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4791075241302018 Annual Report toThe School CommunitySchool Name: Montmorency South Primary School (4925)center0-476252438400300990581025All teachers at the school meet the registration requirements of the Victorian Institute of Teaching (vit.vic.edu.au).The school meets prescribed minimum standards for registration as regulated by the Victorian Registration 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 27 March 2019 at 01:26 PM by Leanne Sheean (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 Registration 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 01 May 2019 at 03:31 PM by Adam Bird (School Council President)All teachers at the school meet the registration requirements of the Victorian Institute of Teaching (vit.vic.edu.au).The school meets prescribed minimum standards for registration as regulated by the Victorian Registration 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 27 March 2019 at 01:26 PM by Leanne Sheean (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 Registration 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 01 May 2019 at 03:31 PM by Adam Bird (School Council President)About Our SchoolSchool contextMSPS school motto is ‘Together we learn, lead and achieve’ and our Tribes framework is designed to assure the healthy development of every child so that each one can be knowledgeable, skilful, resilient citizens of the future. Our Tribes process honours five agreements: - attentive listening, appreciation/no put downs, mutual respect, the right to think and personal best. Our current school vision is that ‘Montmorency South is an inclusive learning community where students are inspired to be respectful, creative, curious and independent learners and our belief is that every person in our Montmorency South school community has the capacity to assist each student in attaining our vision.’In 2018 , our student enrolment climbed to 641 with 43.8 equivalent full time staff; consisting of 2 Principal class, 1 Leading Teacher, 1 Learning Specialist, 32.8 teachers and 7.2 Education Support staff. The students were organised into 30 classes and they were offered specialist programs in the following areas: - French, Physical Education, Visual and Performing Arts. The students also had weekly library sessions either with the librarian or their class teacher. The teachers work in level teams to analyse student data and to plan programs that meet the needs of all the students in their cohort. We are immensely proud of our strong reputation for the programs offered to those with special needs and of the consistent achievements of our PSD students. The Stephanie Alexander Kitchen Garden program continues to be offered to our year 3-6 classes. Students from P-2 had access to iPads and the 3 – 6 students participated in our 1 to 1 iPad program. We were successful in receiving a state government inclusive schools grant for a sensory garden which will be established in 2019. This is a wonderful opportunity as it will create an exciting new area for the students to munity involvement is valued at Montmorency South and parents are involved in a variety of different aspects of school life ranging from classroom helpers, assisting with sporting teams and with Parents and Friends activities. The Stephanie Alexander Kitchen Garden and our Reconciliation Action Plan have been instrumental in involving volunteers from the wider community. We value the work of our School Council and Parents and Friends groups. Both groups play a vital role in enhancing the opportunities offered to our students through their decision making or the organization and management of a variety of fundraising events. We started 2018 waiting in anticipation for the 8.3 million new build to begin. In Term 4 2017 we put in place the necessary plans to decant the students in preparation for the building program to get underway in Term 2. This process ran smoothly and the students settled quickly. With extra relocatables taking up playing space the staff walked the students to either Belmont Reserve or Sackville Street Park on a weekly roster. In term 2 our year 3-6 students also had the opportunity to use Petrie Park during lunchtimes. Our students were also provided with many opportunities to develop their leadership skills and to participate in extra-curricular activities during and outside of school hours, including sporting events, choir, chess, ICT – Makers Club, Lego, keyboard and instrumental music programs. The school also provided an Out of School Hours Care program through Camp Australia.Framework for Improving Student Outcomes (FISO)Excellence in teaching and learning – Evidenced based high impact teaching strategiesOverall 2018 was a busy and exciting year in terms of professional learning opportunities for the staff. These opportunities not only enabled the staff to access professional learning to develop their leadership skills but also to improve and share their expertise particularly in the area of numeracy due to our involvement in the School Improvement Partnership. (S.I.P.). The S.I.P. team consisted of the Principal and three staff members who were instrumental in liaising with our partner school to organise team visits between the schools and professional development opportunities with Michael Ymer. All of the staff also had the opportunity to participate in a combined curriculum day with Rob Vingerhoets, which proved highly successful. In 2018 Montmorency South was identified as a Professional Learning Communities (PLC) Link School as a result of the work the Principal, Leading Teacher and three staff members had carried out after participating in the Bastow Professional Learning Communities P.D. The initial focus for 2018 was on the use and impact of Learning Intentions and Success Criteria with the staff using the PLC Inquiry cycle. After completing this cycle each team then identified a problem of practice to address. They then reported their progress to the Teaching and Learning Team. As well as our involvement in S.I.P. and the work of the P.L.C.’s we had one staff member who completed the Master Training for Leading Literacy and our Learning Specialist participated in the Leading Literacy for Networks. We also had one staff member involved in the Developing Middle Leaders P.D. Professional Leadership – Building Leadership TeamsThe school’s organisational structure was designed and implemented as per our strategic plan objectives. The organisational structure outlined the responsibilities of the teams and leadership roles operating within the school .e.g. Teaching and Learning team, Operations and Wellbeing team and Learning Specialist. Our Teaching and Learning (T & L) chaired by the Principal focussed on issues relating to accountability, curriculum and data and our Operations and Wellbeing (OWLs) chaired by the Assistant Principal focussed on organisational matters of the school, wellbeing and consultative issues that arise in schools These groups met on a fortnightly basis. Community engagement in learning - Building communities?Bush dance?Literacy and Numeracy Parent Information session – Term 1?Country and Culture Day – May – volunteers and indigenous groups?STEM night – families were invited to participate in various hands on activities - mid-Term 3?Senior School Concert – September?Ensemble performing in wider community e.g. Eltham Festival?Student work displayed in classroom / corridors and ‘Classroom Clippings’?Principal, Assistant Principal and teaching staff involved in Banyule Nillumbik Schools Network Smorgasbords?School Captains participated in 100 year commemoration of Armistice Day at Montmorency R.S.L.?Principal’s Advisory Leaders (P.A.L.) participated in ‘Finding Common Ground’ project with Banyule Council and formed pillars to look at the following areas within the school. 1.JSC – fundraising2.Operations – curriculum input3.Environmental – grounds, recycling4.Wellbeing – inclusion5.PromotionAchievementIn 2017 MSPS was identified as a High Performing/Influencing School, which resulted in us being partnered with another school as part of the department’s initiative School Improvement Partnership (S.I.P.). Our community is very proud of its achievements in student learning across all areas. The NAPLAN results for 2018 indicate that our Year 3 and 5 students are performing above the median for all Victorian Government schools in Reading and Numeracy and are similar to ‘like’ schools in both. Our four year average for Year 3 reading is higher than like schools. Overall our Learning Gain results are positive with the following numbers achieving:- Medium (middle 50%) High (top 25%)Reading 47.7% 33%Numeracy 56.5% 18.8%Writing 50% 36.4%Spelling 46.6% 25%Grammar and Punctuation 50% 22.7%In 2018 we had four data managers who each dealt with a different aspect: -i)data (P-6) ii)establishment of an electronic data wall iii)moderation iv)development of assessment protocols. The data managers worked together to ensure that the teachers used student data to plan tasks that met the student’s point of need. Our meeting schedule had designated times for the staff to have both team and whole school moderation sessions in both writing and maths. The analysis of student data was used to identify a problem of practice and provided teachers with the necessary information to plan purposeful, differentiated and intellectually challenging tasks. Additional assistance /enrichment programs were addressed within the classroom with the support of the Leading Teacher and support staff. Both Literacy and Numeracy continued to have a high profile in 2018. Our involvement in the School Improvement Partnership ensured that our work with numeracy was a high priority and the work of the PLC’s led to teams using data to identify a problem of practice for their area which would impact student learning e.g. writing (use of writer’s notebook to engage students, Number Talks (to improve students’ understanding of number). New and returning staff were provided with targeted sessions to enable them to gain an understanding of our learning journey and staff participated in onsite professional development – learning from each other and with external experts such as Rob Vingerhoets and Michael Ymer, especially through our involvement in S.I.P. As part of the Victorian Government Schools Agreement 2017, teachers are able to take up to four professional practice days per year to improve their individual practice with a focus on the improved delivery of high quality teaching and learning. In 2018 the staff used these days for: - planning, assessment of student learning, collaboration, curriculum development, relevant professional development (including school visits) and peer observation including feedback and reflection.In recognition of the fact that our students have different interests and strengths we endeavoured to meet their needs through offering opportunities to participate in activities ranging from GATEways, Maths Talent Quest, Chess tournaments, music, Lego club, game making, choir and sporting events. As a school it was wonderful to not only be able to celebrate our students’ academic achievements but their successes in other areas e.g. chess, sports, Maths Talent Quest and the choirs’ public performances on our local community.EngagementAt Montmorency South our TRIBES agreements offer all stakeholders a common language to use and to give a sense of connection. The program provides the foundation for establishing a positive culture for learning and human development which is something we take great pride in. We recognize and value the benefits of a partnership between home and school. The engagement of the whole community is vital in strengthening student engagement and wellbeing. The Stephanie Alexander Kitchen Garden Program continues to provide for cross generational opportunities for cooperation and collaboration between the students / teachers / parents / grandparents and community members. The SAKG program continues to be well supported by volunteers such as members of the parent community, grandparents and enthusiastic community members. Each year our year 3 students eagerly anticipate being involved in the SAKG program which creates an environment that acknowledges the abilities of everyone. Indigenous studies are taught through the students participation in sessions conducted in our outdoor classroom and the bush block. Our annual ‘Country and Culture’ day continued to be an enormous success in 2018 and our visiting indigenous educators were very moved by the ‘Acknowledgement of Country’ written by several of our students. Our Inquiry based units enable the students to have a ‘voice’ by allowing them to investigate and follow up areas of interest, related to the topic being studied and to showcase their learnings to others. The overarching topic for our 2018 inquiry unit was ‘Full Steam Ahead’. The children led the direction of the inquiry while being supported to learn the necessary skills involved and the time to take their investigations further. The students’ investigations varied from areas such as toys – past and present, transports – land, sea, sky and space, the Titanic, endangered species to researching inventions with the aim to make additions to improve them. Our year 6’s studied inventors and inventions of the Industrial Revolution and how they changed history. Montmorency South’s school camping program is devised to provide the students with an opportunity to participate in a range of experiences from Foundation to Year 6. All of the camps and experiences were well attendedOur iPad program has enhanced independent learning and increased opportunities to showcase the students’ learnings. Technology is being increasingly used across all areas of the curriculum including our specialist programs and the SAKG sessions. The introduction of SeeSaw. It provides the students with the tools to express themselves, reflect on their learning and create a digital portfolio they're proud to show others. During Semester 1 Seesaw was only introduced to the Foundation and Year 1 students. This was then extended to the Year 3’s and 4’s in Semester 2. The Years 5 and 6 students will use Seesaw in 2019.Our Principal’s Advisory Leaders (P.A.L.’s) group continued in 2018. This group which comprised the principal, and captains for the following areas: - School Captains, Performing Arts, Visual Arts, Sports, House, I.C.T., STEM, Environmental, Library and Junior School Council met on a fortnightly basis with the principal. These meetings provided the students with opportunities to have a ‘voice’ and to take on the responsibility of leading school assemblies, running special events and attending special celebrations. In 2018 they participated in the ‘Finding Common Ground’ project run by Banyule Council. This project involved the students in gathering data about the school which they then presented in a visual form. The students then attended a council meeting to present their findings to the Banyule Councillors. In 2018, Montmorency South recorded an absence rate that was below the results for primary schools with similar characteristics. The percentage of students in attendance are:-Prep Year 1Year 2Year 3Year 4Year 5Year 691% 94% 94% 93% 93% 93% 93%Attendance is regularly monitored by all teachers and school leaders and the importance of regular attendance and punctuality was promoted through the Hoot newsletter and Compass. To ensure they would not fall behind in their learning students who were absent from school due to family holidays were provided with an appropriate program.WellbeingOur school year started with our TRIBES based 'Building Classroom Communities' program. This program is designed to help develop a positive classroom community and to introduce/reinforce our Tribes agreements, which are the basis of the values that underpins the culture of our school. Each class develops their own mission and vision statements as well as their classroom rules which provides the students with a voice and ownership of how they would like their classroom to function. The results of the 208 Students Attitudes to School Survey (AToSS) show the following:-?Students – 84.4% of students felt connected to school?Staff – 81.8% of staff were positive about the school climate?Parents – 88.7% of parents were satisfied with the school overall These results are above other Victorian government schools when measuring student connectedness to school, school climate and parent satisfaction. The AToSS also showed that the students were positive in regard to the management of bullying. The percentage endorsement of MSPS was 84.6% which is above the state median and similar to ‘like’ schools.Our transition programs support our students through all stages of their schooling. The process covers from Kinder to Year 7. Our Bridges to School program, focuses on the Kinder to Prep transition. In 2018 we accommodated 102 pre-school children in 4 groups over 4 days. The children attended school for an afternoon each week from term 3 until the traditional transition program commenced in October. Our 'buddy' program supports our Preps through the beginning of their school life and helps to develop their social confidence in a caring and supportive environment. For the students from Prep to Year 5, MSPS's Step Up to the Next Level sessions assist the students with the transition between year levels providing them with the opportunity to become acquainted with their new teacher and classmates as well as being able to participate in activities, which introduce the next year’s curriculum. Our 6-7 transition processes ensure our senior students are well prepared for the transition to secondary school.Eltham High and Montmorency Secondary continued to be the popular destinations for the majority of our Year 6 students. The remainder, choose to attend a variety of other government (Viewbank College, Bundoora Secondary) and non-government schools. The school liaises with local secondary schools throughout the year to ensure that the students experience a successful transition into their new schools. Throughout the school year we had several new students who enrolled at M.S.P.S. Their transition was assisted through the Montmorency South Student Induction booklet. As an eSmart school, Montmorency South engages the students in activities such as Cybersafety Week and goes through the Internet agreement with the students. Throughout the year, year levels conducted lessons or discussions about cyber safety as the need arose. Our 2018 STEM captains made a video about digital footprint which they presented to the year 6’s. Wellbeing is essential for learning. With mindfulness, students are more focussed and more engaged. In 2018, wellbeing continued to be a focus with an emphasis on mindfulness and gratitude. Classes used ‘Smiling Minds’ to give the students time to calm their minds and refocus their attention to enable them to fully engage in classroom activities. Our Wellbeing co-ordinator worked with staff and students in order to deal with issues that arose within our student population. Initially in 2018 we started the year with a split lunchtime. This later changed to a split recess and a single lunchtime where classes were rostered to walk to the local park each week. This assisted in alleviating the issue of the loss of various play spaces. In Term 2 Banyule Council gave permission for us to use Petrie Park. This allowed the students from Years 3 – 6 to access their oval and play equipment.Financial performance and positionThe financial position at the end of 2018 was sound with monies being accumulated. The school holds funds for other committees which is included in our funds available. The accumulated school funds are going to be used to upgrade classroom furniture, play equipment and grounds that were not part of the rebuild program due for completion late 2019. The anticipated time for upgrades utilising these funds are expected to be late 2019-early 2020. The school made transfer a surplus funds available in the SRP from credit to cash. These funds were from previous years SRP funds. The funds enabled the school to trial a part time first aid attendant on a casual basis for the year, part time IT technician and assist with additional staffing for special needs students that were unfunded or needed additional assistance.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 helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.Refer to the ‘How to read the Annual Report’ section for help on how to interpret this report.School profileKey:“Middle 60 percent low” to “middle 60 percent high” is the range of results for the middle 60 percent of Victorian Government primary school type.Enrolment ProfileA total of 641 students were enrolled at this school in 2018, 297 female and 344 male.3 percent of students had English as an additional language and 1 percent were Aboriginal or Torres Strait Islander.Overall Socio-Economic ProfileThe overall school’s socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE) which takes into account parents' occupations and education.Possible socio-economic band values are: Low, Low-Medium, Medium and High.This school’s socio-economic band value is: HighParent Satisfaction SummaryThe percent endorsement by parents on their school satisfaction level as reported in the annual Parent Opinion Survey.Percent endorsement indicates the percent of positive responses (agree or strongly agree) from parents who responded to the survey.Parent SatisfactionSchoolState MedianMiddle 60 percent lowMiddle 60 percent highPercentPercentPercentPercentPercent endorsement (latest year) 88.7 85.1 78.3 91.6School Staff SurveyThe percent endorsement by staff on School Climate, as reported in the annual School Staff Survey.Percent endorsement indicates the percent of positive responses (agree or strongly agree) from staff who responded to the survey.Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.School ClimateSchoolState MedianMiddle 60 percent lowMiddle 60 percent highPercentPercentPercentPercentPercent endorsement (latest year) 81.8 77.7 66.6 86.7Key:“Middle 60 percent low” to “middle 60 percent high” is the range of results for the middle 60 percent of Victorian Government primary year levels.“School Comparison” is a way of comparing school performance that takes into account the different student intake characteristics of each school. Possible School Comparison values are ‘Lower’ (lower than expected), ‘Similar’ (as expected) or ‘Higher’ (higher than expected).AchievementTeacher Judgement of student achievementPercentage of students in year levels Prep to 6 working at or above age expected standards in:EnglishMathematicsTeacher Judgments at or above age expected standards (latest year)SchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonDomainPercentPercentPercentPercentEnglish96.390.182.695.3SimilarMathematics97.691.184.096.4SimilarNAPLAN Year 3 and Year 5The percentage of students in the top three bands of testing in NAPLAN at year levels 3 and 5.Year 3 assessments are reported on a scale from Bands 1 to 6.Year 5 assessments are reported on a scale from Bands 3 to 8.NAPLAN top 3 bands(latest year)SchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonYear LevelDomain - measurePercentPercentPercentPercentYear 3Reading (latest year) 84.876.562.089.2SimilarYear 3Numeracy (latest year) 90.572.553.687.5SimilarYear 5Reading (latest year) 84.464.948.880.0SimilarYear 5Numeracy (latest year) 76.755.637.075.0SimilarNAPLAN top 3 bands (4 year average)SchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonYear LevelDomain - measurePercentPercentPercentPercentYear 3Reading (4 year average) 87.971.457.683.6HigherYear 3Numeracy (4 year average) 86.365.751.280.0SimilarYear 5Reading (4 year average) 82.461.247.075.5SimilarYear 5Numeracy (4 year average) 76.754.839.271.4SimilarNAPLAN Learning GainLearning gain of students from year levels 3 to 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 student’s gain is in the top 25 percent of their cohort, their gain level is categorised as ‘High’. If their gain is in the bottom 25 percent of their cohort, their gain level is ‘Low’, and for the remaining 50 percent of gains the gain level is categorised as ‘Medium’.The table below displays the percentage of students in each of the Learning Gain levels in this school for each NAPLAN domain.NAPLAN Learning GainLow GrowthMedium GrowthHigh GrowthDomainPercentPercentPercentReading19.347.733.0Numeracy24.756.518.8Writing13.650.036.4Spelling28.446.625.0Grammar and Punctuation27.350.022.7engagementAverage Number of Student Absence DaysAbsence from school can impact on students’ learning. 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 mon reasons for non-attendance include illness and extended family holidays.Average number of absence daysSchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonNumberNumberNumberNumberAverage number of absence days (latest year)13.715.112.918.1SimilarAverage number of absence days (4 year average)12.715.213.217.8SimilarAttendance RateAverage 2018 attendance rate by year level:Year LevelPrepYear 1Year 2Year 3Year 4Year 5Year 6PercentPercentPercentPercentPercentPercentPercentAttendance Rate (latest year)91949493939393WELLbeingStudent Attitudes to School – Sense of ConnectednessThe percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in year levels 4 to 6.Percent endorsement indicates the percent of positive responses (agree or strongly agree). Sense of ConnectednessSchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonPercentPercentPercentPercentPercent endorsement (latest year) 84.4 81.1 72.6 89.0SimilarPercent endorsement (2 year average) 86.2 81.7 73.8 88.7SimilarStudent Attitudes to School – Management of BullyingThe percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in year levels 4 to 6.Percent endorsement indicates the percent of positive responses (agree or strongly agree). Management of BullyingSchoolState MedianMiddle 60 percent lowMiddle 60 percent highSchool ComparisonPercentPercentPercentPercentPercent endorsement (latest year) 84.6 81.2 72.2 90.3SimilarPercent endorsement (2 year average) 86.5 81.8 73.7 89.7SimilarFinancial Performance and PositionFinancial Performance - Operating Statement Summary for the year ending 31 December, 2018RevenueActualStudent Resource Package$4,439,364Government Provided DET Grants$739,291Government Grants Commonwealth$39,823Government Grants State$8,666Revenue Other$41,402Locally Raised Funds$566,378Total Operating Revenue$5,834,924Equity 1ActualEquity (Social Disadvantage)$13,086Equity (Catch Up)$0Transition Funding$0Equity (Social Disadvantage – Extraordinary Growth)$0Equity Total$13,086ExpenditureActualStudent Resource Package 2$4,425,414Adjustments$0Books & Publications$6,330Communication Costs$3,977Consumables$133,306Miscellaneous Expense 3$253,843Professional Development$100,634Property and Equipment Services$185,160Salaries & Allowances 4$536,341Trading & Fundraising$17,998Travel & Subsistence$1,120Utilities$52,866Total Operating Expenditure$5,716,988Net Operating Surplus/-Deficit$117,936Asset Acquisitions$0Financial Position as at 31 December, 2018Funds availableActualHigh Yield Investment Account$155,067Official Account$31,652Other Accounts$189,007Total Funds Available$375,725Financial CommitmentsActualOperating Reserve$205,658Other Recurrent Expenditure$3,921Provision Accounts$9,522Funds Received in Advance$1,474School Based Programs$0Beneficiary/Memorial Accounts$0Cooperative Bank Account$0Funds for Committees/Shared Arrangements$69,976Repayable to the Department$0Asset/Equipment Replacement < 12 months$0Capital - Buildings/Grounds < 12 months$30,000Maintenance - Buildings/Grounds < 12 months$0Asset/Equipment Replacement > 12 months$0Capital - Buildings/Grounds > 12 months$56,628Maintenance - Buildings/Grounds > 12 months$0Total Financial Commitments$377,179The equity funding reported above is a subset of the overall revenue reported by the school.Student Resource Package Expenditure figures are as of 04 Mar 2019 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.How to read the Annual ReportWhat 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 andplans 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:Achievementstudent achievements in:English and Mathematics for National Literacy and Numeracy tests (NAPLAN)English and Mathematics for Teacher Judgements against the curriculumAll subjects for Victorian Certificate of Education (VCE) examinations (secondary schools).Engagementstudent attendance and engagement at school, including:how many students leaving school go on to further studies or full-time work (secondary, P-12 and specialist schools)WellbeingAttitudes to School Survey (ATOSS) factors:Sense of ConnectednessManagement of BullyingResults 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. 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.What does ‘Data not available’ or ‘np’ 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 his or her first eleven 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’). ................
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