2018 annual report to the school community school name: … · 2019-03-20 · parkwood green...

2018 Annual Report to

The School Community

School Name: Parkwood Green Primary School (5480)

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

The school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School

Attested on 14 March 2019 at 10:54 AM by David Allibon

(Principal)

All teachers employed or engaged by the school council meet the registration requirements of the Victorian Institute of Teaching.

To the extent that the school council is responsible, the school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

To the extent that the school council is responsible, the school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 19 March 2019 at 10:29 PM by Jocelyn Brabin

(School Council President)

https://www.vit.vic.edu.au/

Parkwood Green Primary School (5480)


About Our School

School context

Parkwood Green Primary School is a Prep-6 school that opened term 1, 2004.

The school is located in the western suburbs of Melbourne, in the rapidly expanding suburb of Hillside. Melways

Reference: Map 356 - H1.

The school was constructed in response to the burgeoning student population in the area, brought about by the

significant housing growth experienced in Hillside, North Gate (Caroline Springs), and Taylors Hill subdivisions.

The school opened with a student population of approximately 100 students on the first day (all year levels but

predominantly prep - 1) and has rapidly grown since that time, with specialist teachers responsible for providing a

variety of support programs. Currently these programs are Visual Arts, Performing Arts, Italian, Science and

Physical education. The school enrolment peaked in 2014 with 1284 students. Since that time the enrolments have

declined in line with the changing demographics of the area. In 2019 we currently have 971 students. The current

gender breakdown is: males 54% and females 46%. The current Student Family Occupation and Education

(SFOE) index is 0.4506, this has decreased from 0.5218 over the review period. The number of equity funded

students is 71. The number of students on the disabilities and impairments program is 28.4. (Further funding

applications are pending at the time of writing.) The is a very small number of Aboriginal students in full time

enrolment. There is a growing number of EAL students,which is currently sitting at 184

The staffing profile for Parkwood Green PS is 3 Principal class officers. (This is down from 4 at the time of the last

review), 54 teachers and 22 Education Support Staff. The school has a leadership team comprising of 3 x Principal

class officers and 3 Leading Teachers and 8 classroom teachers who act as team leaders. These staff members

are leading change across the school to support student learning and improvement.

The school is organised into single from Foundation to Grade 6. In 2019 we have 40 classes run by 45 classroom

teachers.Fulltime specialist teachers provide instruction in Physical Education, Performing and Visual Arts and a

modified LOTE program for the Foundation-2 student cohort. Students have opportunities to express themselves

creatively due to The Arts programs that are included in our curriculum.

Classroom teaching and learning is supported by a language support program and a Reading intervention program

for students in years 2-6 whose literacy skills need improvement.

Identified student leaders are given the opportunity to attend leadership courses allowing them to increase their

skills to manage the roles and responsibilities that they have taken on.

All teachers at Parkwood Green Primary School can be expected to undertake any classroom or specialist teaching

roles as required by the principal.

Parkwood Green Primary School was designed by the Department of Education and Early Childhood Development

and local community representatives to function as an open community learning facility. The local community will be

encouraged to access the school facilities during both the school day and outside normal operating hours, in a

variety of partnerships and agreements.

The schools vision is to provide a dynamic and innovative learning environment that engages and challenges each

and every child through targeted, individualised, child-centred activities and partnerships.The school will deliver

contemporary and needs responsive learning opportunities for all students, based heavily upon the implementation

and use of technologies, and the development and implementation of individualised goals for each and every

student.

Framework for Improving Student Outcomes (FISO)

Parkwood Green PS focused on the FISO domain of excellence in teaching & learning throughout 2018. The major

target for improvement was in the area of reading and writing where the goal was to increase the number of

students in the top two bands by 20% the The key improvement strategy was to develop consistent Instructional

practices for Reading across the school using the Seven (7) High reliability Literacy Teaching procedures and QAR.

(These linked closely to the HIT's strategies of explicit teaching and feedback). To do this teachers worked to

develop a shared understanding of children's reading development through the use of and application of effective



teaching practices of HRLTP strategies. They also worked to develop links between PGPS Instructional model and

implementation of the HRLTP's in teaching reading comprehension practices.

Staff have embraced the re-focusing on independent reading and having clear achievable goals. This is evidenced

through observations in the classroom, staff feedback and the growth of students in the first 6 months. Also the

value of Paul Ledwidge ( consultant) being available and able to work with leaders on planning has added value and

focus.

Achievement

Numeracy

2018 School Performance

1. Increased the percentage of students with high or medium relative learning gain in NAPLAN for Year 3 and

5.

2. Maintained the percent of students in the top 2 bands of Year 5 in NAPLAN.

3. Decreased the percentage of students in the bottom 2 bands in NAPLAN in Numeracy for Year 5.

NAPLAN: Four year trends

1. The four year data for 2015-2018 shows an upward trend with a reduction in the number of students in the

bottom 2 bands and an increase in the top 2 bands in NAPLAN in Grade 3 and 5.

2. The four year data for 2015-2018 shows an upward trend with an increase in the number of students

making high growth from years 3-5 in NAPLAN.

2018 data

1. In 2018 Parkwood Green Primary school had a higher % of high growth students in comparison to the

network, in Grade 5.

2. In 2018 Parkwood Green Primary school had a high number of students in the top 2 bands in comparison to

the network, similar schools and state in Grade 3.

NAPPLAN comparison to Teacher judgement

1. 20% difference between teacher judgement and NAPLAN for students achieving above the expected level

in Year 3, (NAPLAN higher than teacher judgements).

Analysis

Contributing factors to improvement in Numeracy 2015-2018

From 2015 – 2016 PWGPS has worked with external mathematics consultant Chris Coombes.

Action that have been undertaken as a result of this include:

• Whole School PD

• Coaching

• Work with the Numeracy SAT Team

• Development of mathematics progression documentation

• In classroom coaching

• Problem Based Learning

• Number Talks implementation within whole school

• Different lesson structures

• Implementation of revised unit planner

This work was largely implemented through a coach the coach model. This work also involved an effective

community of practice, with staff attending network meetings, collaborating to present professional development and

undertaking study tours.

During the period of the review there have also been significant resources allocated to Numeracy, including physical

resources, time and staffing.

The culmination of this work was the documentation of the guaranteed and viable curriculum in 2018.

Next Steps:

- Continue to make provision for Numeracy Specialist leaders (dedicated leading teacher and learning specialist

2018, as well as strong support from leadership.)

- Continuing consistent approach to improvement by continuing work with external consultant, Chris Coombes.

- Continue, enhance and refine coach the coach model.

- Liaise with families and strengthen ties with the community to convey expectations in mathematics.



Literacy

2018 School Performance

1. Increased the percentage of students with high relative learning gain in NAPLAN from Year 3 and 5 to above

the state mean.

2. Increased by 18% the number of students in the top 2 bands of Year 3 in NAPLAN reading.

3. Increased by 12% the number of students in the top 2 bands of Year 5 in NAPLAN reading.

4. Increased by 12% the number of students in the top 2 bands of Year 3 in NAPLAN writing.

3. Decreased the percentage of students in the bottom 2 bands in NAPLAN in reading for both Years 3 & 5.

NAPLAN: Four year trends

1. The four year data for 2015-2018 shows an upward trend with a reduction in the number of students in the

bottom 2 bands and an increase in the top 2 bands in NAPLAN in Grade 3 and 5.

2. The four year data for 2015-2018 shows an upward trend with an increase in the number of students

making high growth from years 3-5 in NAPLAN.

2018 data

1. In 2018 Parkwood Green Primary school had a higher % of high growth students in comparison to the

network, similar school and the state in Grade 3 reading.

2. In 2018 Parkwood Green Primary school had a lower number of students in the bottom 2 bands in

comparison to the network, similar schools and state in Grade 3 reading.

Analysis

Contributing factors to improvement in Numeracy 2018

In 2018 PWGPS has worked with external literacy consultant Paul Ledwidge (Former Sub-school principal at the

school).

Action that have been undertaken as a result of this include:

• Whole School PD

• Coaching

• Work with the Literacy SAT Team

• Implementation of revised unit planner

This work was largely implemented through the PLT model. This work also involved classroom observations and

feedback on implementation of agreed practices.

The culmination of this work was the documentation of the guaranteed and viable curriculum in 2018.

Next Steps:

- Continue to make provision for Literacy Specialist leaders (dedicated leading teacher and learning specialist 2018,

as well as strong support from leadership.)

- Continuing consistent approach to improvement by continuing work with external consultant, Paul Ledwidge.

- Focus on improved writing outcomes for students.

- Continue, enhance and refine coach the coach model.

- Liaise with families and strengthen ties with the community to convey expectations in literacy.

Engagement

Over the last 12 months student engagement has improved across all areas. The AIP goal was to increase the

Learning Confidence overall percentage in the Students Attitude to School Survey in years 4-6 from 78% in 2017

to 85% in 2018. The actual result for both boys and girls in 2018 was 85.1%. This was a significant improvement

and was largely brought about by the professional learning staff undertook throughout the year and the support and

expertise of the PLT leaders. Attendance remained static, slightly below the state mean. Teachers were required to

ring parents when children were absent and they had not been given a reason. One of the main reasons why

attendance stayed static was the increased number of extended family holidays taken in school time. The school

has launched a campaign to try an minimize this issue.

Wellbeing

Student well being goals have continued to be targeted in 2018. Particular focus has been placed on building a safe

and secure environment in which students can learn and grow. The school wide positive behaviours framework had



continued to be introduced. The wellbeing team attended DET led professional learning on a regular basis

throughout the year. They then came back to the school and reviewed current practice, changing and adapting this

where necessary. Full staff professional learning sessions were held to ensure all staff understood and were able to

implement the agreed changes. A highlight of the year was the development of a visual matrix of behaviours that

were displayed in every classroom. While results of the student attitude to schools survey were mixed the processes

that were put in place will support changes in attitude and behaviour in the coming years.

Financial performance and position

The school remains in a strong financial position although additional vigilance will be necessary in the future to

maintain this. The SRP remained in surplus again last year. This was due to managing staffing numbers carefully

and managing long term absences. Of concern was the large expenditure on CRT's through 2018. The school will

have to watch this carefully and make decisions about when and how to replace absent teachers in 2019.

There were no extraordinary revenue or expenditure items in 2018. The school received approximately $205,000 in

equity funding. This was largely used to fund 2 leading teachers to lead PLT's and education and support staff.

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

http://www.parkwoodgreenps.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 1061 students were enrolled at this school in 2018, 494 female and 567 male. 23 percent were EAL (English as an Additional Language) students and 1 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). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

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.

Parkwood Green Primary School

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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 2018 attendance rate by year level:

Few absences <------> Many absences

Few absences <------> Many absences

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

93 %

91 %

92 %

92 %

92 %

91 %

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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Financial Performance and Position

Commentary on the financial performance and position is included in the About Our School section at the start of this report

Financial Performance - Operating Statement Summary for the year ending 31 December, 2018

Financial Position as at 31 December, 2018

Revenue

Actual

Funds Available Actual

High Yield Investment Account $211,951

Official Account $49,215

Other Accounts $12,862

Total Funds Available $274,029

Student Resource Package

$7,741,052

Government Provided DET Grants $1,112,715

Government Grants Commonwealth $2,787

Revenue Other $229,596

Locally Raised Funds $776,399

Total Operating Revenue

$9,862,549

Equity¹

Equity (Social Disadvantage) $205,220

Equity Total

$205,220

Expenditure

Financial Commitments

Operating Reserve $274,029

Other Recurrent Expenditure $3,245

Total Financial Commitments $277,274

Student Resource Package²

$7,663,361

Communication Costs $21,912

Consumables $163,693

Miscellaneous Expense³ $881,952

Professional Development $64,258

Property and Equipment Services $432,457

Salaries & Allowances⁴ $296,432

Trading & Fundraising $86,226

Utilities $165,030

Adjustments $614

Total Operating Expenditure

$9,775,936

Net Operating Surplus/-Deficit

$86,613

Asset Acquisitions

$8,723

(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 04 March 2019 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.


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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’ or 'ND' 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.

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

2018 annual report to the school community school name: … · 2019-03-20 · parkwood green...

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