annualreport_master -...

2016 Annual Report tothe School CommunitySchool Name: Jeparit Primary School

School Number: 2988

Iain SedgmanName of School Principal:

Brett SchultzName of School Council President:

28 April

28 April 2017Date of Endorsement:

1

Jeparit Primary School

2


About Our School

School Context

Jeparit Primary School is a small rural school that has a current enrolment of 25 students. Our 2016 enrolment was 16 students. Jeparit Primary School is a part of the rural schools cluster which includes Beulah, Rainbow P-12, Hopetoun P-12, Yaapeet and St Josephs. The student numbers at Jeparit Primary School have been decreasing over the last 5 years. The proportion of students with low socio-economic backgrounds is high and increasing. The purpose of our primary school is to provide our students with a sound educational foundation on which to build a lifetime of learning habits and outlooks. The school, established in 1889, aims to provide students with the fundamental values, skills and opportunities that a young person needs if they are to find their way in the 21st Century. The academic, cultural and sporting aspirations of the students are facilitated by a dedicated staff. Jeparit PS has 2.4 equivalent full-time staff: 1 Principal class, 1 teacher and 0.4 Education Support Staff (a bursar). A chaplain is also available two days per week but is not employed by the school. Facilities include permanent classrooms, a modern computer for every student, a school hall and a swimming pool.

Framework for Improving Student Outcomes (FISO)

The FISO framework is a State initiative utilizing recent research on student learning and wellbeing and aligning school goals and strategies accordingly. Reviewing outcomes is part of the FISO framework. In 2016, Jeparit PS concentrated on improving English and Maths outcomes, minimizing the effect of social and economic disadvantage and ensuring healthy, happy and safe children.

Maths and English improvements were targeted by focusing on the individual and setting lessons around the individual’s ability based on testing. This was supported by having concurrent classes so that teacher resources were best used.

Social disadvantage was addressed by a strategy of ensuring funding for sporting and excursion activities and the purchase of intervention materials independent of parent’s ability to pay or provide transport.

The third major goal of happy, healthy and engaged students was strategized on interesting activities, increased sport, obtaining ongoing funding for chaplaincy and a breakfast club. The adoption of the new health program was part of the strategy as was the continuance of programs such as Guys and Gals and student behaviour initiatives.

Achievement

The Victorian Curriculum was implemented in 2016 for English and Maths.

Academically four-year averages in NAPLAN for year 5 reading and numeracy show the cohort being just below the state median but within the middle 60 percentile result. Year 3 in NAPLAN reading shows a similar result to the above whilst numeracy shows an excellent result for the four-year average but a 2016 result that was marginally above the state median.

Teacher judgement for English and Maths reflects a belief that many students remain behind the state median and this continues to ensure a school goal remains focused on continued growth for all students in these two important areas.

Victorian Early Years Learning and Development Framework X

AusVELSX

Victorian Curriculum X

A Combination of these

Engagement

Engagement, as measured by attendance data, shows Jeparit PS being on par with state averages and being just ahead on a four-year average, though overall our attendance dipped slightly to about 88% overall. Low student numbers mean attendance rates vary significantly over year levels. Looking more closely at the figures, whilst we had two or three families with extremely poor attendance, the large majority of students had excellent attendance rates, far above the state average. Staff contacted families with unexplained absences to encourage better attendance.

Jeparit PS was very successful in using equity funding and other sources to ensure that all students had full access to all activities and programs. Excursions were made more affordable by utilising buses owned by the local council and hospital. Parent satisfaction has been higher than the state median.The school staff provide a rich and engaging curriculum supplemented by camps, excursions and other extra-curricular activities. In the case of families with poor attendance, the school worked with those families and, where necessary, with external agencies to ensure that our students received the benefits of a good education.

3


Wellbeing

Staff and parents reported strong improvement in student behaviour over recent years. In 2016, as also in 2015 there were no students suspended and none were removed from class for rude or aggressive behaviour. A strong improvement considering these were once daily occurrences. Our daily whole-school tokens program, the Guys and Gals program, an updated and consistently applied student engagement policy and regular cluster activities and student excursions and camps have all played a part in student wellbeing. Continued concentration on behaviour and the provision of chaplaincy two days per week have helped produce a lasting change in school culture assisted by clearly understood expectations of behaviour. The school in 2016, ran a strong sports program including after-school as well as cooking lessons, fruit breaks and a breakfast club to improve students’ health and wellbeing.

For more detailed information regarding our school please visit our website atwww.jeparitps.vic.edu.au

4


Performance SummaryThe 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 16 students were enrolled at this school in 2016, 8 female and 8 male.There were < 10% of EAL (English as an Additional Language) students and 14% 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.

5


Performance Summary

Achievement

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.

Student Outcomes School Comparison

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 3 - 8.

7


8


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.

9


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 Yr679 % 92 % 89 % 88 % 86 % 87 % 86 %

10


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.

No Data Available

No Data Available

No Data Available

No Data Available

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.

No Data Available

No Data Available

No Data Available

No Data Available

11


How to read the Performance SummaryWhat 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).

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.

Looking at both the student outcomes and schoolcomparisons provides important information about whata school is doing well and the areas that require furtherimprovement.

More information on school comparison performancemeasures can be found at:http://www.education.vic.gov.au/school/principals/management/pages/performreports.aspx

What is the meaning of ‘Data not available’?

For some schools, there are too few students to providedata. For other schools, there are no students at somelevels, so school comparisons are not possible. Newlyopened schools have only the latest year of data and noaverages from previous years. The Department alsorecognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools whereschool comparisons are not appropriate.

What is this school doing to improve?

All schools have a plan to improve outcomes for theirstudents. The ‘About Our School’ statement provides asummary of this school’s improvement plan.

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.

Additionally, NAPLAN learning gain charts are provided for each of the NAPLAN domains. These compare a student's current year NAPLAN result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same NAPLAN score two years prior).

If the current year result is in the top 25% their gain level is categorised as ‘High’, the middle 50% is categorised as ‘Medium’ and the bottom 25% is categorised as ‘Low’.

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’.

12


13


Financial Performance and PositionFinancial performance and position commentary

2016 Finances show a slight deficit overall and this was due to permanent staffing over requirements due to decreasing school enrolments. Actions were taken over the past couple of years and the excess staffing was finally resolved at the end of 2016 so the actual result indicates a concerted effort to return the school to a healthy situation which is expected for 2017.Twenty thousand dollars have been put aside for a small bus purchase to provide social equity in activities and to reduce costs for excursions and cluster school and sporting activities.

Financial Performance - Operating StatementSummary for the year ending 31 December, 2016 Financial Position as at 31 December, 2016

Revenue Actual Funds Available ActualHigh Yield Investment Account $124,272Official Account $5,399Total Funds Available $129,671

Student Resource Package $278,646

Government Provided DET Grants $38,760Government Grants Commonwealth $23,600Government Grants State $25,000Revenue Other $8,057Locally Raised Funds $8,941

Total Operating Revenue $383,004

Expenditure Financial CommitmentsOperating Reserve $19,688Maintenance - Buildings/Grounds incl SMS<12 months

$33,426

School Based Programs $6,000Provision Accounts $20,000Asset/Equipment Replacement > 12 months $30,557Maintenance -Buildings/Grounds incl SMS>12 months

$20,000

Total Financial Commitments $129,671

Student Resource Package $278,656

Books & Publications $10,574Communication Costs $2,320Consumables $7,343Miscellaneous Expense $56,605Professional Development $1,316Property and Equipment Services $17,527Salaries & Allowances $14,638Trading & Fundraising $5,441Utilities $8,019

Total Operating Expenditure $402,438

Net Operating Surplus/-Deficit ($19,434)

Asset Acquisitions $0

Student Resource Package Expenditure figures are as of 06 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.

14


15

annualreport_master -...

Documents