fairview park primary school annual report 2015 2 1. context school name: fairview park primary...
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Fairview Park Primary School
Annual Report
2015
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1. CONTEXT
School Name: Fairview Park Primary School
and Preschool
School Number: 1103
Principal: Melissa Evans Partnership Tea Tree Gully
Partnership
Fairview Park Primary School is located in the north-eastern suburbs and has a category 7
Index of Education disadvantage. Our school has 20% school card holders(an increase from
2014) 6% students with disabilities and 6% within the preschool, 0% aboriginal students and
less than 1% students with English as a second dialect (EALD) within the school and 0% within
the preschool.
Fairview Park has a preschool on-site and has close ties with Banksia Park International High
School. This continues to be the most chosen secondary school for our families.
This year has seen a change in the Leadership Team with Tania Dodd as Acting Principal and
Fiona Martin as Acting Assistant Principal term 2-3. Melissa Evans was then appointed
Principal in term 4.
2. REPORT FROM GOVERNING COUNCIL
On behalf of the Fairview Park Primary School Governing Council, the following is the
Chairperson's Report to be submitted for 2015.
This is a recount of the highlights, achievements and activities of the school that involved the
support and input from the elected Governing Council of this year:
The FPPS Governing Council has again been impressed with the performance and
output of all students, staff and the school’s leadership team this year. Participation of
the Governing Council within the numerous school sub-committees has delivered
another successful year ensuring the school has been run effectively with input and
support from all members of our school community.
Throughout the year FPPS Governing Council members were regularly engaged to
provide opinion and discussion for the review and renewal of school policies. On
behalf of parents, the Council have actively pursued the issues relevant to all students
to ensure these are captured within these policies and to ensure the safety and
equality of all of our staff and students.
Governing Council involvement has seen agreed approval for proposed dates for
school closure for staff training days. This has in turn assisted the school to continue
staff development and sustain its’ approach toward the Site Improvement Plan
agreed upon in 2014 and has supported to school’s 2015 operational plan.
Governing Council has also been regularly informed and consulted on all financial
matters including budgeting, funding and extra grants availability. This year saw a
continued focus on matters regarding the ongoing maintenance plan for the recent
administration building upgrade as well issues identified with the roofing of the school
hall and other school facilities.
Fairview Park Primary School continues to grow in terms of culture and academic
achievement. The continued focus of intervention programs such as Secure Start and The
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Believers programs has catered to the wellbeing of students and their behaviour. The Multilit,
Quicksmart and Ann Baker Natural Maths programs has worked in conjunction to then
support the academic development of students in line with the agreed Site Improvement
Plan for 2015.
There is a continued demonstration of outstanding student behaviour throughout Fairview
Park Primary School which is a testament to the families and community of Fairview Park as
well as the commitment and dedication of the staff. The Governing Council is routinely
briefed about school behaviour at each Council meeting and our students’ behaviour is
consistently praised by those within our school as well as visitors and the community when in
public arenas.
The Fundraising Committee has once again been very productive this year with many
highlights including Bogan Bingo, Mother’s Day, Father’s Day and Christmas stalls for students
to purchase gifts, Christmas Raffle and activities at the school concert as well as 2 school
discos. Money raised from these events this year went towards building a new verandah out
from the canteen.
Each year FPPS Governing Council reviews school budgets and sets the Materials and
Services (M&S) charges with consideration toward the costs to maintain school services
standards and to minimise the financial burden on parents. The consultation process of
Governing Council before endorsing this and other charges such as OSHC and Vacation
Care charges looks to ensure these are managed appropriately. Fairview Park Primary
School continues to be in a sound financial position because of parent contributions each
year and sound budget management lead by Mrs Janine Ingham.
As Chairperson I would also like to thank all of the members of the FPPS Governing Council
for their efforts and contributions as well as Principals Vanessa Mortimer, Melissa Evans and all
members of their staff for their continued support toward the Governing Council. This has
ensured the Council has been able to execute all of their roles and functions effectively
throughout the year. It has been a privilege to have chaired this dedicated and passionate
group of parents, staff and school leadership team.
Daniel Panozzo
Governing Council Chairperson
3. 2015 HIGHLIGHTS
The community is very much a part of our school and is highlighted with a number of
community activities which included Sports Day, Harmony Day, Easter and Christmas
Program, Ride and raffle days to encourage students to be environmentally friendly and
active.
This year’s
winners were
Boronia.
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Student Enterprise teams worked with staff to organize a variety of activities to support
community groups. These included: Lunch time Art Club, Wheelie Days, PJ Day to raise
awareness for the homeless, Purple Picnic for Autism SA, Cup cake day for RSPCA, Loud Shirt
Day for The Cora Barclay Foundation and casual dress day for the chimpanzees at Monarto.
They were also involved in the organization of a Special Persons morning tea. Tours around
the school and time in classes was a highlight of this morning.
Kids Café was another special event organized to raise funds for this year’s Graduation.
Gymnastics Program in term 3 Students in years 3-7 had 8 sessions of gymnastics presented by
Gymnastics Australia. This enabled our students to develop skills with
specialist instructors and equipment.
Festival of Music Choir. 16 of our students represented our school and performed at
the Primary Schools Music Festival at The Festival Theatre in
term 3
School Concert The school concert is an excellent way of showing off our performing
skills to the whole school community and a great way of us
celebrating the end of the year. Students performed dances to a
range of songs with costumes which matched the performances
Teaching and Learning is a focus within our school and is supported by training and
development of staff. Staff have attended a variety of workshops on Digital Technologies,
The Arts, Ann Baker Mathematics and Humanities and Social Sciences.
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SAPSASA 2015
The SAPSASA Tea Tree Gully District offers a variety of sporting competition for schools within
the district. Our school supports a number of these, to give our students the opportunity to
represent the school. They really enjoy being part of a supportive school team and the
chance to interact with students from other schools. We appreciate parental assistance with
the transport to events, but it is becoming increasingly difficult to find volunteers who are
able to help. We may need to look for alternative transport arrangements in order to
maintain student participation.
This year the school was involved in Athletics, Cross Country, Soccer, Football, Hockey and
Netball. SAPSASA competition is open to children from 10 years of age and most of our
representatives are from the upper primary classes.
In 2015 we had 26 boys represent the school and 22 girls. Six students were selected to
represent the Tea Tree Gully District in inter zone competition. One of our students had the
distinction of state selection, representing South Australia at the National Athletics
Championships in Melbourne.
3.1 PRESCHOOL REPORT
We began this year with 27 enrolments and have therefore offered the 15 hours of preschool
across 2 ½ days those being full days Monday and Wednesday and a half day Tuesday. Our
attendance has been strong across the year with an average of 93.8% over 3 terms.
Throughout the year 4 families have chosen not to access their full 5 session entitlement. We
again have offered families the use of our OSHC service with 18% of our families accessing
before or after preschool care throughout the year. This year we offered 3 pre-entry sessions
to the families beginning preschool in 2016. These sessions were held while the full time
preschool children attended their transition visits to the school. This term 85% of the preschool
children will leave to attend Fairview Park Primary School. Our other feeder schools for 2016
are St David’s, Kings Baptist, Modbury South PS and Banksia Park PS.
This year the preschool is staffed with one educator and two SSO’s across the 15 hours of
preschool offered during the week. This year has seen an increase in children with identified
additional needs with 3 children accessing SSO support with a program from a DECD speech
pathologist and 2 children accessing private speech pathology. One child has also been
recently diagnosed with ASD and extra support hours were implemented this term to assist in
meeting his learning needs. We currently have 1 child who attends early entry to preschool
due to her learning needs. In accordance with our staff ratio, Early Entry is only offered on our
half day in place of those children who do not access their full 15 hours of preschool. All
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preschool students with identified needs have a documented IEP based upon the Early Years
Learning Framework.
All families within the preschool are offered an interview upon conclusion of their child’s
second term to discuss the progress report, student portfolio and Individual Learning Plan. This
year 89% of families attended the interview. A summative statement of learning report is
given to families when the child is ready to leave for school.
The context of our preschool being on the Fairview Park Primary School site allows for a strong
link with the school. This year the preschool children have accessed the computer suite and
resource centre fortnightly. We often use the school playground or oval and have accessed
the bike track adjacent to the preschool. We have been included and attended special
assemblies, acquaintance night, school discos, book week parade including classroom
activities, sports day and the end of year concert. Our preschool is committed to our strong
school transition program which this year has again included group swaps with Area 1,
allowing the preschool children to work within a classroom environment and meet our
current Reception teacher, Mrs Stokes. We have worked in partnership with Mrs Stokes’ class
since the beginning of term 3 because we believe as early childhood educators that these
interactions will help children transition easier into the school learning environment.
This year we have focussed on becoming familiar with the numeracy and literacy indicators
ready for implementation in 2016, an area highlighted within our Quality Improvement Plan.
Staff attended the initial familiarisation training in the indicators and then in the term 2
holidays two staff members attended training with Lisa Jane O’Connor to expand the
numeracy indicators. Our teacher has also attended maths workshops with Ann Baker and
partnership meetings with preschool staff from other sites across the year to share information
and progress with the indicators. This also ties in with the school’s site focus for literacy and
numeracy and is embedded within our preschool program.
Another area highlighted within our Quality Improvement Plan this year was the
implementation of a closed Facebook page so information can be more widely distributed
to our preschool families, especially those who cant always come into the preschool. We
sought permission from families to share photographs of children and then trialled the site in
Term 1, requesting oral feedback upon completion of the term. The feedback proved that
the Facebook page was successful and we hence have continued with the page. The
Facebook page is governed by our Preschool Teacher and some staff within the school also
have access. We currently have 82% of families who access the site. Email has also proven to
be another effective digital form of communication with families throughout the year.
This year we distributed the DECD preschool Survey to all preschool families. 37% completed
the survey and our results were mainly in the ‘agree’ or ‘strongly agree’ range of responses.
The survey however did highlight that 11% of families were unsure about how families can be
involved or assist in the preschool program. This may be an area which could be explored
further within the 2016 Quality Improvement Plan.
In accordance with the National Quality Standards the principal of the site and educator of
the preschool worked together to formulate the Quality Improvement Plan. This year we
have looked at making improvements across all seven NQS areas.
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We currently have 23 children enrolled to begin preschool in 2016. We will receive the
universal access funding which will enable students to attend 15 hours of preschool next
year (5 sessions)and will be operating full days Monday – Wednesday with parents selecting
which 5 sessions they wish to attend.
Leeanne Marsden
Preschool Teacher
4. SITE IMPROVEMENT PLANNING AND TARGETS
Our key improvement priority is continuous individual learner achievement. Our priorities were
Intentional Teaching Lead, Partnerships Connect and the Australian Curriculum Learn.
Actions Taken in 2015
PAT M and PAT R interpreting data training. Pat M and Pat R data collected and analysed in
term 1 to inform teaching programs and at the end of term 3 to monitor progress. Data used
for 2x2x2 differentiation.
Annual Performance Management processes to review, prioritise and address assessment for
and of learning. Program documents and term overviews reflect the learning priorities and
role of the teacher/ student / family.
Introduction of Whole School proactive behavior intervention groups for students who are
repeat offenders in not following school behavior codes and for a group of students who are
less resilient and anxious.
Report format updated to reflect all areas of the Australian Curriculum.
Collaboration with the TTG Primary Australian Curriculum facilitator for shared partnership
staff professional learning. This occurred in Digital Technologies with follow up sessions on site.
School invested in Professional Learning for staff to support the development of teacher
pedagogy and knowledge of the Mathematics Curriculum. Ann Baker Natural Maths has
been implanted in all classes.
Attendance Percentages 2013 - 2015
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Collaboration with Banksia International High school across the Middle years in Mathematics
with a focus on teacher pedagogy, Ann Baker Maths strategies and Dan Meyer strategies.
A parent student workshop was held in term 3 to share classroom teaching practices and
mental routines to support student learning in Mathematics.
Implementation of Quick Smart with Year 4 students who were identified from Pat M data.
Implementation of Sheena Cameron strategies in Reading and Writing.
Early years agreements on Daily Warm Ups for literacy learning.
Targets set in our Site Improvement Plan Our targets for Reading were:
NAPLAN
82% year 3s to be at or above DECD State Educational Achievement standards (band 3 or
above)
88% year 5s to be at or above DECD State Educational Achievement standards (band 5 or
above)
88% year 7s to be at or above DECD State Educational Achievement standards (band or
above)
Running Records
86 % Year 1s meet DECD standard Reading level 17 +
77% Year 2s meet DECD standard Reading Level 21+
Also
45% Year 1s meet site target of 20+
62 % Year 2s meet site target of 26+
Our Targets for Mathematics were:
90% of students to meet DECD Standard of Education Achievement from the Pat Maths tests
Numeracy NAPLAN
75% year 3s to be at or above DECD State Educational Achievement standards (band 3 or
above)
79% year 5s to be at or above DECD State Educational Achievement standards (band 5 or
above)
80 % year 7s to be at or above DECD State Educational Achievement standards (band or
above)
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Future Directions
Implementation of uninterrupted literacy and numeracy blocks.
Developing and documenting whole site agreements in literacy and numeracy.
Mapping the Australian Curriculum as a site to ensure all topics are covered across the year
and to cater for composite classes.
Further developing Professional Learning Communities PLCs with staff.
Continue the use of MARKIT to track and monitor student data to inform teaching practice.
Review the school vision and values to determine new agreements which align with our
current school community to develop powerful learners.
Further develop Teaching for effective Learning practices with a focus on feedback for
teaching and learning improvement.
Revisit Spelling practices across the school.
Continue Ann Baker Natural Mathematics implementation.
Develop practices and thinking skills which will extend all learners.
Continue to implement Quick Smart Numeracy intervention program.
Continue to introduce Fountas and Pinnell Reading testing and strategies to develop
competent readers.
4.1 Junior Primary and Early Years Scheme Funding
The Junior Primary and Early Years funding was used to support children from Reception to
Year 2 in early literacy learning and development. The resource enabled the school to focus
on improving student’s literacy outcomes and staff professional learning.
The following outcomes were achieved:
Running records and Sight words data collected and analysed to track and monitor
student’s progress
Professional Learning in Sheena Cameron’s reading strategies
Shared agreements developed and implemented on Sheena Cameron’s reading
strategies
Shared reading diaries developed for students
Fountas and Pinnell Reading Comprehension Test kits purchased and familiarization of
kits with teachers
4.2 Better Schools Funding
The School received Better Schools funding was used this year in the area of Mathematics to
implement the Quick Start Program.
Quick Smart promotes automaticity in number facts to 12x12. The aim is to develop working
memory and increase response time of memory retrieval of number facts.
Two SSOs worked with a target group of 12 students (6 students each) for 3 x 30 minute
interventions over 30 weeks. For consistency of intervention and baseline data for our first
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year, all students were targeted from Year 4 in our Year 3/4 classes. All students will be given
the Quick Smart initial test and follow-up test. This will give us a comparative sample of data
between:
• all Year 4 students
• students in Year 4 at the same stanine of PAT results but not in the Quick Smart
intervention program
• Students in the Quick Smart program
5. STUDENT ACHIEVEMENT
Running Records Data Year 1
Running Records Data Year 2
Reading results show that in year 1 our students are in the middle range and with further work
in year 2 they have further developed their skills and are above the state averages with
strong reading abilities.
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PAT-R Results 2015
Year Education Standard: PAT-R Scale
Score
% of Students who achieved DECD
Standard (SEA) 2015
3 100 100%
4 110 73.8%
5 115 67.6%
6 120 89.3%
7 124 84.3%
PAT- M Results 2015
Year Education Standard: PAT-M Scale Score % of Students who achieved
DECD Standard (SEA) 2015
3 40 77.2%
4 45 44%
5 50 59%
6 54 69%
7 55 57%%
Mathematics and English- B and C Grades % of Students 2015
YEAR: Year 3 Year 4 Year 5 Year 6 Year 7
GRADE: B C B C B C B C B C
Mathematics 13.6 68.2 20.5 63.6 12.1 63.6 25.8 54.8 25 59.3
English 14.2 52 15.9 56.8 15 54.5 16.1 74.2 28.1 59.4
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Quick Smart data sets
Quicksmart
Students
(12)
Stanine Number
Naming
Basic
Addition
Addition Basic
Subtraction
Basic
Multiplication
Basic
Division
Average Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Beginning
of year 2.5 98.76 1.018 93.33 3.245 81.51 3.62 81.74 4.58 83.46 3.65 36.15 4.65
End of year 100 0.86 99.06 2.11 98.56 2.78 98.20 3.08 98.10 2.40 95.68 3.77
Comparison
Students (6)
Stanine Number
Naming
Basic
Addition
Addition Basic
Subtraction
Basic
Multiplication
Basic
Division
Average Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Accuracy
%
Speed
Seconds
Beginning
of year 2.5 100 1.14
93.4 2.62 Not
tested
80.12 3.80 90.05 2.94 79.6 4.82
End of year 100 1.14 95.76 2.93 84.08 4.15 96.48 2.90 84.75 3.84
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5.1 NAPLAN
Figure 1: Year 3 Proficiency Bands by
Aspect
Table 1: Year 3 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 3
Exempt 1 2 3 4 5 6
Numeracy 5.0 5.0 25.0 30.0 25.0 10.0
Reading 4.5 27.3 27.3 18.2 22.7
Writing 8.7 34.8 26.1 30.4
Spelling 26.1 21.7 21.7 4.3 26.1
Grammar 8.7 21.7 17.4 26.1 26.1
In 2015 90% of students achieved the DECD standard in Numeracy with 35% of students in
the high proficiency bands.
A pleasing result is that 40.9% of students are in the high proficiency bands in Reading and
52.2% of students are in the high proficiency bands in Grammar
Figure 4: Year 3 Mean Scores
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Table 4: Year 3 Mean Scores
Mean Scores
by Test
Aspect
Year 3
2013 2014 2015
Numeracy 374.8 369.8 395.8
Reading 431.9 391.5 420.4
Writing 429.1 388.3 392.0
Spelling 405.4 362.3 394.1
Grammar 454.5 388.1 419.7
In 2015 we see an improvement in our Year 3 scores across all areas of NAPLAN
Figure 2: Year 5 Proficiency Bands by Aspect
Table 2: Year 5 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 5
Exempt 3 4 5 6 7 8
Numeracy 19.4 35.5 32.3 12.9
Reading 12.9 29.0 16.1 25.8 16.1
Writing 9.7 19.4 38.7 19.4 3.2 9.7
Spelling 3.2 16.1 6.5 29.0 38.7 6.5
Grammar 6.5 6.5 32.3 29.0 9.7 16.1
In 2015 80.7% of students achieved the DECD standard in Numeracy and 12.9% of students
achieved in the high proficiency band.
In 2015 87% of students achieved the DECD standard in Reading and 41.9% of students
achieved in the high proficiency band
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Figure 5: Year 5 Mean Scores
Table 5: Year 5 Mean Scores
Mean Scores by Test Aspect
Year 5
2013 2014 2015
Numeracy 485.8 482.1 476.3
Reading 509.6 519.9 502.6
Writing 488.8 475.5 450.7
Spelling 505.2 512.8 509.2
Grammar 513.3 516.0 499.5
Year 5 Results have had a slight decline in all mean scores in all aspects of NAPLAN. With the introduction of Quick Smart we hope to see an increase in 2016. We will also be looking at ways we can improve students results with consistent practices across the site.
Figure 3: Year 7 Proficiency Bands by Aspect
T
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Table 3: Year 7 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 7
Exempt 4 5 6 7 8 9
Numeracy 3.4 17.2 27.6 34.5 13.8 3.4
Reading 3.4 24.1 41.4 24.1 6.9
Writing 3.4 10.3 48.3 17.2 17.2 3.4
Spelling 10.3 27.6 20.7 34.5 6.9
Grammar 3.4 27.6 34.5 20.7 13.8
In 2015 79.3% of students achieved the DECD standard in Numeracy and 17.2% of students
achieved in the high proficiency band.
In 2015 96.5% of students achieved the DECD standard in Reading and 31% of students
achieved in the high proficiency band
Figure 6: Year 7 Mean Scores
Table 6: Year 7 Mean Scores
Mean Scores
by Test
Aspect
Year 7
2013 2014 2015
Numeracy 522.9 518.7 524.1
Reading 546.4 553.7 558.4
Writing 524.4 499.7 527.7
Spelling 572.7 541.8 557.6
Grammar 540.1 523.9 559.9
Year 7 mean results show that there has been an improvement in all aspects of NAPLAN over
the past two years except for spelling which has improved from last year.
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6. STUDENT DATA
6.1 Attendance
Attendance rates have stayed stable throughout 2015. Staff follow up by contacting parents
when students are absent for any period of time. We currently have 3 families which we are
working with to ensure that their attendance improves.
Attendance by Year Level % Attendance
2013 2014 2015
Reception 92.8 94.5 94.6
Year 1 93.7 93.8 94.3
Year 2 95.1 95.0 93.7
Year 3 94.3 94.3 93.7
Year 4 95.0 92.7 93.8
Year 5 96.6 96.0 92.7
Year 6 93.8 94.8 94.0
Year 7 95.7 89.5 96.0
Total All Year Levels 94.7 94.1 94.1
Total ACARA 1 TO 10 95.0 94.0 94.0
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6.2 Destination
Leave Reason 2014
School Index DECD
No % % %
Employment 0.5% 2.9%
Interstate/Overseas 6 15.8% 12.4% 9.5%
Other 1 2.6% 0.3% 1.4%
Seeking Employment 0.9% 3.8%
Tertiary/TAFE/Training 0.5% 3.6%
Transfer to Non-Govt Schl 3 7.9% 17.4% 9.8%
Transfer to SA Govt Schl 25 65.8% 42.7% 48.8%
Unknown 3 7.9% 25.3% 20.3%
Unknown (TG - Not Found) 0.0%
7. CLIENT OPINION
PARENT OPINION SURVEY
All families were invited to participate in the ACARA Parent Opinion Surveys early in term 4.
29 families participated. Overall the feedback from the survey was positive. The feedback
about the importance of parent opinions being taken seriously and ways to improve are
currently being considered with the new leadership team.
Rating Score
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
N/A Null
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STAFF OPINION SURVEY
All staff were encouraged to participate in the ACARA Staff Opinion Survey early in term 4
2015. 17 staff participated and results were generally positive. We will look at our processes of
giving staff relevant and useful feedback on their work through Performance Development
meetings and through celebrating successes during staff meeting times.
Rating Score
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
N/A Null
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STUDENT OPINION SURVEYS
Students in years 3-7 were asked to complete the online ACARA opinion survey during their
computer lesson time in late term 4. 73 students participated and results are once again
positive with high teacher expectations and opportunities for students to do interesting things
ranking highly. Student behaviour and student voice are areas for development.
Rating Score
Strongly agree 5
Agree 4
Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
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Data sources are available through the My School website http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Behaviour Management
Suspensions
Fairview Park have a positive, proactive culture. For 2015, there have been 11 suspensions/ 6
students. This means that 2% of students at Fairview Park received a suspension for not
complying with our school code. This is an extremely low percentage of students when
compared to the statewide average.
No students received an exclusion in 2015.
Violence
For 2015 there were 362 incidents of violence- threatened or actual recorded. This includes
the above suspension data. Records show that there were 61 students who have
demonstrated or threatened a behaviour deemed within the violence category in some
form. Data shows that 23% of students have recorded an incident in this category.
Proactive Strategies
Positive play occurs every Friday afternoon. This is to recognise students who were following
and supporting our school behaviour code for the week. Positive Play is an additional session
where teachers and leadership participate in outside activities.
Any student who hasn’t successfully followed the school behaviour code during the given
week works with a rostered teacher on for social learning support.
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Another positive initiative has been a specific social skills group called “The Monkey
Munchers”. This self- named group looks closely at how to make appropriate choices, how
to be safe in uncertain situations.
8.2 Relevant History Screening
The school has been audited to ensure we are compliant with DECD procedures for Criminal
Screening Clearances. Processes are in place to ensure all volunteers at school comply and
any site visitors sign in and meet DECD requirements.
8.3 HUMAN RESOURCES - Workforce Data
8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level Number of
Qualifications
Bachelor Degrees or Diplomas 32
Post Graduate Qualifications 7
Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.
8.3.2 Workforce Composition including Indigenous staff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 0 13.8 0 5.62
Persons 0 17 0 8
Yard Time Out
Classroom
Time
Out
Administration
Take Home Internal
Suspension
Suspension Exclusion
Term 1 46 30 10 4 3 4 0
Term 2 73 23 14 0 3 4 0
Term 3 45 26 22 4 1 2 0
Term 4 60 41 15 0 2 1 0
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9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source Amount
1 Grants: State 2 456 184.18
2 Grants: Commonwealth 5200
3 Parent Contributions 102 583.67
4 Other 6530