2018 annual report to the school community · 2019. 4. 4. · of learning spaces within its...

2018 Annual Report to

The School Community School Name: Guthrie Street Primary School Shepparton (5020)

Attested on 01 April 2019 at 02:58 PM by Brendan Bicknell (Principal)

Attested on 03 April 2019 at 09:13 AM by Tunya Jarvis (School Council President)

Guthrie Street Primary School Shepparton (5020)


About Our School

School context

Guthrie Street Primary School is a highly regarded school which was established in the 1970s. The school is

situated in Shepparton to the south end of the town and is surrounded by residential area.The school has a variety

of learning spaces within its buildings, a combination of single classrooms, adjoining rooms and more open flexible

spaces. Other spaces in the school include a large Art room, a Library, and a facility to cater for hearing impaired

students. Enrolments at the end of 2018 were 517 students. The enrolment trend over the last 4 years has been

relatively stable at between 500 and 530. The equivalent of 44 full time staff (3 Principal Class, 31 teachers and 10

Education Support Officers) are committed to preparing our 517 students for living and learning in the 21st Century.

Our curriculum is broad and dynamic; our Flexible Learning Centred classrooms are rich in technology and we place

high priority on the development of literacy and numeracy skills. We acknowledge that our children have varying

skills and abilities: having the capacity to work in teams, are able to problem solve and have developed sound

interpersonal skills. Enrichment opportunities and support for learning are provided to ensure all students build firm

foundations in these key areas of learning.

The school curriculum content is guided by the Victorian Curriculum. Literacy and Numeracy instruction remains at

the core of the work that is done at the school. Underpinning literacy and numeracy are a variety of learning

programs which exist to meet the needs of the students. Student centred learning approaches such as inquiry

learning are present in all areas of the school. Guthrie Street provides a range of specialist programs; Physical

Education, Art, Music/Drama, Science, Library and learning to sign in AUSLAN offer students a wealth of

opportunities, challenges and joys. All students are formally taught the elements of Emotional Intelligence(EQ). This

explicit teaching develops self-awareness, self-control, self-motivation, empathy and the ability to get along with

others.

At Guthrie Street we continually challenge our students to achieve their personal best and to make the most of

every opportunity that life at school provides.

Framework for Improving Student Outcomes (FISO)

During 2018 the school had a focus on the FISO Dimension Building Practice Excellence (BPE) with the Key

Improvement Strategy, "To enhance staff capacity and consistency in the areas of curriculum development,

planning documentation, effective instruction and ongoing meaningful assessment." Our Leading Teacher

maintained a focus on Data to drive teaching via the implementation of PLC structure across the school. Many

changes were made to the timetable to prioritise PLC (Professional Learning Community) teams to meet. These

PLC meetings allowed teacher's to analyse and interpret achievement data. A Coaching & Mentoring program was

also implemented to further support the idea of building staff capacity. Several staff also participated in the PLC

initiative which further strengthened the schools PLC model. Mid way through the year a Literacy Specialist was

appointed to help support cohorts of students identified as being at risk in literacy.

The school also focussed on the FISO Dimension Evaluating Impact on Learning (EIL) with KIS, "To provide

ongoing assessment that will drive teaching and learning and consistently analyse data at PLC meetings." PLC

instructional leaders have completed the PLC initiative training and have helped drive the analysis and development

of an assessment schedule. The Leading Teacher has been at the forefront of the Literacy data wall implementation

from F-6 and along with the Literacy Learning Specialist participated in the Leading Literacy for Networks training.

Achievement

In 2018 the school set some key literacy targets which were taken from our Strategic Plan. These goals were:

To have greater than 40% of students in Year 3 reach top 2 bands in reading and to have greater than 25% of

students reach relative High Growth in reading from Year 3-5 in NAPLAN! The following results occured:

In Year 3, 37.2% of students reached the Top 2 bands in NAPLAN in reading.



Only 18.6% of students achieved High Growth in reading from Year 3-5 in NAPLAN.

This lack of achievement was highlighted in our school review in Term 3. This brought about the planning for

change and the development of a new Instructional Teaching and Learning Model to be trialed in term 4 and

introduced across the whole school in 2019.

Engagement

The Student Attitudes to School Survey demonstrates that Guthrie Street consistently performs well in the areas of

School Connectedness and Sense of Inclusion, highlighting the significance of the school’s EQ program.

In order to enhance student engagement, our school is committed to providing technologically rich learning spaces.

The Bring Your Own Device (BYOD) Program in Year 3-6, as well as purchasing further devices to increase one-to-

one use, provides appropriate opportunities for our students to engage with 21st Century learning tools.

Part of the culture at Guthrie Street is engaging students in regular opportunities outside their home-group

classroom. Guthrie Street is renowned for the quality of its broad specialist program. Excursions and cultural

performances are scheduled each term. An extensive camping program, music tuition, after school and weekend

sports programs, plus a variety of performing opportunities are some of the valuable experiences provided.

At Guthrie Street we have always communicated the importance of daily school attendance. Many of the strategies

that are used to engage students also impact positively on attendance. These approaches, plus a focus on

meaningful relationships between teachers and students/parents, have ensured that our students have better

attendance rates than the state median.

Wellbeing

Guthrie Street is proud of its work in the area of Student Wellbeing. The school consistently performs above state

medians in the student attitudes to school survey that measure the effectiveness of wellbeing approaches. Our

school adopts a proactive and preventative approach to student wellbeing in preference to operating in a

consistently reactive mode. The Emotional Intelligence Program is an example of this positive approach. Emotions

have the greatest influence on actions. At Guthrie Street the explicit teaching and common language that underpins

the Emotional Intelligence program has supported our students to attain improved levels of self-awareness, self-

control, self-motivation, empathy and the ability to get along with others.

Our proactive and preventative approach to Student Wellbeing is further supported through our School Nurse,

Transition, Life Education, Student Leadership, Buddies, Learning Support, Disabilities and Parenting Programs.

Additional wellbeing support is also provided at our school through DET Student Support Services.

At Guthrie Street we strive to ensure our students are active, happy and productive members of society with a

positive outlook on life.

Financial performance and position

Guthrie Street Primary School is in a strong financial position due to careful and strong management decisions

made by school council and affective financial controls maintained by the principal and business manager over

many years. The school had a net operating surplus in 2018 of $227,711. This is due to the carry forward funds of

previous year’s surplus. The school has benefited from government grants and locally raised funds, which has

enabled us to work towards the development of an outdoor classroom for our students continued learning.

Providing our teachers with extensive professional learning opportunities, individual support for students with

disabilities and maintaining up to date technology and equipment throughout the school have been high priorities.

Equity funding has supported the provision of welfare and differentiated programs and enabled an increase in

teacher capacity through therapists and learning support. In 2019 our accumulated funds will be allocated to the

maintenance of our buildings and grounds, the purchase and upkeep of our technology equipment and the

finalisation of our outdoor classroom.



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

https://www.guthriestps.vic.edu.au/

Guthrie Street Primary School Shepparton

5

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 helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

Members of the community can contact the school for an accessible version of these data tables if required.

School Profile

Enrolment Profile A total of 516 students were enrolled at this school in 2018, 234 female and 282 male. 9 percent were EAL (English as an Additional Language) students and 8 percent ATSI (Aboriginal and Torres Strait Islander) students.

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

Parent Satisfaction Summary Measures the percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

School Staff Survey Measures the percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.


6

Performance Summary

Achievement

Teacher Judgement of student achievement Percentage of students in Years Prep to 6 working at or above age expected standards in:

English

Mathematics

For further details refer to How to read the Annual Report.

Student Outcomes

School Comparison


7

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Year 3 The percentage of students in the top 3 bands of testing in NAPLAN at Year 3. Year 3 assessments are reported on a scale from Bands 1 - 6.

NAPLAN Year 5 The percentage of students in the top 3 bands of testing in NAPLAN at Year 5. Year 5 assessments are reported on a scale from Bands 3 - 8.


8

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain Year 3 - Year 5 Learning gain of students from Year 3 to Year 5 in the following domains: Reading, Numeracy, Writing, Spelling and Grammar and Punctuation. NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.


9

Performance Summary

Engagement

Student Outcomes

School Comparison

Average Number of Student Absence Days Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays. Absence from school can impact on students’ learning School Comparison

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 expected. Average 2018 attendance rate by year level:

Few absences <------> Many absences

Few absences <------> Many absences

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

94 %

94 %

94 %

93 %

92 %

93 %

93 %


10

Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School - Sense of Connectedness Measures the percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Students Attitudes to School - Management of Bullying Measures the percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).


11

Financial Performance and Position

Commentary on the financial performance and position is included in the About Our School section at the start of this report

Financial Performance - Operating Statement Summary for the year ending 31 December, 2018

Financial Position as at 31 December, 2018

Revenue

Actual

Funds Available Actual

High Yield Investment Account $237,424

Official Account $39,871

Other Accounts $122,048

Total Funds Available $399,342

Student Resource Package

$4,378,170

Government Provided DET Grants $674,395

Government Grants Commonwealth $83,167

Revenue Other $13,287

Locally Raised Funds $423,216

Total Operating Revenue

$5,572,235

Equity¹

Equity (Social Disadvantage) $189,949

Equity Total

$189,949

Expenditure

Financial Commitments

Operating Reserve $197,455

Other Recurrent Expenditure $8,645

Asset/Equipment Replacement < 12 months $44,500

Capital - Buildings/Grounds < 12 months $46,278

Maintenance - Buildings/Grounds < 12 months

$12,000

Asset/Equipment Replacement > 12 months $40,000

Maintenance - Buildings/Grounds > 12 months

$50,000

Total Financial Commitments $398,878

Student Resource Package²

$4,145,281

Books & Publications $2,105

Communication Costs $8,500

Consumables $112,177

Miscellaneous Expense³ $211,392

Professional Development $42,002

Property and Equipment Services $204,178

Salaries & Allowances⁴ $474,242

Trading & Fundraising $92,106

Travel & Subsistence $3,580

Utilities $52,408

Adjustments ($3,447)

Total Operating Expenditure

$5,344,524

Net Operating Surplus/-Deficit

$227,712

Asset Acquisitions

($2,103)

(1) The Equity funding reported above is a subset of overall revenue reported by the school (2) Student Resource Package Expenditure figures are as of 15 March 2019 and are subject to change during the reconciliation process. (3) Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges. (4) 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.


12

How to read the Annual Report

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.

More information on School Comparison performance measures can be found at: http://www.education.vic.gov.au/school/parents/involve/ Pages/performance.aspx

What does ‘Data not available’ or 'ND' 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 their first 11 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’).

What 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 and plans 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: Achievement

- student achievements in: - English and Mathematics for National Literacy and Numeracy tests (NAPLAN) - English and Mathematics for teacher judgements against the curriculum - all subjects for Victorian Certificate of Education (VCE) examinations (secondary schools)

Engagement

- student attendance and engagement at school - how many students leaving school go on to further studies or full-time work (secondary, P-12 and specialist schools)

Wellbeing

- Attitudes to School Survey (ATOSS) - Sense of connectedness - Management of Bullying

Results 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.

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

2018 annual report to the school community · 2019. 4. 4. · of learning spaces within its...

Documents