AnnualReport_Master - Barwon Valley School



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|2014 Annual Report to |

|the School Community |

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|Barwon Valley School |

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|School Number: 5368 |

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|Anne Hume |

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|Name of School Principal: |

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|Meg Noorderbroek |

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|Name of School Council President: |

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|Date of Endorsement: 24/03/2015 |

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

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|This 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 Act 2006, inclusive of those schools granted an exemption by the VRQA under the 'Student enrolment numbers' and/or 'Curriculum |

|framework for schools - languages program' minimum standards until 31 December 2014. |

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|About Our School |

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|School Context |

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|Barwon Valley School is a Special Developmental School located in Belmont, Geelong. Our eligibility criterion is for students who have an intellectual |

|disability, with an IQ below 50. Many of our students also have additional disabilities, including autism, physical impairments and ADHD. Our students reside in|

|a wide geographical area that includes Bannockburn, the Bellarine Peninsula, Aireys Inlet, and Lara. Students may be eligible for support with travel assistance,|

|either by travelling on contract buses or through conveyance allowance if they come by car. In 2014 our school had 213 students, aged from 5 to 18 years, with 11|

|Junior and 16 Senior Learning Community classes. This year we continued with our off-site programs with 11 of our Junior students attending a program based at |

|Oberon Primary School, while 22 of our Senior students had a program at Grovedale Secondary College. In December, we were very proud when it was announced that |

|we were Australia’s first South Pacific Education Course (SPEC) School of Excellence, a fantastic achievement acknowledging the work of our students aged 15 |

|years and over and their staff. Another special occasion for our school this year was the official opening of our Aquatic Learning Centre and the development of |

|an Aquatic Learning program across the school. This year, as part of our continued work on enacting our Vision, we have further developed ways of strengthening |

|Student Voice across the school through our student leader program, student attendance at SSGs, student support for input into choosing their learning goals and |

|acknowledging their learning achievements. This year we have developed an agreed set of Teaching Beliefs to underpin our teaching practices. |

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|Achievement |

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|Every student has an Individual Education Plan, consisting of 5 key goals. Individual and collective data is gathered using the Measuring Academic Performance |

|(MAPs) rating. A MAPs rating of 4 or above indicates that the goal has been achieved. 2014 data for collective student achievement of MAPS ratings of 4 or above |

|was: English 94%; Mathematics 89%; Personal Learning 91%; and Interpersonal Learning 100%. These results all indicate an improvement over 2013 data. All students|

|under 15 years of age undertook assessment in Abilities Based Learning and Education Support (ABLES), and the report profiles were used to identify 2015 learning|

|recommendations. AusVELS curriculum was introduced, with a focus on English. In the Junior Learning Community, the Prep Program was introduced, which |

|incorporated the use of generic goals focussing on school routines and school behaviours. In the Senior Learning Community, major Student Support Group (SSG) |

|meetings were introduced for students 15 years and over. This was part of the planning for learning goals for the last years of schooling, to support student |

|success in future pathways. The format for Career Action Plans (CAPs) was reviewed and the new template used. Students 15 years and over also undertook SPEC |

|modules as a focus of their learning program. Our Parent Opinion Survey data showed an increase from 2013 level of 5.60 to a level of 6.03 in 2014 in the area of|

|Transitions. |

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|Engagement |

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|Our school follows the School Wide Positive Behaviour Support (SWPBS). As part of this, staff completed module 2 of the Preventing and Responding to Extreme |

|Behaviours. We collaboratively developed the Whole School Rules ‘Be Safe’, ‘Be a Learner’ and ‘Be Responsible’ and created a behaviour matrix outlining |

|expectations across different school environments. As part of school wide recognition of students following the school rules, we have introduced Principal Class |

|Morning Tea for small groups of students, and ‘Good one’ awards which are given to students by all staff as they ‘catch’ them making good choices. We have also |

|developed a new proforma for our Student Safety Plans to support student behaviour. |

|A cohort of students in the Senior Learning Community continued to be involved in the ‘Bridge Award’ Program (Duke of Edinburgh) Level 1 and Level 2, and for the|

|first time we had a student working on Level 3. |

|Our Parent Opinion Survey (POS) data on Student Safety saw an increase from the 2013 level of 5.68 to a level of 6.03 in 2014. The POS area of Classroom |

|Behaviour also saw an increase from the 2013 level of 4.29 to a level of 5.35 in 2014. The POS in Transitions increased from the 2013 level of 5.60 to a level of|

|6.03 in 2014. |

|Following a successful trial of the Integrated Services Model (ISM) in 2013, we extended this collaborative approach between class teachers, Education Support |

|staff, Allied Health staff and parents to a second group. The original group involved in the trial developed joint reporting on student goal achievement at the |

|end of the year. |

|As outlined above, we reviewed and redeveloped the student CAP proforma in line with DE&T requirements. |

|Staff undertook eSmart training, and BVS attained the Planning Stage, and moved in to Implementing and Sustaining in some areas. |

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|Wellbeing |

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|This was our second year of having a Student Wellbeing Team (SWT), with the focus on student attendance, Healthy Together Geelong, students in Out of Home Care, |

|the So Safe program, and students with high risk behaviours. |

|We reviewed our Attendance Policy, and the SWT analysed data on specific student cohorts to better support students attending school regularly. A variety of |

|approaches were implemented to support students’ reengagement. An increased number of students moved into out of home care, and staff were regularly involved in |

|care team meetings for these students. The So Safe program continued to be included in Starting Right and Integrated Units of work, and the SWT supported staff |

|to embed the language in programs across the school. |

|The SWT developed information folders, and provided professional learning for staff on areas related to student wellbeing. Small wellbeing groups and individual |

|sessions were run for identified students. |

|Software was identified and purchased to support the recording of various data sets. |

|Guidelines and resources were developed to support major Student Support Group meetings for students in their second year at school. |

|A brochure about our Junior Learning Community was developed for staff, families and other community members. |

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|Productivity |

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|In 2014 the BVS Workforce composition consisted of 39.2 Teachers, 3.6 Administration staff, .44 Nurse, 1.29 Wellbeing Support, 1 Information Technology support, |

|1 Buildings, Grounds and Maintenance officer, 8.73 Therapists (including Speech Pathologists, Occupational Therapists and Physiotherapists) and 50.63 Education |

|Support staff. |

|The leadership structure comprised the Principal and 2 Assistant Principals, non-teaching; 5 Leading Teachers who each had a .6 teaching load, and .4 leadership |

|responsibilities; 3 therapy disciplines each had a leader, and there were 4 Leading Education Support staff. |

|BVS continued to have strong links to the community, through our Advance program, our volunteers, and through our Schools Program. Across the year we had over 30|

|volunteers come through our official induction program and support programs across the school. We continued to provide our facilities free of charge to the |

|Gateways School Holiday Program which runs each school holiday. This was accessed by school aged students with disabilities from across the region. |

|Schools involved in formal programs where their students visit our school and work alongside our students in various programs included Belmont High, Covenant |

|College and Sacred Heart College. A number of students from various colleges and universities undertook placement in our school. This raises the profile of our |

|school within the community, leading to enhanced relationships and opportunities for our students. |

|This year we were one of 3 schools in Victoria who were located in the trial site for the National Disability Insurance Scheme (NDIS). Being part of this has |

|given our school the opportunity to have input into discussions around various aspects of the scheme, with the aim of enhanced outcomes for our students and |

|their families. |

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|For more detailed information regarding our school please visit our website at |

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|Performance Summary |

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|The Government School Performance Summary provides an overview of how this school is performing and how it compares to all other Victorian government schools. |

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|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 foster engagement and collaboration to support further gains and positive learning experiences for all students. |

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|School Profile |

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|School Enrolments |

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|A total of 213 students were enrolled at this school in 2014, 66 female and 147 male. |

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|Overall socio-economic profile |

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|Based on the school's Student Family Occupation index which takes into account parents' occupations. |

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|Proportion of students with English as a second language. |

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|Parent Satisfaction Summary |

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|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. |

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|School Staff Survey |

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|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. |

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|Data are suppressed for schools with fewer than three respondents to the survey for confidentiality reasons. |

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|How to read the Performance Summary |

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|What are student outcomes? |

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|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. |

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|For secondary colleges, 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. |

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|You can see these results for the latest year, as well as the average of the last four years (where available). |

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|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. |

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|What is a School Comparison? |

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|The School comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school. |

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|A School comparison takes into account the school’s academic intake, the socio-economic background of students, the number of Indigenous 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. |

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|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. |

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|Looking at both the student outcomes and school |

|comparisons provides important information about what |

|a school is doing well and the areas that require further |

|improvement. |

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|More information on school comparison performance |

|measures can be found at: |

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|ment/pages/performreports.aspx |

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|What is the meaning of ‘Data not available’? |

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|For some schools, there are too few students to provide |

|data. For other schools, there are no students at some |

|levels, so school comparisons are not possible. Newly |

|opened schools have only the latest year of data and no |

|averages from previous years. The Department also |

|recognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools where |

|school comparisons are not appropriate. |

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|What is this school doing to improve? |

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|All schools have a plan to improve outcomes for their |

|students. The ‘About Our School’ statement provides a |

|summary of this school’s improvement plan. |

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|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). |

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|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’. |

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|Financial Performance and Position |

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|Financial Performance - Operating Statement |

|Summary for the year ending 31 December, 2014 |

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|Financial Position as at 31 December, 2014 |

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|Revenue |

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|Actual |

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|Funds Available |

|Actual |

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|High Yield Investment Account |

|$1,524 |

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|Official Account |

|$27,549 |

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|Other Accounts |

|$250,904 |

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|Total Funds Available |

|$279,977 |

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|Student Resource Package |

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|$7,127,145 |

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|Government Provided DE&T Grants |

|$1,054,089 |

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|Government Grants Commonwealth |

|$186,148 |

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|Government Grants State |

|$7,040 |

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|Revenue Other |

|$24,354 |

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|Locally Raised Funds |

|$133,666 |

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|Total Operating Revenue |

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|$8,532,441 |

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|Expenditure |

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|Financial Commitments |

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|Operating Reserve |

|$200,239 |

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|Capital - Buildings/Grounds incl SMS ................
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