOR LIFE In 2016: Percentage of students with high gain Percentage of students by relative growth 39 % 28 % 9 % to 46 % result is well above the results for primary schools with similar characteristics. NAPLAN learning gain between Years 3 and 5 is among the lead indicators for the Education State target of 25% more Year 5 students achieving the highest levels in mathematics over the next five years. State-wide patterns Twenty five per cent of students in Victoria are classified as having high relative NAPLAN growth every year. However, results vary at the cohort level. For example, in 2016, only 15% of Year 5 Aboriginal students in government schools achieved high NAPLAN relative growth in numeracy. Count and percentage of students # Insufficient schools in the network to provide aggregated results Jells Park Primary School Similar Schools Network State Band n % n % n % n % n % % % % High % % % % % 28 % 39 % 24 % Medium % % % % % 51 % 46 % 50 % Low % % % % % 21 % 15 % 26 % Total Students Between 2012 and 2016: Percentage of students with high gain Percentage of students with high gain between 2012 and % 29 % 13 % to 43 % result is well above the results for primary schools with similar characteristics. Page 22 of 36

24 NAPLAN - READING RELATIVE GROWTH: YEAR 3 TO 5 LEARNING FOR LIFE In 2016: Percentage of students with high gain Percentage of students by relative growth 21 % 28 % 16 % to 40 % result is well below the results for primary schools with similar characteristics. NAPLAN learning gain between Years 3 and 5 is among the lead indicators for the Education State target of 25% more Year 5 students achieving the highest levels in reading over the next five years. State-wide patterns Twenty five per cent of students in Victoria are classified as having high relative NAPLAN growth every year. However, results vary at the cohort level. For example, in 2016, only 18% of Year 5 Aboriginal students in government schools achieved high relative growth in NAPLAN reading. Count and percentage of students # Insufficient schools in the network to provide aggregated results Jells Park Primary School Similar Schools Network State Band n % n % n % n % n % % % % High % % % % % 28 % 33 % 25 % Medium % % % % % 51 % 49 % 50 % Low % % % % % 22 % 18 % 25 % Total Students Between 2012 and 2016: Percentage of students with high gain Percentage of students with high gain between 2012 and % 28 % 16 % to 37 % result is below the results for primary schools with similar characteristics. Page 23 of 36

25 NAPLAN - WRITING RELATIVE GROWTH: YEAR 3 TO 5 LEARNING FOR LIFE In 2016: Percentage of students with high gain Percentage of students by relative growth 24 % 29 % 9 % to 48 % result is below the results for primary schools with similar characteristics. Victorian students (in government and nongovernment schools) performed well in NAPLAN writing in The mean score was above all other jurisdictions for the primary year levels; and above the Australian average for Years 3, 5 and 7. State-wide patterns Twenty five per cent of students in Victoria are classified as having high relative NAPLAN growth every year. However, results vary at the cohort level. For example, in 2016, 28% of Year 5 LBOTE students in government schools achieved high NAPLAN relative growth in writing, compared with 23% of non-lbote students. Between 2013 and 2016: Percentage of students with high gain Count and percentage of students # Insufficient schools in the network to provide aggregated results Jells Park Primary School Percentage of students with high gain between 2013 and 2016 Similar Schools Network State Band n % n % n % n % n % % % % High 0 0 % % % % % 29 % 33 % 24 % Medium 0 0 % % % % % 50 % 48 % 50 % Low 0 0 % % % % % 21 % 19 % 26 % Total Students % 31 % 18 % to 46 % result is well below the results for primary schools with similar characteristics. Page 24 of 36

26 Breaking the Link measures are selected based on the following evidence and rationale. AVERAGE ABSENCES Absence is a lead indicator for achievement and engagement outcomes. Recent research demonstrates that there is a strong correlation between student attendance and learning outcomes and that even small amounts of unauthorised absences are associated with substantial falls in average NAPLAN test scores. CHRONIC ABSENCES A growing body of research is revealing the critical role of chronic absence in student achievement. In this report, chronic absence is defined as missing 30 days or more of school in a year. Chronic absence can be easily masked by average absence rates, so it is important to look at this group of students missing significant amounts of school. The measure highlighted for schools, and for which each school is compared to its similar schools group, is the proportion of students with more than 20 days absence. As absences are generally lower in primary schools, knowing what proportion of students are missing 20 days (equivalent to four weeks out of the school year) or more provides a useful indicator of engagement issues. Page 25 of 36

27 STUDENT ABSENCE: PREP - YEAR 6 In 2016: Percentage of students with 20 or more absence days Percentage of students by absence days BREAKING THE LINK 21 % 15 % 7 % to 26 % result is well above the results for primary schools with similar characteristics. Between 2012 and 2016: Percentage of students with 20 or more absence days Percentage of students with 20 or more absence days between 2012 and % 16 % 7 % to 23 % result is well below the results for primary schools with similar characteristics. Between 2012 and 2016: Average absence days Average absence days between 2012 and to 16 days result is well below the results for primary schools with similar characteristics. Page 26 of 36

28 STUDENT ABSENCE: PREP TO YEAR 6 Percentage of students by year level Year Level Absence Days < 10 Days 61 % 56 % 52 % 55 % 38 % Days 23 % 35 % 38 % 31 % 35 % Prep Days 16 % 7 % 10 % 10 % 20 % 30+ Days 0 % 2 % 0 % 4 % 7 % Total Students < 10 Days 61 % 51 % 52 % 49 % 41 % Days 34 % 35 % 34 % 35 % 33 % Year Days 3 % 8 % 12 % 11 % 13 % 30+ Days 3 % 6 % 2 % 5 % 13 % Total Students < 10 Days 53 % 57 % 57 % 64 % 43 % Days 33 % 33 % 32 % 25 % 39 % Year Days 11 % 5 % 9 % 8 % 13 % 30+ Days 4 % 5 % 2 % 2 % 6 % Total Students < 10 Days 59 % 59 % 43 % 52 % 47 % Days 31 % 29 % 44 % 38 % 36 % Year Days 9 % 9 % 10 % 2 % 10 % 30+ Days 1 % 3 % 3 % 8 % 6 % Total Students < 10 Days 62 % 66 % 66 % 61 % 44 % Days 35 % 29 % 27 % 24 % 35 % Year Days 3 % 1 % 5 % 9 % 14 % 30+ Days 0 % 4 % 2 % 6 % 7 % Total Students < 10 Days 67 % 65 % 66 % 50 % 39 % Days 19 % 26 % 25 % 38 % 39 % Year Days 11 % 7 % 7 % 6 % 14 % 30+ Days 3 % 3 % 1 % 6 % 9 % Total Students < 10 Days 59 % 61 % 68 % 67 % 49 % Days 28 % 26 % 25 % 19 % 33 % Year Days 9 % 10 % 3 % 10 % 13 % 30+ Days 4 % 3 % 5 % 4 % 5 % Total Students BREAKING THE LINK Average absence days - all absence types Year Level Prep Year Year Year Year Year Year Average absence days - unapproved Year Level Prep Year Year Year Year Year Year For latest year, year to date data is displayed State-wide patterns Across Victorian government schools, absence rates are relatively low among primary school students but begin to increase at Year 8 and peak at Years 9 and 10. Absences among Aboriginal students and students in disadvantaged schools are higher than the State-wide rate. Unapproved absences Unapproved absences from school are a marker of low engagement and an early warning sign of students subsequently dropping out of education. Unapproved absences can therefore affect participation in further education and the workforce. In 2015, the State-wide rate of unapproved absences was 33% for government school students in Prep to Year 6. The corresponding proportion for the Aboriginal cohort was 53%. Page 27 of 36

29 Happy, Healthy and Resilient Kids measures are selected based on the following evidence and rationale. STUDENT ATTITUDES The Student Attitudes to School Survey (ATOSS) assists schools to gain an understanding of students perceptions and their experience of school. It provides schools with valuable data on students views of their wellbeing, teaching, learning and school in general. Research shows that positive student attitudes are related to learning outcomes and staying at school. A range of factors from the ATOSS have been shown to relate to, and even predict, NAPLAN outcomes. In primary schools, classroom behaviour and student safety are the most important factors. In secondary schools, the most predictive ATOSS factors are teacher empathy and effectiveness and the presence of stimulating learning. The same research that identified these ATOSS factors in the context of NAPLAN achievement also indicated that improvements in the proportion of positive ATOSS responses could lead to an increase in the proportion of students in the top two NAPLAN bands, by between 1% and 6%. Page 28 of 36

30 ATTITUDES TO SCHOOL SURVEY: YEARS 5-6 HAPPY, HEALTHY AND RESILIENT KIDS Positive: students who responded that they strongly agree or agree to all statements such as my teachers are easy to understand or my teachers put a lot of energy into teaching our class within a factor. Years 5-6: 2016 Percentage of Responses Percentile Neutral: students who responded that they neither agree or disagree to all statements or who responded with a mix of positive and not positive responses within a factor. Not Positive: students who responded that they strongly disagree or disagree to all the statements within a factor. Over the next 10 years, Victorian students reporting high resilience will grow by 20 per cent. Note: Factor percentile is the mean factor score scaled to 100, relative to Years 5-6 in all Victorian government schools Learning confidence and school connectedness are among the lead indicators for the Education State reading and numeracy achievement targets School connectedness is among the lead indicators for the Education State resilience target. State-wide patterns Across Victoria, there has been a decline in student positivity over the past three years across all year levels and ATOSS factors. The decline is particularly significant in the challenging period of transition between primary and secondary school. For example, across Victorian government schools, the proportions of Year 7 students who reported in 2016 that they felt connected to their school and motivated at school were substantially lower than the corresponding proportions of Year 6 students. General trends in student morale across Victorian government schools show positive responses for two-thirds of Year 5-6 students, one-third of Year 7-9 students and one quarter of Year students Page 29 of 36

31 ATTITUDES TO SCHOOL SURVEY: YEAR 5 TO 6 HAPPY, HEALTHY AND RESILIENT Percentage of students with positive attitude by year level Year Level Parent Factor Factor Trend Year 5 Year 6 Student Relationships Wellbeing Teaching and Learning Student Relationships Wellbeing Teaching and Learning Connectedness to Peers 88 % 61 % 68 % 65 % 57 % Classroom Behaviour 76 % 66 % 62 % 59 % 20 % Student Safety 80 % 69 % 58 % 73 % 56 % Student Morale 75 % 53 % 58 % 41 % 44 % Student Distress 81 % 53 % 62 % 68 % 45 % Teacher Effectiveness 76 % 51 % 66 % 56 % 59 % Teacher Empathy 71 % 53 % 56 % 59 % 49 % Stimulating Learning 68 % 43 % 48 % 55 % 39 % School Connectedness 81 % 57 % 58 % 66 % 47 % Student Motivation 80 % 67 % 76 % 69 % 73 % Learning Confidence 73 % 43 % 69 % 49 % 40 % Connectedness to Peers 83 % 73 % 62 % 56 % 60 % Classroom Behaviour 48 % 69 % 71 % 75 % 16 % Student Safety 82 % 76 % 59 % 68 % 58 % Student Morale 83 % 73 % 52 % 54 % 65 % Student Distress 84 % 63 % 60 % 66 % 54 % Teacher Effectiveness 73 % 78 % 49 % 54 % 45 % Teacher Empathy 77 % 78 % 44 % 58 % 51 % Stimulating Learning 58 % 71 % 44 % 42 % 39 % School Connectedness 74 % 80 % 60 % 54 % 63 % Student Motivation 84 % 88 % 74 % 73 % 78 % Learning Confidence 69 % 59 % 44 % 61 % 59 % Student participation Year Level Measure Trend Enrolment Count Year 5 Year 6 Participation Count Participation Rate (%) 91 % 96 % 95 % 95 % 93 % Enrolment Count Participation Count Participation Rate (%) 96 % 88 % 96 % 96 % 95 % Page 30 of 36

32 The Pride and Confidence in our Schools measures are selected based on the following evidence and rationale. SCHOOL CONNECTEDNESS School connectedness has been defined by Goodenow (1993) as the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment. Students who feel connected to their school are generally more engaged with their education, have greater wellbeing and higher achievement outcomes. PARENT SATISFACTION Parents satisfaction with their child s schooling reflects the quality of the service offered by schools and the level of engagement between parents and schools. School connectedness has been identified as a lead indicator for the Education State student resilience target. Data presented here are based on the school connectedness factor of the Attitudes to School Survey. SCHOOL CLIMATE School climate represents the shared understandings and norms influencing the interactive behaviour and decision making of school staff. The School climate module within the School Staff Survey comprises ten factors that have been identified through research to have an effect on student outcomes, creating a positive effect when present and diminishing results when one or more is missing. The School Staff Survey provides staff with an opportunity to reflect on their school and practices to enhance their work and ultimately improve student outcomes. Recent analysis commissioned by DET quantified the impact of staff survey factors on student achievement. For example, a 7% increase in positive endorsements for the school climate module is associated with a 1%-4% increase in the number of students in the top two NAPLAN bands. Page 31 of 36

33 STUDENT, STAFF AND PARENT PERSPECTIVES PRIDE AND CONFIDENCE The Education State target of Pride and Confidence in our Schools is about making sure every community has access to excellence in every school and classroom. Parents and communities will report their level of pride and confidence in their local government schools. YOUR SCHOOL'S RESULTS 55 % School Connectedness of students felt connected to school 85 % School Climate of staff were positive about school climate 87 % General satisfaction with school of parents were satisfied with the school overall Primary schools % 67 % 59 % 60 % 55 % 66 % Primary schools % 88 % 85 % 75 % Primary schools % 91 % 90 % 87 % 88 % Opinion surveys shine a light on various engagement and wellbeing factors that reflect the level of pride and confidence in our schools and would otherwise be difficult to measure. From a student perspective, the Attitudes to School survey includes students views on how connected they feel to school. From a staff perspective, the school climate module of the School Staff Survey demonstrates the extent to which staff are positive; are actively involved in activities; and promote a culture that is conducive to improving student outcomes. From a parent perspective, the Parent Opinion Survey provides an indication of how satisfied parents are with their child s schooling. It is an important part of every school's parent engagement strategies. Page 32 of 36

34 SCHOOL STAFF SURVEY Positive: the percentage of positive responses (strongly agree/agree) to the questions within the component/factor. Staff Survey - school climate factors PRIDE AND CONFIDENCE Percentage of Responses Percentile Neutral: the percentage of neutral responses (neither agree or disagree) to the questions within the component/factor. Not Positive: the percentage of not positive responses (disagree/strongly disagree) to the questions within the component/factor. Collective efficacy is among the lead indicators for the Education State reading, numeracy and science achievement targets, as well as the critical and creative thinking and breaking the link targets. State-wide patterns Staff in primary schools are generally more positive about school climate than staff from secondary and pri-sec schools. In a recent analysis commissioned by the Department, the School Staff Survey factors of academic emphasis and collective efficacy were found to be the top predictors of student achievement across both primary and secondary year levels. Across the three years the current School Staff Survey has been running (2014 to 2016), endorsement of academic emphasis and collective efficacy have declined slightly at the State-wide level. Note: Factor percentile is the mean factor score scaled to 100, relative to all Victorian government primary schools Percentage of positive responses Factor Trend Academic emphasis 76 % 81 % 75 % Collective efficacy 93 % 91 % 88 % Collective focus on student learning 89 % 86 % 90 % Collective responsibility 96 % 95 % 94 % Guaranteed and viable curriculum 79 % 88 % 76 % Parent and community involvement 79 % 90 % 91 % Shielding/Buffering 78 % 84 % 73 % Staff trust in colleagues 96 % 92 % 91 % Teacher collaboration 83 % 86 % 77 % Trust in students and parents 86 % 85 % 85 % School climate 87 % 88 % 85 % Number of respondents Page 33 of 36

35 Term Aboriginal Students Approved Absence AtoSS Factor - Classroom behaviour AtoSS Factor - Connectedness to peers AtoSS Factor - Learning confidence AtoSS Factor - School connectedness AtoSS Factor - Stimulating learning AtoSS Factor - Student distress AtoSS Factor - Student morale AtoSS Factor - Student motivation AtoSS Factor - Student safety AtoSS Factor - Teacher effectiveness AtoSS Factor - Teacher empathy Attitudes to School Survey (AtoSS) Australia - Victorian Essential Learning Standards (AusVELS) Average Absence Benchmark Disadvantaged Students Education State (EdState) Education State Targets English as an Additional Language Students (EAL Students) FTE NAPLAN Relative Growth NAPLAN Scale NAPLAN Top Two Bands Definition Students identified as being Aboriginal or Torres Strait Islander in the August Student Enrolments Census. Absent days that are reportable (accountability = yes) and for reasons other than truancy, unexplained and parent choice unauthorised. The extent to which other students are not disruptive in class. The extent to which students feel socially connected and get along with their peers. The extent to which students have a positive perception of their ability as a student. The extent to which students feel they belong and enjoy attending school. The extent to which teachers make learning interesting, enjoyable and inspiring. The extent to which students feel negative at school. The extent to which students feel positive at school. The extent to which students are motivated to achieve and learn. The extent to which students feel they are safe from bullying and harassment. The extent to which teachers deliver their teaching in a planned and energetic manner. The extent to which teachers listen and understand student needs, and assist with student learning. A survey administered to students in Years 5-12 in the government school sector with the objective of measuring student perceptions of their experiences at school. The Foundation to Year 10 curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards, which schools use to plan student learning programs, assess student progress and report to parents. It incorporates the Australian Curriculum learning areas for English, Mathematics, History and Science only, within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS). AusVELS also includes Towards Foundation Level AusVELS (levels A to D) for students with disabilities. The average number of absence days in a school in a school year. It is comprised of both approved and unapproved absences. Each school is benchmarked against a similar schools group, network, and Victoria. Students who are regarded as disadvantaged based on their Student Family Occupation and Education (SFOE) categories. They include students with parents who are unemployed with below diploma level education or have lower skilled jobs with very low or low education; and students with parents who have various combinations of medium and low skilled jobs and education levels, or are unemployed with a diploma level education. A commitment by the Victorian Government to revitalise our education system and transform Victoria into the Education State. A series of targets designed to bring Victoria in line with the highest levels of achievement and quality in learning. They focus the effort on the knowledge, skills and attributes that matter most to parents, students and employers. The targets align to the domains of Learning for Life, Happy, Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our Schools. Students eligible for EAL funding based on: having a language background other than English; speaking a language other than English at home as their main language; being enrolled in an Australian school for less than five years; and attracting Student Resource Package (SRP) funding. Full Time Equivalent Demonstrates the growth achieved by students in a school relative to their score two years prior. It can be categorised as low, medium, or high. NAPLAN results are measured at a student level against an assessment scale in each of the areas tested. The scales span all the year levels from Year 3 to Year 9, and are divided into 10 bands. Not all bands are reported for each year level. The top two bands represent the top end of the scoring scale, for the respective year level, in NAPLAN assessment reporting. Page 34 of 36