2015 annual report to the school...

Rowville Secondary College

2015 Annual Report to the School Community


School Number: 8734

Julie Kennedy

Name of School Principal:

Malcolm Hills

Name of School Council President:

Date of Endorsement:

13/04/2016

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

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 2015.

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


About Our School

School Context

Rowville Secondary College’s (RSC) moral purpose is to give young people the knowledge and skills they need to be successful in a

rapidly changing world and prepare them for the possibility of having a range of different jobs, some that don’t exist yet, using

technology that hasn’t been invented yet. The workforce of the future will need to be creative, collaborative and resilient problem-

solvers. That is why at RSC, we have adopted a strength’s based approach to education that values diversity and uses students’

passions to motivate individuals to be the very best learners and the finest people they can be.

RSC provides a multitude of pathway options for every student, ensuring that each individual is provided with the opportunity to

fulfil his or her potential. Our focus is on high expectations, mastery and a strong sense of the importance of learning. Working

through an individual’s strengths increases confidence and promotes self-esteem. This enables students to take risks with their

learning, even in subject areas and disciplines that they find challenging.

Students enrol in one of four learning programs.

Rowville Institute of the Arts (RIA) based at the Eastern Campus offers an integrated arts and academic education for talented and

aspiring students who love dance, drama, media, music and/or visual art. Students spend one-third of the curriculum completing

specialist and broad arts subjects that are enriched in a variety of ways including Artists in Residence, workshops led by industry

professionals and regular excursions and incursions. The 500 seat Performing Arts Centre and two specialist dance studios allow

students to participate in authentic performance and exhibition opportunities at an industry acclaimed standard. Rowville Sports Academy (RSA) based at the Eastern Campus is a full time integrated academic and sporting program for students

that love Football (Soccer), Basketball, Golf, Australian Rules Football, Volleyball, Cricket and Netball. Students spend one-third of

the curriculum working with highly qualified sporting coaches to develop their skills, talent, strength and conditioning. The

exceptional facilities available in the RSC Sports Precinct allow students to be supported by physiotherapists, exercise psychologists,

dieticians, and podiatrists. An intensive leadership program is also an integral part of the development of our young athletes.

Rowville Maths and Science Academy (MSA) based at the Western Campus promotes academic excellence and innovative thinking

through an integrated, themed and practical curriculum for students who love maths and/or science. Students spend one-third of the

curriculum completing innovative mathematics and science curriculum including design and exploration through extended projects.

Research and real life application of scientific method combined with an integrated robotics program underpins acceleration,

enrichment and promotion of STEM from year 7 to year 12. We have built strong partnerships with CSIRO and Swinburne

University who mentor students in Year 8 and 9. Mentoring is extended in Year 10 through our partnership with the Rowville-

Lysterfield Rotary Club which enables students to contribute actively to the local, national and international community.

Rowville General Excellence (GE) based at both the Eastern and Western Campus is an academic program that provides for diversity

of talent and interest. It has the broadest range of both core curriculum and elective subjects and allows students to explore and

discover their strengths and passions. It provides curricula and extra curricula opportunities for students who love a combination of

arts, sports, mathematics, science, language, literature, technology and humanities subjects. In year 11 and 12, students can select to

complete VCE, VCAL, VET or SBAT.

All ‘Program for Students with a Disability’ students have an individual learning plan developed. These students are supported by an

Integration coordinator and team of Integration aides to assist them in working towards achieving their goals.

Our school has over 1800 students with 5 Principal Class, 153 teachers and 57 educational support staff. We cater for the health and

wellbeing of students through a specific pastoral care curriculum, junior and senior school structure, Year Level Team Leaders,

Heads of School, School Nurses, Student Wellbeing Coordinators, Educational Psychologists, Social Workers, Youth Workers and

Counsellors.

Achievement

In 2015 Rowville Secondary College has consistently focused on improving Student Outcomes for every student at the College. The

three teacher model was implemented at Year 7 to target teaching at the point of student learning needs in Literacy and Numeracy.

This allows three teachers to work with two classes in order to facilitate better differentiation. The three teacher model known as

“ACE”(Accelerate, Challenge, Extend) will be further extended in to Year 8 in 2016. In order to improve literacy outcomes in Year

9, identified students have additional support through the Quick Smart Program or allocation of support periods based on On Demand

results.

NAPLAN showed that 72.4% of our students have achieved a Medium to High Growth between Year 7-9 for Grammar/Punctuation,

73.3% for Reading, 72.6% for Spelling, 71.8% for writing and 70.8% for numeracy. 39% of senior students completed VET which is

9.3% higher than the State completion rate. VCAL completion at Intermediate and Senior Level has improved by 2.4% from 2014


levels. In 2015 91.4% of students successfully completed Intermediate VCAL, 92.4% successfully completed Senior VCAL and

95.7% successfully completed VCE.

We continue to focus our efforts on improving teacher pedagogy through working in teams. In 2015, Community of Practice

provided staff a model to work in teams to improve teacher practice in Literacy, Numeracy, differentiation, ICT or Data literacy. This

model has been refined for 2016 where all staff will be working in Teaching Teams with a focus on collaborative learning through

differentiation. The Learning Framework has been extended to include the three phases of instruction: modelling, guided practice and

independent practice.

The College also committed to Curiosity and Powerful Learning and through the formation of a School Improvement Team have

planned a Professional Learning Program for staff in 2016 focusing on two Theories of Action:

1. When schools and teachers prioritise high expectations and authentic relationships then curiosity will flourish.

2. When we harness learning intentions, narrative and pace so that students are more secure about their learning and more

willing to take risks, then achievement and understanding will increase and curiosity will be enhanced.

To improve connectedness of feedback, the college has replaced end of semester reporting with continuous and ongoing assessment

and online reporting on Compass. Students complete two Common Assessment Tasks in each subject, each term. The results are

reported to parents within three weeks of completion of each assessment including an assessment rubric and teacher feedback. In

2016 student reflection will be also included in continuous assessment.

Engagement

The implementation of Compass Chronicle and Flags has improved the tracking and sharing of student information and more

importantly enhanced the positive relationships between all school community members especially through improved communication

processes. The upward trend in parent survey data in relation to their student’s transitions supports this initiative as teachers are more

aware of each child’s individual needs.

A key component of our school improvement is First Term and Student Led Conferences with students taking a much more active

role as they set SMART learning goals in each subject and they present a digital portfolio which provides an opportunity to reflect on

their learning. A key focus of the 2015 conferences was students reflecting on their attendance data over the previous twelve months

and the reinforcement of the relationship between attendance and educational outcomes. The attendance of students/parents at these

conferences continues to improve compared to traditional parent teacher interviews that were held prior to 2013.

Students participate in ConnectEd (Pastoral care) once a fortnight. These sessions focus on the promotion of health and wellbeing.

The 2015 Year 11/12 curriculum was modified to meet the needs of the senior students to build resilience incorporating the

development of “protective” and “preventative” factors that assist children to become confident individuals. At the same time the

program promotes the school/community values of trust and mutual responsibility.

The development of a partnership with a local community organisation has led to the employment of two youth workers that increase

the resources available to our Wellbeing team for working with “at risk” students to support them to complete their education to Year

12.

Ensuring students have an identified pathway after secondary school continues to be a focus at Rowville Secondary College. This is

reflected in an increase in 2015 of 3 % more students being accepted into university courses. While Rowville offers its students a

wide range of options and pathways and encourage students to utilise their strengths and passions, it is pleasing that more of our

students are aspiring to go to university whether that be in Victoria, interstate or in the USA with an increasing number taking up

sporting scholarships.

Wellbeing

In 2013 the school set about improving student attendance in line with our School Strategic Plan 2013-16 which resulted in the

development and implementation of a whole of school attendance improvement strategy (AIS). This strategy continued throughout

2015. The AIS theme of “Every Day Counts” and continuous targeted interventions for students identified as having more than 20%

absence from school have been used with parents and staff as a focus for the importance of regular and consistent attendance. Actions

included a marketing campaign focusing on attendance, attendance data being presented and discussed at the First Term Conferences,

improved monitoring and notifications to parents through the use of Compass, close monitoring by sub school teams of students at

risk and the implementation of a 90% attendance policy at Year 11/12. The implementation of the AIS has shown significant

improvement in the overall days absent in Years 7-12. In particular, Year 7 has decreased from an average of 15.99 days to 14.01days

per student, Year 8 has decreased from 19.62 days to 15.93 days, Year 9 has decreased from 26.94 days to 19.17 days, Year 10 has

decreased from 25.85 days to 16.77 days, Year 11 has decreased from 20.17 days to 14.46 days and Year 12 has decreased from

21.03 days to 16.71 days.

As a consequence the overall figure for Year 7-12 has decreased from an average of 21.81 days absent per student in 2013, to 21.41

days in 2014 and 16.23 days in 2015. We are proud of this achievement and will continue our efforts to improve attendance in 2016.

The Learning Framework in 2015 was extended to include literacy and numeracy strategies, direct instruction, guided practice and

independent practice phases of the lessons providing stronger consistency in classroom instruction. This has been a contributing

factor in the significant upward trend in the Parent Opinion Survey between 2014 and 2015. The variable of approachability


improved from 4.5 to 4.95, the variable of input improved from 4.35 to 4.55 and the variable of general satisfaction improved from

4.85 to 5.2.

The Attitudes to School Survey results indicate upward trends in student safety, school connectedness, stimulating learning, student

motivation, teacher effectiveness and empathy.

Productivity

2015 saw the successful phased implementation of Compass which has become the primary mode of communication between the

College and families. Compass provides parents and students with notices, record of student conducts, reports, NAPLAN and On

Demand results and continuous assessment. Work is progressing to allow online approvals and payments for college events.

The Bring Your Own Device (BYOD) program has been further extended so that all students have the ability to connect multiple

learning devices to the network. The development of the RSC Launchpad further assists students to easily access common

applications. Furthermore, students have individualised web mail accounts at the college and have free access to Microsoft Office.

The Virtual Desktop has increased the numbers of programs available and Air Print is accessible for students.

The college was highly successful in the Registered Training Organisation audit for our Vocational Education Training (VET)

programs which has ensured the continued delivery of VET Music and VET Sports/Recreation but has also opened new opportunities

to extend the VET programs which the College delivers. In working with AtEast consortium the College has improved the selection

process for School Based Apprenticeships which has resulted in the successful employment of all our students in the program.

To ensure the effective use of the Equity Funding and School Council priority funding, the timetable was structured to support the

delivery of the ACE model for all year 7 and 8 English and Mathematics classes. 2015 saw the planning of the Cricket Academy to

commence in 2016 at the Western Campus where students will have a third of their time dedicated to cricket training and two thirds

to a rigorous academic program.

The College continues to establish new community and industry partnerships in all programs. In recent times, new partnerships have

been built or extended with Melbourne City Soccer Club, Swinburne University and CSIRO. In our role as the lead school in KIOSC,

the College actively contributes to the development of the Discovery and TAFE Taster programs. All our students in Year 7 to 9 and

selected senior school students participate in KIOSC programs.

To further build our teacher capacity, a team of Instructional Coaches have provided support for staff across the college in order to

develop and refine pedagogical approaches and improve student outcomes. A School Improvement Team was formed in 2015 to

drive the day to day operations of “Curiosity and Powerful Learning”, which will be the central tenet of the school’s improvement

efforts over the next 5 years.

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


Performance Summary

The Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community 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.

School Profile

Enrolment Profile A total of 1813 students were enrolled at this school in 2015, 866 female and 947 male. There were 1% of EAL (English as an Additional Language) students and 0% ATSI (Aboriginal and Torres Strait Islander) students.

Overall Socio-Economic Profile Based on the school's Student Family Occupation index which takes into account parents' occupations.

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.


Performance Summary

Achievement

Student Outcomes

School Comparison

Teacher Assessments from the Australian Curriculum/Victorian Essential Learning Standards (AusVELS) Percentage of students in Years 7 to 10 with a grade of C or above in:

English

Mathematics

The grades are the same as those used in your child's end of year report. A 'C' rating means that a student is at the standard expected at the time of reporting.

Towards Foundation Level AusVELS Learning gain of students, relative to expectation in a year, for all students working within Towards Foundation Level AusVELS (AusVELS A to D).

Data will not be displayed where less than 10 student assessments were provided.

Towards Foundation Level AusVELS is not used for the School Comparison.


Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Year 7 The percentage of students in the top 3 bands of testing in NAPLAN at Year 7. Year 7 assessments are reported on a scale from Bands 4-9.

Being the first year of secondary school, Year 7 NAPLAN is not used for the School Comparison.

NAPLAN Year 9 The percentage of students in the top 3 bands of testing in NAPLAN at Year 9. Year 9 assessments are reported on a scale from Bands 5-10.


Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain does not require a School Comparison.

NAPLAN Learning Gain Year 5 - Year 7 Learning gain of students from Year 5 to Year 7 in the following domains; Reading, Numeracy, Writing, Spelling & 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 Year 7 - Year 9 Learning gain of students from Year 7 to Year 9 in the following domains; Reading, Numeracy, Writing, Spelling & 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.

Victorian Certificate of Education (VCE) Mean study score from all VCE subjects undertaken by students at this school. This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including government and non-government schools) is set at 30.

Students in 2015 who satisfactorily completed their VCE: 96% Year 12 students in 2015 undertaking at least one Vocational Education and Training (VET) unit of competence: 34% VET units of competence satisfactorily completed in 2015: 81% Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2015: 92%


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 2015 attendance rate by year level:

Yr7

Yr8

Yr9

Yr10

Yr11

Yr12

93 %

92 %

90 %

92 %

93 %

92 %

Student Retention Percentage of Year 7 students who remain at the school through to Year 10.

Students exiting to further studies and full-time employment Percentage of students from Years 10 to 12 going on to further studies or full-time employment.

Note: This measure uses data from the previous year.


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.

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.


How to read the Performance Summary

What 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 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.

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

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.

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 school comparisons provides important information about what a school is doing well and the areas that require further improvement.

More information on school comparison performance measures can be found at: http://www.education.vic.gov.au/school/principals/manage

ment/pages/performreports.aspx

What is the meaning of ‘Data not available’?

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.

What is this school doing to improve?

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.

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’.

Results for students working within Towards Foundation Level AusVELS (AusVELS A-D) show the percentages of these students making progress below, at and above the expectations of their schools.

http://www.education.vic.gov.au/school/principals/management/pages/performreports.aspx

http://www.education.vic.gov.au/school/principals/management/pages/performreports.aspx


Financial Performance and Position

Financial Performance - Operating Statement Summary for the year ending 31 December, 2015

Financial Position as at 31 December, 2015

Revenue

Actual

Funds Available Actual

High Yield Investment Account $740,571

Official Account $84,535

Other Accounts $5,092,827

Total Funds Available $5,917,932

Student Resource Package

$15,554,755

Government Provided DET Grants $1,786,804

Government Grants Commonwealth $12,987

Government Grants State $49,773

Revenue Other $728,372

Locally Raised Funds $3,606,640

Total Operating Revenue

$21,739,331

Expenditure

Financial Commitments

Operating Reserve $976,240

Capital - Buildings/Grounds incl SMS<12 months

$631,152

Maintenance - Buildings/Grounds incl SMS<12 months

$422,473

Revenue Receipted in Advance $1,928,851

School Based Programs $677,858

Provision Accounts $17,192

Repayable to DET $24,080

Other recurrent expenditure $368,873

Asset/Equipment Replacement > 12 months $355,419

Capital - Buildings/Grounds incl SMS>12 months

$266,380

Maintenance -Buildings/Grounds incl SMS>12 months

$249,414

Total Financial Commitments $5,917,932

Student Resource Package

$14,157,260

Books & Publications $50,376

Communication Costs $117,656

Consumables $361,010

Miscellaneous Expense $2,870,832

Professional Development $38,021

Property and Equipment Services $874,285

Salaries & Allowances $898,702

Trading & Fundraising $472,620

Travel & Subsistence $134,662

Utilities $260,526

Adjustments ($154,000)

Total Operating Expenditure

$20,081,948

Net Operating Surplus/-Deficit

$1,657,383

Asset Acquisitions

$45,330

Student Resource Package Expenditure figures are as of 21 March 2016 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.

Financial performance and position commentary

Rowville Secondary College has maintained its strong financial position in 2015.

While revenue increased from 2014, it was lower than what we had anticipated in our 2015 budget due to less income from cash

grants received.


This was offset by substantial cost control measures which resulted in most cost centres coming in under the budgeted levels.

The surplus cash funds available through this and previous year’s surpluses are fully committed in accordance with the School

Council approved priorities. These include the KIOSC program, Literacy and Numeracy Programs, upgraded Performing Arts

Facilities and Western Campus Repairs and Maintenance.

2015 annual report to the school...

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