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DONNYBROOK DISTRICT HIGHSCHOOL

ANNUAL REPORT 2012

ANNUAL REPORT 2012

Table of Contents. Page Number

1 IntroductionandOverview 3 Formatting

2 Ourcontextualdistinctiveness 4 3 BusinessPlanPriorities Priority1 CurriculumImprovement5 Focus1 Literacy5 Focus2 Numeracy6 Focus3 Science7 Focus4 InformationCommunicationandTechnology7 Focus5 CrossCurriculumPerspectives8

BroadsheetData 9-15 Priority2 LearningEnvironment15 Focus1 PersonalandSocialDevelopment15 Focus2 PersonalandSocialDevelopment16 Priority3 FuturingOurService20 Focus4 Project–AdvancingServiceasanIndependentPublic School 22 Focus5 Partnerships23 Focus6 MarketingandPromotion23 4 ResourcingandFinancialReport 24

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STUDENTLEADERS2012ADMINISTRATIVE STAFF 2012

PRINCIPALPeterFitzgerald

PRIMARY ASSOCIATE PRINCIPALJeffBrown

SECONDARY DEPUTY PRINCIPALSLizBurkettandGarryDavis

BUSINESS MANAGERLeeFitzgerald

SCHOOL BOARD 2012

PipMurdock ChairNigelTuia ViceChairPeterFitzgeraldJeffBrown SecondedMichaelArmstrongJeanetteHutchisonMikeKing ShireJanineMorganPetaKingHelenGambleSiobhanBaxter

HeadGirl2012KyarnaTrigwell.

Asaschoolweareoftenprivilegedtohaveoutstandingstudentleaders.OurcongratulationsandthankstoKyarnaTrigwellandJoshMenegolafortheirwonderfulcontributiontoourschoolin2012asHeadGirlandHeadBoy.

HeadBoy2012JoshMenegola

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1 IntroductionandOverview.

TheproductionofaSchoolReportismandatoryforallgovernmentschoolswitharequirementtopresentspecificoperationalinformation.Wealsotaketheopportunityforcommentaryaroundwhatmakesourschooldistinctive.

Inthe2011Reportwechose,asanIndependentPublicSchool,tobroadlyalignourSchoolReporttoourSchoolBusinessPlan2011–2014.OurintentindoingthiswastobringintoclosefocusourPrioritiesoutlinedintheBusinessPlanandwherepossibletoreportagainstourtargetsandmilestones.

ThisintentisreallyaboutkeepingourreportingcurrentandpreparingforourIndependentPublicSchoolreviewdueinlate2013.

Itneedstobeunderstoodthatthisapproachtoreportinginvolvessomevariationsinjudgementrelatedtotherichnessordensityofdata.Wehaverichdatasourcesrelatingtostudentperformancetargetsandwealsohavenationalstandardsandbenchmarkstoassistwithjudgementsintheseareas.However,withmostofour“milestones”ourevidenceisbasedonoperationalobservation,withinferentialjudgementsabouthowwellwearegoingandapreparednesstobeaccountablebydemonstrationaboutthesejudgements.

Thisreportingprocessisalsousefulinreviewingthe“BusinessPlan”itself.Giventhatitwasconstructedasaplaninearly2011,thescrutinythroughreportingenablesustorevitalizetheBusinessPlanbyhighlightingredundancyandidentifyingnewissuesthatneedtobeaddressed,withSchoolBoardapproval,inthechangingshapeoftheBusinessPlan.WeseetheBusinessPlanas‘organic’,inthatitgrowsandchangesyetstayscurrentandrelevant.

FormattingOvertheyearswehavedevelopedapagingformatwherethereportingtextforthemostpartappearsontheleftofthepageandinformationrelatingtooperations,achievementsandprogramsappearsontherightofthepage.

Theformatvarieswhenwearedealingwithrichdatawhereweusefullbroadsheetformattokeepthedata,reportageandcommentarytogether.Wewillalsobreakupthetextwithphotographsthatshowaspectsofouroperations.

Whenviewingthereportagainstourpriorities,attentionisdrawntotheschoolBusinessPlanwhereourtargetsandmilestonesaredescribed.Itmaybehelpfulforthereadertoviewthisreportwithreferencetothebusinessplan,availableontheschoolwebsiteat:http://www.donnybrook.wa.edu.au/

2 OurContextualDistinctiveness

• Weseeourselvesasfocussingonwhatweseeasthefundamentals:Givingallourstudentstheopportunitytobesuccessfullearners.

Buildingthelearningcultureonaplatformofqualityrelationshipsbetweenallthelearningpartners. Preparingourstudentstobeabletomakeinformedlifechoices.

• OneofoursignificantadvantagesasaschoolisthatwehaveattractedandretainedahighqualityandstablestaffandexpectasanIndependentPublicSchooltobeableto,withgoodsuccessionplanningandrecruitment,maintainthisquality.Ourstaff,acrossallthecontextsoftheschool,actinaccordwiththefundamentals,asoutlinedabove,worktogetherincontextualteamsettingsandengageinthenecessaryprofessionallearningtothebestadvantageofourstudents.

• OurschoolisnowimplementingtheagreedelementsofthenewAustralianCurriculumandiscomingtotermswiththenewmandatedcontentandnationalstandardsofstudentperformance.

• Ourschoolin2012completedamajorphysicalmakeoveracrossbothcampuses.ThecombinedCommonwealth(BER)$2.5millionprimarybuildatMeadStreetandStateCapitalWorks$5millionmainlyonSecondarySpecialistfacilitiesatBentleyStreethascreatedamagnificentfacilitiesframeworkaroundourlearning.Additionallyacrosstheschoolwehaveinvestedinrecreationalequipmenttomakeouryards

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excitingandinnovativeplayareastosupportlearning.ThemostsignificantyardimprovementshaveoccurredatBentleyStreet,whichhasintroducedfunandchallengeaswellasfitnessdimensionsintotheadolescentlearningenvironment.

• WecontinuetogrowasanIndependentPublicSchool.WhatthismeansistakingadvantageoftheflexibilitiesthatIPSenablesinthebusinesssense,butperhapsofmoreimportanceisourmaturingapproachtoschoolgovernance.OurschoolBoardhasgrownintoanunderstandingofitsroleandthepossibilitiesassociatedwithIPS,whichwillpaybigdividendsforourstudentsandschoolcommunity.

• Oneaspectofourschool’sdistinctivenessderivesfromthefactthatwhileweexistasasingularidentity,DonnybrookDistrictHigh,wehavetheoperationaldualityofaschoolsplitover2campuses,1.5kmsapart.Essentiallywehavetwooperations:JuniorCampusatMeadStreetcatersfortheEarlyandMiddlephases(K-5)ofprimaryschoolingwithapproximately300students.SeniorCampusatBentleyStreetcatersfortheEarlyandMiddlephasesofadolescence(6-10)withapproximately225students.

• Theadvantageofsplitsitesisthatitallowsustoprovidepurposefulandcontextualeducationalsettingsalignedtotheneedsofthedifferentagegroups.Whileourtransitpoint(currentlyYear5to6)islargelyfacilitiesdriven(i.e.,spaceavailableattheSeniorcampusnottheJuniorCampus),wehavemadethetransitionitselfafocus,activelytailoringprogramsinYear6atthesestudents’readinessfornewandindependentlearningexperiences.Ourtransitingstudent’sfeedbackispowerfullypositiveaboutthechangeintheirmodeoflearningandtypicallymostparentsagree.InadditionwiththeforthcomingchangeforYear7’sgoingtohighschoolin2015,ourmodeofcateringfortheirneedsisnowofsystemicinterestaswearequitedifferentinourapproachtothetypicalYear7inaprimaryschoolorYear8inastandardhighschool.

• Thedisadvantageofsplitsitesliesmainlyintheareaofresourcing,giventhereislittlerecognitiongivenbytheresourcingbureaucracytothe“differential”needs,particularlyintheareaofteachingresources,e.g.,splittingtheprimaryatYear5/6requiresadifferentsetofclassconstructionstypicallywithonemoreclassthanifallthestudentsweretogether.Theresourcingdirectorate’sresponse,whilerecognizingtheneedtocreateanadditionalclass,istoallocateanadditionalhalfateacher.InanageofbudgetrestraintandintheabsenceofadifferentialresourcingpolicywhileweawaittherightmomentforthesystemandgovernmenttoreleasetheTeeceReport,thesolutionheremaywellbeforactionattheboardlevelwiththepoliticians.

Notwithstandingtheresourcingdeficit,ourschoolisstilloperationallybettersetforstudentsinourcurrentsplitbutfairerresourcingwouldbemostwelcome.

StudentRepresentativeCouncil2012

JoshMenegola HeadBoyKyarnaTrigwell HeadGirl

TrentonThompson Yr10KatyaDaCosta Yr10EmForward Yr9S1ElishaGray Yr9S1HarryMarsden Yr9S2LauraRyan Yr9S2GeorgiaTassone Yr8S1&2KaneAtherton Yr8S1LouisHernan Yr8S2CheHunt Yr7S1GeorgaRutter Yr7S1ErinO’Callaghan Yr7S2DylanStone Yr7S2EllaAtherton Yr6S1TimMountford Yr6S1SophieStewart Yr6S2EllaAtherton Yr6S2

OurStudentRepresentativeCounciliscomprisedof4Year10students(twoofwhomareelectedHeadboyandHeadgirl)andthen2studentsfromeachofYears9,8,7and6.

Allyearrepresentativegroupshaveanequalgenderbalance.

TheYear6–9councillorsservetheirtermforSemester1andnewrepresentativesmaybeelectedforSemester2.

TheYear10studentsareelectedtoservethewholeyear.

We focusondevelopingourStudentRepresentative Council members asStudentLeaders.

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3 BusinessPlanPriorities

Priority1 CurriculumImprovementInreportingagainstthisprioritywehavechosentwoapproaches.InregardtoStudentPerformanceinEnglish,Mathematics,ScienceandSocietyandEnvironmentwherewehave‘richdata’sourcedfromexternalsources(e.g.NAPLANetc)andtriangulatedwithavarietyofinternalschool-basedassessments,wearereportinginabroadsheetpresentationdirectlyinrelationtothetarget.Thebroadsheetformatenablesustodisplaythedata,analyseandexplaindataandoutlineouractions,allinoneplace.WewillreportsummativelyonallmilestonesandmakeinferentialjudgementsinregardtotheBusinessPlan. Whereweneedtomakechanges,thesewillbenotedintheformofrecommendationstotheSchoolBoard.GiventhattheBoardacceptstheserecommendationsthenwewillamendtheBusinessPlanaccordingly.Proposedamendmentswillbepresentedinaredfont.

Focus1 LiteracyTarget1–Seefullreportageinthebroadsheetthatfollows.

Reporting: (EM=EnglishMilestone)EM1–AllclassroomoperationalplansarenowconsistentwiththeimplementationrequirementsoftheAustralianCurriculum-SchoolSelfAssessmentProcessesinvolveformalmonitoringofoperationalplanstwiceayear.

EM2 –WholeSchoolWritingPlancompletedin2011andisnowoperationalandmonitoredbysiteleaders.

EM3–Thenotionofacollectionofplansrelatedtothe2011understandingsof“LiteracyStrands”isnowunderstoodtomeancontextualalignmentwithScopeandSequenceofAustralianCurriculumEnglish.

EM4–WecannowclearlydemonstratealignmentwithandimplementationoftheAustralianCurriculuminEnglish.

EM5–WecanclearlydemonstratewehavecomprehensivecollaborativeplanningandprofessionallearningsupportedbyinvestmentinteacherleadershipinEnglishallofwhichislinkedtotheimplementationoftheAustralianCurriculumEnglish.

ProposedBusinessPlanAmendmentstoFocus1LiteracyNote:-AllamendmentsareconsistentwithaligningourBusinessPlanwiththerequirementsoftheAustralianCurriculumEnglish.(Firstadvised2011)ProposedAmendment1–Focus1–Changetitleto“ENGLISH”

ProposedAmendment2–regardingtheFocusonPlanningandProfessionalGrowthStrategiesexpression.Becomes:-“ConsolidateunderstandingsoftheAustralianCurriculumContentStrandsofLANGUAGE,LITERATUREANDLITERACY”.

ProposedAmendment3–ChangeEM3to:-“KnowledgeoftheACScopeandSequenceinEnglishFoundationtoYear10isacceptedastheWholeofSchoolEnglishPlanfortheimplementationoftheAustralianCurriculuminEnglish”.

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Focus2 NumeracyTarget2:-Seefullreportageinthebroadsheetthatfollows.

Reporting: (MM=MathematicsMilestone)MM1–Allclassroomoperationalplansarenowconsistentwiththe

implementationrequirementsoftheAustralianCurriculum -SchoolSelfAssessmentprocessesinvolveformalmonitoringofoperationalplanstwiceayear.

MM2andMM3–Asnotedin2011wehavenowmovedallplanningandprofessionallearningtofocusuponboththeContentandProficiencyStrandsofAustralianCurriculumMathematics -Thenotionofa“WholeSchoolNumeracyPlan”isnowunderstoodtomeancontextualalignmentwiththeScopeandSequenceofAustralianCurriculumMathematics.

MM4 –WecannowclearlydemonstratethatweareimplementingtheAustralianCurriculum.

MM5 –Allprimarygeneralistsandsecondaryspecialistmathematicsteachersareengagedinprofessionallearningandtraining.(GIRNandTDSapproachusedtoworkshopandcoach)linkedtoimplementingtheAustralianCurriculumMathematics.

ProposedBusinessPlanAmendmentstoFocus2NumeracyNote:-AllamendmentsareconsistentwithaligningourBusinessPlanwiththerequirementsoftheAustralianCurriculumMathematics.(foreshadowed2011)

ProposedAmendment1–Focus2–Changetitleto“MATHEMATICS”

ProposedAmendment2–FocusonPlanningandProfessionalGrowthStrategiesexpressionbecomes:-“Consolidateunderstandingsofthe3AustralianCurriculumContentStrandsandofthe4proficiencystrands.”

ProposedAmendment3–ConsolidateMM2andMM3into:-“KnowledgeoftheACScopeandSequenceFoundationtoYear10isacceptedasthewholeofschoolMathematicsPlanforACimplementation”.

StaffProfile2012Category: No: FTE:Adminstration:PrincipalL6 1 1.0AssociateL4 1 1.0DeputiesSecL3 2 2.0TOTAL 4 4.0

TeachingStaff:TeachersL3 3 2.8TeachersSNR 21 17.1TeachersOther 17 11.2Librarian(Snr) 1 1.0TOTAL 42 32.10

SchoolSupportStaff:BusinessManagerL5 1 1.0SchoolOfficers 5 3.8Gardeners 3 2.1TOTAL 9 6.9

EducationAssistants:Mainstream 6 4.1SpecialNeeds 3 2.9LibraryOfficers 2 0.6HomeEc,Asst. 1 0.43Lab.Assistant 1 0.6Instructional 2 1.2TOTAL 15 9.83

Cleaners:HeadCleaners 2 1.5Cleaners 7 2.13TOTAL 9 3.63

TOTALS: 7956.46

ProfileCommentary:Stablestaffandveryexperienced.Ageprofileindicatesthiswillchangeoverthenext5yearsforallcategories.SuccessionPlanningisanissue.TeachingStaffwillgrow particularlyinSecondaryto2014.

AllteachingstaffmeettheprofessionalrequirementstoteachinWApublicschoolsandcanbefoundonthepublicregisterofteachersoftheWesternAustralianCollegeofTeaching(WACOT)

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Focus3 ScienceSeefullreportageinthebroadsheetthatfollows.

Reporting: (SM=ScienceMilestone)SM1–The“GettingitRight”mentoringstrategywasimplementedacrossYear1–5atMeadStreet2010–11. -The0.2FTEteachertimewaswithdrawnin2012asthetrainingonbothPrimaryConnectionsandtheAustralianCurriculumSciencehadbeenachieved.

-ThePrimaryChallengeprogramwith3targetedhighachievinggroupsinEarly,MiddleandSeniorPrimarycontinueswithaspecialist.

SM2–WecandemonstratecontextualalignmentwiththeScopeandSequenceoftheAustralianCurriculuminScienceacrossthewholeschool.

SM3–CarbonKidsasaprogramisusedtolinkwithbothPrimaryConnectionsandAustralianCurriculumacrossthePrimarymainlyasanenrichmentstrategy.IthasadirectlinktoourPrimaryChallengeProgram

SM4andSM5–In2013duetoresourcingpressureswewereforcedtomove6/7SciencedeliverytotheSeniorPrimaryteachersratherthansecondaryspecialistswhowerenolongeravailable.Theuseofsecondarysciencespecialistfacilitiescontinuesaswellasstrongprofessionallearningsupportforteachersin6and7. -Theprimarychallengeprogramcontinuestohavespecialistsupportandourstudentsengageinchallengingscienceprojects.ThishasinvolvedworkinginCarbonKidsprojectswithotherschools.

SM6–WeareabletodemonstrateimplementationoftheAustralianScienceCurriculumin2013andhaveacceptedtheACScopeandSequenceFoundationtoYear10asourwholeofSchoolScienceplan.

ProposedBusinessPlanAmendmentstoFocus3Science.ProposedAmendment1-ThatSM1beacknowledgedasachieved.

Focus4 InformationCommunicationsAndTechnology.Reporting:(ICTM=InformationCommunicationandTechnologyMilestone)Ouraiminthisfocusareaistoadvanceourstudentscompetenceindealingwithdigitaltechnologiesandfocussingadditionallyupontheirethicalresponsibilitiesasdigitalcitizens.

ICTM1–AllstaffconsistentlyuseICTapplicationsandmoststudentsdemonstratecompetenceattheirlevel.

ICTM2–Cybersafetypracticeisinplacewithappropriatemonitoringandcontrols.Wehaveminimalproblemswithinournetworkasstudentsknowthatwemonitorforbreechesofpolicyandclearlytheconsequenceoflossofnetworkaccessisnotwelcomedbystudents. -In2012wereviewedandrestatedourpolicyregardingstudentsbringingtheirowndigitaldevicesintoschool.-Thesinglemostdifficultareatomanageinaschoolsettingderivesfromadolescentengagementwithvarious

formsofsocialmedia.Whilethisdoesn’thappenintheschool,theconsequencesofcyberpostingswhichconstituteBullyingimpactonstudentrelationshipsandweoftendealwiththeconsequences.Thisisongoingbusiness.

ICTM3–In2012,inassociationwiththeschoolwiderolloutofinteractiveclassroomdevices,weinvestedinamajortrainingprogram.Allstaffcannowusethedevices.

- In2012wealsostartedwitha“tablet”platformwithaviewtoassesstheimpactofthedevicesinassistinglearning.Theoutcomeshavebeenexcellentandwewillexpandtheprogramaswecanaffordtoinvest.

ICTM4–In2012allbut3learningspaceswerefullyfittedwithinteractivedigitaldevices.Theremaining3willbecompletedin2013

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ProposedBusinessPlanAmendmentstoFocus4InformationCommunicationsAndTechnologyProposedAmendment–RecognisethatICTfitswithintheAustralianCurriculum;GeneralCapabilitiesandthat“demonstratecompetenceattheirlevel”willinfuturerefertothelearningcontinuuminthatdocument.

Focus 5 - CROSS CURRICULUM PERSPECTIVESIntent:OurrequirementasaschoolistoimplementtheAustralianCurriculum.CrossCurriculumPerspectivesofferlearningexperiences,acrossthecurriculum,thataredesignedtoequipyoungAustralianswiththeknowledgeandunderstandingstoengageeffectivelyinaglobalizedworld.Thethreecrosscurriculumareasare:-• AboriginalandTorresStraitIslanderHistoryandCulture• AsiaandAustralia’sengagementwithAsia• Sustainability.

Reporting:-Itisarequirementofallourteacherstoengageasappropriatewiththeseperspectives.Acrosstheprimarythereisagreedsequencingbycontextsaboutparticularcontentandalsoclearlyteachershavesomechoicesastosourcingresourcestosupporttheparticularlearning. eg.CarbonkidsistypicallyausefulresourceparticularlyinScienceandwiththeCrossCurriculumprioritysustainability.Teachersmaychoosetousethisresourceorsomeother.Thesecondaryapproachisagainteacherspecialistbasedandteachersareaccountableforsequencingthelearningassociatedwithcrosscurriculumperspectives.

• Itneedsalsobenotedthatinthesamewaythatcrosscurriculumperspectiveismeshedintolearningareas,staffarealsorequiredtoaddressthe7generalcapabilitiesacrossALLlearningareas. Thesegeneralcapabilitiesare: Literacy,Numeracy,ICT,CriticalandCreativeThinking,PersonalandSocialCapability,EthicalUnderstandingandInterculturalUnderstanding.BothCrossCurriculumCapabilitiesandthegeneralcapabilitiesareaddressedinour“SelfAssessmentProcess”

StudentDemography

Sem 1 2012 Sem.12013K 39 32P 46 44

1 57 452 39 533 41 424 39 415 48 42TOTALMEADSTREET 298

6 45 487 44 49

TOTAL PRIMARY 396TREND–PRIMARYSTABLE

8 53 489 38 5410 17 37

TOTAL SECONDARY 139

TOTAL BENTLEY STREET 226

TREND–SECONDARYGROWTH

TOTAL WHOLE SCHOOL 524

GENDERMALE 268 284FEMALE 238 240

ABORIGINAL CHILDREN 22

TRENDS:PrimaryenrolmentsK–7arestableandwillgrowonlyslowlyasthecommunitytrendsupward.

ExpectsignificantgrowthintheSecondaryas:Thehalfcohortexits2012Wemaintaincurrentretentionratesprimarytosecondary.Year7’scountasSecondaryfrom2015.

PREDICTIONS:PRIM. SEC. TOTAL

2014 410 145 5552015 370 200 570

Post2014thesecondarygrowthwillslow.

General Capabilities: Year 4 students using ICT to create an animated representation of weathering and erosion during a science lesson.

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BROADSHEET DATA

Achievementperformancedata

Whatdowedowithachievementperformancedata?WeusewholeschoolandcohortNationalAssessmentPrograminLiteracyandNumeracydata(NAPLAN)tohelpusdeterminewhereourstrengthsandweaknessesareforyeargroupsandparticularcohorts(forexample;male/female,IndigenousStudents).Schoolleadershipusesthisinformationtodetermineprioritiesandbudgetfocus.Teachersusetheinformationtoinformteachingforsmallgroupsandforindividuals.In2012weusedBestPerformanceTManalysistoprovidein-depthdetailsofdeficitsandstrengthsintheNAPLANtests.TheanalysisisalignedtotheAustralianCurriculumateveryyearlevel(Yr1toYr9)andteachersusethisinformationtofurtherguidetheirplanning.DetailedNAPLANdataatindividualtestlevelalsoallowsteacherstoidentifyandtargetlearningneedsofindividualstudents,basedontheirNAPLANresults.WAMonitoringStandardsinEducationdata(WAMSE)providesinformationaboutgroups,cohortsandindividualsforScienceandSociety&Environmentandisalsousedbyteachersintheirplanningforteaching.Attheclassroomandyearlevel,teachersalsousevariousreading,literacy,spelling,vocabulary,sight-wordandmathematicsassessmenttoolstodeterminestudentachievementandprogress.AfterschoolreportingperiodsattheendofSemester1and2,weuseSchoolAssessmentSystemInformation(SAIS)dataasaconvenientwaytoanalyseteacherassessmentagainstNAPLANandWAMSEdata.Suchdataallowsustoask“DoestheNAPLAN/WAMSEdataconfirmorchallengeschoolassessmentdata?”Infact,theTriangulateddataconfirmsthatNAPLANandWAMSEdataisafairindicationofourstudents’achievementandgrowth.

NAPLAN2012StudentAchievementAchievementdatafor2012NaplanisavailableontheschoolsonlinepageoftheWADepartmentofEducationwebsite(http://www.det.wa.edu.au/schoolsonline/home.do)andontheACARAMySchoolwebsite (http://www.myschool.edu.au/).

AsummaryisprovidedonTable1,below:

Table 1;Mean achievement scores 2012 Numeracy Reading Spelling Grammar WritingYear 3 2012 National 395 419 414 424 415

WASchools 384 407 401 408 407

DDHS388 419 405 413 414

Year 5 2012National 488 493 494 491 477

WASchools 477 482 486 479 470

DDHS 493 483 484 477 469

Stable cohort 496 490 Nodataavailable

Year72012National 538 541 543 546 518

WASchools 535 538 539 545 521

DDHS 523 534 532 532 496

Stable cohort 524 536 Nodataavailable

Year 9 2012National 584 575 577 573 553

WASchools 582 572 574 570 557

DDHS 566 559 535 554 511

Stable cohort570 565 Nodataavailable 513

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AnalysisandSummaryofachievement(againstNationalMeans)

AsindicatedinTable1(above)2012Naplandataindicatesthatwehaveachieved:

• belowthenationalaverageinYear5GrammarandWriting,Year7WritingandYear9SpellingandWriting

• atoraboveinYear3ReadingandWritingandYear5Numeracy.

WiththemeanachievementofWAschoolsbeingbelowthenationalaverage,DonnybrookDHScomparesfavourablywithWAschoolandwith“likeschools”–whicharethosewithasimilarIndexofCommunitySocio-EducationalAdvantage(ICSEA)rating.2012comparisonagainst“LikeSchools”dataisnowavailableonACARA’s“MySchool”website(http://www.myschool.edu.au/).

NAPLAN2010-2012StudentProgress(Growth)andSchoolTargets.LongitudinaldataallowsustoalsoassesshowweareprogressingagainstthetargetswesetintheSchoolBusinessPlan(2011-2013)forEnglish,MathematicsandScience.“The average growth rate of the stable cohort equals or exceeds the average national growth rate.”

Table2.(below)providesavisualguidetohowwehaveperformedagainstourtargets.Stablecohortreferstothosestudentswhosatthetestatourschoolandsitthetestagainatourschooltwoyearslater.Thesearethestudentswhowehaveeducatedovertwoyears(ormoreinmostcases)andwhowecanclaimtohaveinfluencededucationally.

GrowthfiguresareshownforallAustralianschools(National)andourschool’sstablecohort.Thevalue/lossrowshowshowourstablecohort’sgrowthcomparestothenationalaveragegrowth.Greenboxesindicatewherewehaveachievedwithinoraboveourtarget.Pinkindicateswherewearesignificantlybelow.

Table 2; Mean Growth Scores NAPLAN from 2010 to 2012GROWTH 3 TO 5

DifferencebetweenMeanNAPLANpointsYear32010andYear52012Reading Writing Spelling Gram / Punc Numeracy

National 79 58 95 74 93DDHS Stable cohort

72 51 81 51 80Value add/loss -7 -7 -14 -23 -13

GROWTH 5TO7



68 26 56 31 44Value add/loss +14 -7 0 -15 -5

GROWTH 7TO9



43 -5 36 42 24Value add/loss +14 -25 +4 +4 -12

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BROADSHEET DATA

NAPLANStudentGrowth:GraphsWerepresentthedatavisuallywiththegraphsbelowtoaffirmthatourtrendlineisconsistentinmostcases,withthe“averagenationalgrowthrate”ThegraphsshowNationalGrowthindarkblueandOurStableCohortinpink.IntheinterestsofspacewehaveincludedonlyReading,NumeracyandWriting.ThegraphsforGrammarandPunctuationandSpellingpaintasimilarpicture.

MeanGrowth:DonnybrookDHS(StableCohort)andNationalSchools

Year3(2010)to5(2012) Year5(2010)to7(2012)Numeracy Numeracy

Reading Reading

Writing Writing

•Stable Cohort• National Growth

Graph Showing Stable Cohort TrackingYear 3 2010 to Year 5 2012 Numeracy

100

200

300

400

500

600

700

800

3 5NAPLAN Year

NAPL

AN S

core

2. National Means

3. Indiv, Group orCohort Means


100

200

300

400

500

600

700

800

5 7NAPLAN Year

NAPL

AN S

core

2. National Means


Graph Showing Stable Cohort TrackingYear 3 2010 to Year 5 2012 Reading

100

200

300

400

500

600

700

800

3 5NAPLAN Year

NA

PLA

N S

core

2. National Means



100

200

300

400

500

600

700

800

5 7NAPLAN Year

NA

PLA

N S

core

2. National Means


Graph Showing Stable Cohort TrackingYear 3 2010 to Year 5 2012 Writing

100

200

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400

500

600

700

800

3 5NAPLAN Year

NA

PLA

N S

core

2. National Means



100

200

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400

500

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800

5 7NAPLAN Year

NA

PLA

N S

core

2. National Means



100

200

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400

500

600

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800

7 9NAPLAN Year

NA

PLA

N S

core

2. National Means



100

200

300

400

500

600

700

800

7 9NAPLAN Year

NA

PLA

N S

core

2. National Means



100

200

300

400

500

600

700

800

7 9NAPLAN Year

NA

PLA

N S

core

2. National Means


Year7(2010)toYear9(2012)Numeracy

Reading

Writing

EndofYearAwardsforYear10GraduatingClass

BentleyStreet2012

MASONIC LODGE DUXKyarnaTrigwell

ENGLISHDarcyBainesKyarnaTrigwell

MATHEMATICSAvdiyKaluginReutov

SOCIETY AND ENVIRONMENTKyarnaTrigwell

SCIENCEShenaeTucker

ART(ArtandPhotography)DarcyBaines

DESIGN AND TECHNOLOGYAvdiyKaluginReutov

ICTAvdiyKaluginReutov

HOSPITALITY CERTIFICATE 1IsabellaKnowland

CHOOSE RESPECT CITIZENSHIP AWARDJoshMenegola

PRINCIPAL’S LEADERSHIP AND TEAMWORK AWARD

KyarnaTrigwell

SPORTS STAR OF THE YEARKyarnaTrigwell

PUGSLEY AWARDIsabellaKnowland

MICK MURRAY MOST IMPROVEDShenaeTucker

SENIOR CITIZENS COMMUNITY SERVICE AWARDJoshMenegola

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BROADSHEET DATAScienceandSocietyandEnvironment.WAMSE2012

WAMonitoringStandardsinEducation(WAMSE)TeststakeplaceinScienceandS&EforstudentsinYears5,7and9acrossWASchools.Thetablesbelowshowourschoolaveragecomparedtoallparticipatingschools’average.

ScienceWAMSE2012

ScienceUnderstandings Year 5 Year7 Year 9OurSchoolaverage 450 457 506Stateschoolsaverage 406 443 481

ScienceInvestigationskillsYear 5 Year7 Year 9

OurSchoolaverage 459 455 506Stateschoolsaverage 405 444 479

Table 3; Mean scores WAMSE Science 2012 Donnybrookstudentswereabovethestateaveragesin100%oftests.

ScienceUnderstandings ScienceInvestigation

0 100 200 300 400 500 600

Year 5

Year 7

Year 9

State schools averageOur School average

0 100 200 300 400 500 600

Year 5

Year 7

Year 9


SocietyandEnvironment.WAMSE2012

S&EKnowledgeYear 5 Year7 Year 9

OurSchoolaverage 461 484 487Stateschoolsaverage 433 480 499

S&Eskills:Investigation,communication&participation.

Year 5 Year7 Year 9OurSchoolaverage 459 487 489Stateschool'saverage 432 492 498

Table 4; Mean scores WAMSE Society and Environment 2012

S&E:Knowledge S&E:ICP

400 420 440 460 480 500 520

Year 5

Year 7

Year 9


380 400 420 440 460 480 500 520

Year 5

Year 7

Year 9


CommentUseofThePrimaryScienceProjectmaterials,PrimaryConnectionsmaterialsandaScienceenrichmentclasses,ensuresstrongscienceteaching.ThisissupportedintheadolescentyearsthroughtheuseofSecondaryspecialists.

CommentWewereabovestateaveragesin50%oftestsinS&Ebutnotsignificantlybelowinanyoftheother50%.Year5wasparticularlystrongwhencomparedagainsttheStateAverage.

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WAMSEAnalysis

OurschoolaveragesforSocietyandEnvironmenttestscomparefavourablywithstateschoolsaverages.SpecialistICTteachersintegratetheirprogramswiththoseofclassroomteacherstoensurecontinuityoflearningandpurpose.Thisgivescontextualmeaningtocontent,investigation,communicationandrepresentation.

AnalysisandSummary2010to2012

In2012wemetourtargetsinonly5outof15NAPLANtestsbutthegraphsindicatethatwearetrackingreasonablywellagainstNationalAveragegrowth.

Morespecifically,wearetrackingreasonablywellagainstourtargetsinalltestsforYear3to5andYear5to7.FromYear7to9theresultsindicatewearetrackingreasonablywellagainsttargetsinReading,Grammar,PunctuationandSpelling.However,thereissomelossinNumeracy(-12)andWriting(-25).

In2010,ourstablecohortachievementmeaninalltestsforYear3waswellabovethenationalmean.ThismakesthegrowthmeanforYear5in2012,looklessthansatisfactory.However,achievement-wisewewerestrongerthanNationalaveragein2010andstillcomparablein2012.

ForourYear9cohort,growthneedstobelookedatinconjunctionwithachievementdata.In2010ourstablecohortachievementmeanforYear7readingwaswellbelowthenationalmean.Howeverin2012theYear9resultsindicatepromisinggrowth.Fornumeracyandwritingthegraphsreflectalessthansatisfactorycohortprogresswhichcanbeattributedtoidentifiableindividuals.

SchoolCommentary TheNAPLANdataprovidesuswiththequestion;“Areourtargetsexpressedinawaythatbestrepresentsthesuccess(orotherwise)ofourstudents?”and“doesthetargetprovideareasonablebaseforplanning?”Wecouldcompareagainstlike-schoolsgrowthorstate-schoolsgrowth.Wecouldchoosetomeasureoursuccessagainstachievementdata,ratherthangrowthdata.Wehavedeterminedthatwhilesettingtargetsagainstnationalaveragegrowthratesisatoughtarget,giventhatWAstate-wideperformanceisbelowthatofotherstatesandthenationalaveragegrowthrate,ourachievement,(i.e.thesuccessofourstudents),isfairlyrepresentedandsuchcomparisonsprovideaconsistentmeasureofwhereweareinrelationtothenationalaverageandbetterthanmostaveragegrowthratesinWAschools.Viewingthetargetsandanalysistogetherwithothertriangulatingdatagivesusanexcellentbasetoplanforimprovement.

BentleyStreetAwards2012

YEAR 6 OVERALL ACADEMIC AWARDFreyaHortonDavidCullen

YEAR 6 MERITORIOUS AWARDBonnieCook

BruliaBowmanSophieStewartMitchellBrealey

YEAR7OVERALLACADEMICAWARDAdamWoodsEmilyGraham

YEAR7OVERALLMERITORIOUSAWARD

JoelWoodGeorgiaRutterJadeSmith

TianaHarris-Scott

YEAR8OVERALLACADEMICAWARDDanielWoods

JacobMcGruddy

YEAR8OVERALLMERITORIOUSAWARD

CaseyProctorSabrinaIrwin

GeorgiaTassoneTyroneO’Doherty

YEAR 9 OVERALL ACADEMIC AWARDHaleyCookElishaGray

YEAR 9 OVERALL MERITORIOUS AWARD

EthanSmithSayaNewmanLauraRyan

BrentonChristianMICK MURRAY MOST IMPROVED

JoelWood

TOP MUSIC STUDENTAnnaFoster

FIRST NATIONAL ENCOURAGEMENT AWARD

JacobMcGruddy

LIONS SPORTS STARCourtneyBabich

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Priority2 LEARNINGENVIRONMENTFocus1-PersonalandSocialDevelopmentReporting: (LEM=LearningEnvironmentMilestone)

OuroverallAIMinthispriorityisto:-Continuetodevelopaninclusivecurriculum:Thismeansthatwedeliveracurriculum,inbreadthanddepthterms,thatactivelyengagesallourstudentsandgivesthemopportunitiesforsuccess.-continuetodevelopresilientandsociallycompetentstudents:Thismeansthatwithinthecurriculumwedeliverexplicitprogramsdesignedtogrowpersonalcompetenciesinourstudentsinageappropriateways.-continuetodeveloparelationship-basedvaluesdrawnenvironment:Thismeansthatweworktobuildpositivelypowerfulrelationshipsbetweenstaff,studentsandparentsandthatwehaveaVALUESfocusexplicitlytaughtandmodelled.

LEM1 – Ourcurriculumisinclusiveandengagesourstudentsbutwealsoacknowledgethatthereisroomforimprovement.Thisjudgementisfair,givenitacknowledgesthegapbetweentheaspirationalgoalandtherealitythat,forreasonsbeyondourcontrol,somestudents,are“reluctant”engagers.ThisgroupisaminorityatDDHS.DataSources:TeachercommentaryonreportsandSAISdataontheaffectivedomain.LEM2 - ClearlyasimilarjudgementtoLEM1particularlyaroundthefactthatSAISshowshighlevelsofsuccessinthedevelopmentofvaluedpersonalcompetenciesformoststudents.LEM3–In2012ourprogramdeliverybyclassteachersandhealthspecialistsworkedwell.Wehadanadditionalfocusinre-writingpolicylinkedtoValuesaroundtheworkethic(homework),aroundmobiledigitaldevicesandbullyingbecausethestandardsneededtobemademoreexplicitandourValuesneededreinforcement.Inlate2012wechosefor2013tobringclosefocustothiswholeareaandtakethetimetoreviewandrestateveryovertly,ourwholeValues-drawnapproach.Thisremainsaprofessionalfocusfor2013.Inregardtoestablishing“baselines”andsourcingEvaluationinstrumentsofquality,thisremainsaworkinprogress.In2013wewillworkfromthedatabaseofSAIS,whichisderivedfromindividualstudentreporting,twiceperyear.Thedifficultyisinaggregatingthedataintoaformthatestablishesmeaningfulbaselines.Thisapproachispreferredtorunningotherevaluationinstrumentsduetoresourcingandworkloadconstraints.Itisstillourintenttoseekatertiarypartnerinordertoevaluateourwholeschoolprogramaround“PersonalandSocialDevelopment.InreflectivetermsthemannerinwhichwedealwiththisPriority2focusisoneofthemarkersofourschools’distinctiveness,andhasbeenrecognisedassointhecommunity.ArecommendationwillfollowthathelpsmovePersonalandSocialdevelopmentintoanelementofourdistinctiveness.

BROADSHEET DATA

SuggestedActionsbasedonNAPLANandWAMSEdata

LiteracyandNumeracyMaintaincurrentemphasisonAustralianCurriculuminbothEnglishandMathematicsbutconsideraspecialfocusonEnglishconventionsandwritingacrosstheschool.

ScienceMaintaincurrentsciencepracticebutmonitorthesuccessofplacingmorescienceresponsibilityontoUpperPrimaryTeachersin2013.

SocietyandEnvironmentMaintaincurrentpracticeinEarlyandMiddleprimarybutinvestigatethedatamorerigorouslytoseewherewecanimproveinUpperPrimaryandSecondary.ThebelowaveragescorescouldindicatealinktoEnglishskillsandwritingconventions.

FocusonHealthandWellBeingWeneedtoconsiderwhetherourfocusonacademictestdatadistractsusfromthepersonaldevelopmentcurriculum;studenthealthandwell-being.

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Non-Aboriginal Aboriginal TotalDDHS State DDHS State DDHS State

2010 93.90% 93.90% 90.60% 82.60% 93.70% 92.90%

2011 92.30% 93.70% 87.60% 81.60% 92.10% 92.70%

2012 93.00% 93.30% 90.40% 81.10% 92.90% 92.30%

AttendanceCategory

Regular90+%

AtRiskIndicated

80-89%Moderate

60-79%Severe0-59%

2010 83.50% 14.10% 1.60% 0.60%

2011 75.00% 19.00% 5.20% 0.60%

2012 81.50% 13.40% 4.00% 1.00%

State 2012

75.00% 17.50% 5.60% 1.70%

Focus2-PersonalandSocialDevelopmentReporting:- (LET=LearningEnvironmentTarget)

LET1 - Note:-ItwasagreedattheBoardlevelin2012thatweneededtore-expressthetargettoreflectthefactthatprimaryandsecondaryattendanceaverageratesvaryconsiderably.Thetargetnowreads:“Tomaintainouraverageattendanceratesatorabovestateaverageattendanceratesforbothprimaryandsecondary.”

Clearlythedatasetsfromoursystemdata(tablesbelow)reflectthefactthatwebothachievethetargetANDanalysisofthe“atrisk”attendancecategoriesattestourschoolhavingasignificantlybetterriskprofilethanmostWAschools.Inmanagingattendancewereportdailytoparentsofallabsentstudentsandwedealwithindividualatriskstudentsthroughourdeputies,inacasebycasebasis.

Non-Aboriginal Aboriginal TotalDDHS State DDHS State DDHS State

2010 89.00% 89.20% 81.60% 66.60% 88.70% 87.60%2011 89.40% 89.00% N/Av 67.10% 89.40% 87.50%2012 88.60% 89.30% 84.50% 67.90% 88.60% 87.70%

AttendanceCategory

Regular90+%

AtRiskIndicated

80-89%Moderate

60-79%Severe

0-59%2010 53.60% 31.50% 12.60% 2.10%

2011 61.90% 27.10% 9.70% 1.00%

2012 63.10% 23.30% 7.70% 5.80%

State 2012

59.90% 22.50% 11.00% 6.40%

Table 7; Student Attendance Districtand Like School comparisons

2012 Sem.1Data

Regular90–100%

AtriskIndicated80-89%

Moderate60-79%

Severe0-59%

DDHS 78 15 6 2District 68 22 8 3LikeSchools

59 22 11 7

MeadStreetAwards2012SENIOR PRIMARY YEAR 5

VALUES 2012SarahWoodsYr5

CITIZENSHIPAshleyBeachamYr5

SPORTSMANSHIPCaleMifflinYr5

SOLAR CAR CHALLENGEDonnybrookDistrictHighSchoolfollowedonfromtheirpromisingeffortintheirfirstyearofentryintothestatewideSolarCarChallengeforschoolswhentheyenteredthreecars,ofwhichtwomadethefinals.In2012twocarswereenteredandbothmadethethirtytwocarfinal.CompetingagainstGovernmentSchoolsfromEsperancetoBroomeandmanyofthetopprivateschools,car1,knownas“BlueDart”andpreparedbyJamieDella-Sale,MatthewBlackmanandMuhsenKazemi,finished15th.Car2,knownas“Apple”andpreparedbyBrentonChristian,JosephHillisandHaleyCook,finished19th.Theschoolwillentercarsagainin2013withaswitchtothree-manteamstoallowforamorerigoroustestingprogramandhopefullyhigherplacings.

ELECTRIC VEHICLE CHALLENGEAftermanyhighlysuccessfulyearstheschooldidnotentercarsin2012owingtoalackofnumbersintheYear10cohort.Thegrouponlynumbered17studentsformostoftheyearandthuswasunabletoseeateambeingviable.Wehopetoenterateamagainfor2013.

Table 6;Secondary Attendance

Table 5; Primary Attendance

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Focus2-PersonalandSocialDevelopmentCONTINUED...

LET2 - Tomaintainattendanceratesaboveregionalandlikeschoolaverages.Reporting:-ThedatainTable7clearlyshowsthatourattendancepatternsarebetterthanbothregionalandlikeschools.LET2isclearlymet.

LET3–TohaveourbehaviourevidenceindicatethatourpositiveLettersofCommendationexceedLettersofConcern.

Historicallylearning“howtobehave”isastrongfocusinalllearningcontextsacrosstheschool.TheemphasisisclearlyonageappropriateskillingandforMeadStreettheEarlyChildhoodapproachtosocialskillexplicitteachingbytheclassteacher,morphsintoaValuesprogramwithexplicitteachingbytheclassteacherandHealthSpecialist.AsthestudentstransitintoEarlyAdolescenceatBentleyStreet,theValuesapproachcontinues,ledbytheHealthteacherssupportedbytheclassteachers.AtBentleyStreetaswemovethelearnertotakemoreresponsibility,themainBehaviouralguidebecomesthe“CodeofConduct”.ThecodewhichisdisplayedinalllearningspacesclearlytranslatesourValuesintoacodifiedsetof“Rights,ResponsibilitiesandConsequences”forallparticipants!The“CODE”isthecorefocusofourBehaviourManagementapproachatBentleyStreet.

BehaviourManagementishandleddifferentlyatMeadStreetwherewehavefewissuesofseriouspoorbehaviour.TheapproachatMeadis:ManagingCases–thisinvolvesinthefirstinstancetheteachers,andifnecessarytheAssociatePrincipal

andtheparents.Typicallyitisaboutreinforcingthelearningofappropriatebehaviour.ManagingIssues–thisagaininvolvesteachersandtheAssociatePrincipaleg.Year5boysengaged

in“roughplay”orstudentsrunningonverandas.Teacherstaketheissuewiththetargetgroupandworkshoptheissuewithaviewtochangingthebehaviour.

· BehaviourManagementatBentleyStreet,hassimilarelements,butiscodifiedandlinkedtotheDepartmentofEducations’BMIS.“BehaviourManagementInformationSystem”.Thisenablesustocategorize‘negatives’in3broadcategories:1. Moreseriousviolationagainstpersonsorproperty2. CodeofBehaviourviolations3. Violationsrelatingtonotmeetinghomeworkstandards

Italsoenablesustosimilarlycategorize“positives”and“negatives”ANDadditionallyonlyrelatestoBentleyStreet.InordertobestrepresentthebehaviourdataforBentleyStreet,thisyearwehaveexpandedthedatasetasillustratedbelow,withsomerelatedcommentaryandanalysis.

LettersofCommendation = Letterscommendingstudentsforperformance.MeritCertificates = P&CCertificatesonly.SchoolCode = ViolationsofSchoolCodeofConduct.OtherNegative = Moreseriousoffencesagainstpersonsorproperty.LettersofConcern = StudentsNOTmeetingworkcommitments.

POSITIVE NEGATIVE

COMMEND MERITS SCHOOL CODEOTHER NEGATIVE CONCERN

M TOT F M TOT F M TOT F M T F M TOT FYEAR

6 13 36 23 8 22 14 6 7 1 14 16 2 19 30 11YEAR7 9 27 18 8 40 32 48 70 22 16 17 1 3 5 2

YEAR8 57 105 48 22 44 22 17 28 11 10 15 5 14 27 13

YEAR9 36 55 19 26 58 32 90 118 28 32 54 22 31 40 9

YEAR 10 22 49 27 10 32 22 62 90 28 10 15 5 63 95 32

TOTAL 272 196 313 117 197

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BEHAVIOUR MANAGEMENT INFORMATION DATA YEAR 6 – 10 2012

“FirstCut”onthisdataset.1. AllofthisdataisdatawerecordinourBMISi.e.Behaviour

ManagementInformationSystem.ThisisamandatedDepartmentaldatatool.Whatisreportedandrecordedthroughthesystemisrepresentedhere.

2. Meaningfulanalysisoftherawdataisdifficultasrepresentedherebecauseitdoesnotgivethedetail.e.g.Year7CodeViolations–4boysarerepresentedin44ofthe48codeviolationsandalltheothernegatives!RatherthandrawdownthattheYear7’saredifficulttomanageinbehaviouralterms,ourstaffknowsthatwehavesomedifficultcasestomanageinYear7.TheninbalancethiscohorthassignificantlylownumbersofLettersofConcern,andagoodbalanceofpositives.

3. Genderinformationisincludedhereanditclearlyshowsthattheadolescentboytypicallyismoredifficulttomanageasalearnerthangirls,butagainthe“devilisinthedetail”andreallytheconclusionisthatmostboysandmostgirlslearnwellasadolescentsinperformanceandbehaviouralterms.Therearehoweverlikelytobemoreboysatriskofnotsucceedinginperformanceandbehaviourallearningtermsthangirls.Thisdatawillproveusefulindemonstrationchangingpatternslinkedtosinglecohortsovertime.

4. InregardtoreportingspecificallyonthecurrentformofLET3thenwecansaythetargetismet.ThishoweverisonlypartofthetotalpictureandattheendofthissectionthereisaboardrecommendationtochangeTarget3.

SchoolResponse.During2012,andongoinginto2013,theschoolhasaddressedpolicyissuesaroundBullying,HomeworkandMobiledevices,aswellasstrengtheningcommunicationprocesseslinkedtotheissuesparentsseeasimportant.

LET4.- ThatSurveyinformationfromstaff,studentsandparentsprovidesevidencesoftheschoolbeingasafeplace.

ParentSatisfactionsurveyconductedinMarch2012OverviewThereisanoverallsatisfactionwitheducationalstandardsandstudentprogress,includingpositivecommentsabouttheprofessionalabilityofteachers.Itisperceivedthatwearemeetingtheeducationalneedsofthechildreninourcharge.Thereareafewconcernsexpressedregardingbehaviourandclarityofrulesandconsequences.Areasthatrequireimprovedactionandcommunicationarethoserelatingtobullying,consistencyindealingwithbehaviouralissuesandracism(items7,8and11),pluscommunicationtoparentsregardingstudentprogress,schoolactivities(items23to26)andcanvassingofparentopinionabouteducationalprogrammes(item41).ThestackedsummaryreportfromtheparentsurveyshowsthatthemajorityofparentrespondentsaresatisfiedforthemostpartwiththeservicesprovidedbyDonnybrookDistrictHighSchool.Forfullsurveydetailspleasesgotoourwebsite.

BENDIGO CAMPTheschoolagainparticipatedintheBendigoBranchSponsoredYear7CampalongwithCapel,Balingup,Boyanup,KirupandStMary’sPrimarySchools.ThestudentsenjoyedtheirexperiencewithvisitstotheZoo,Scitech,AQWA,King’sPark,Patterson’sStadium,RockClimbingandIceSkating.

MUSICPROGRAMMETheMusicDepartmenthadabusyyearperformingatmanyassemblies,incompetitionsandinacombinedcampwiththeCollieSeniorHighSchoolConcertBand.TheprogramwasgreatlysupportedbytheMusicSupportGroupwhoprovidedfinancialandpromotionalsupport.HighlightsoftheyearweresecondplaceintheBunburyEisteddfodandaMeritAwardintheWASchoolsConcertBandsFestival,aswellasaperformanceatthecommunitySunsetConcert.

THEARTSThefacilitiesforArtweregreatlyimprovedatBentleyStreetwhenstudentsmovedtothenewartroominApril.Theincreasednumberofsinks,storeroomsanddryingracksalongwithaprinter/photocopierandairconditioningallowedforanexpansionofthecurriculumofferings.TheArtExhibitionwasagainheldtoshowcasethestudentsworkandwashighlycommendedbythosewhoattended.Twostudentshadworksselectedforthe“VisionsArtExhibition”attheBunburyArtGallery.DarcyBaineshadhercharcoalselfportraitselectedwhileEmForwardhadhisclaysculpturechosen.

Page 18

Transitionsurveyconducted2011/2012Theothermainsurveyworkconductedin2012wasonourinschoolsitetransitionYear5MeadStreettoYear6BentleyStreet.ThemaintargetwasthestudentcohortasYear5’sinNovember2011andasYear6’sMarch2012.Parentswereinvitedtoparticipateandwhilenotmanydid,theextenttowhichthestudentsandparentsresponsesinformedabouttheschoolbeingasafeplace,theinferenceclearlywasthatforourtransitingcohortsitwasdefinitelyso.

LEM4 ThetransitionfromaYear10prefectsystemtoamoreinclusiveandrepresentativestudentCouncilisnowachieved.The‘newmodel’ofSeniorcampusstudentleadershipisfunctioningwell. Allotherleadershipprogramsforstudentscontinuetooperateacrossthetwositecontexts.

LEM5 SeniorteacherandLevel3teachershavespecificleadershipgoalswithaviewtofurtherdevelopmentin2013.

LEM6 PersonalBest’remainsayoungadolescentphasefocusacrossmostlearningandisparticularlyfocussedaroundPEbutnotexclusively. ThePBcultureasksthestudenttoraisethebarbeyondparticipationandsupportthestudenttoachievebestperformancegoal.

LEM7 Theschoolcontinuestosupportavarietyofintrinsicandextrinsicrewardsystemsandthedataindicatesthatmostofourstudentsconsistentlymeetand/orexceedstandardsrelatedtoperformance,behaviour,attendanceanddress.

Reporting:Conclusion.Attheconclusionof2012for2013theschoolleadershipteaminconsultationwithstaffatBentleyStreetinparticular,decidedonsomeoperationalvariations:1. TointroduceandresourceanewValuesProgramentitledBlueEarth.Thetargetgrouptobeallstudentsin

Year6and7.Theintentistobuildtheresilienceofthesestudentsastheytransitintothevulnerablephaseofphysical,socialemotionalandmentalhealthassociatedwiththeage.Thecommitmentisfortwoyears,atacostof$5500peryear(whichismatchedbyaprivatesponsorQueenslandRail).

2. Itwasagreedalsoingeneraltermstouse2013asaReviewperiodforallelementsofthispriority.Itwasn’ttobetakingonanewprogramlike“PositiveSchool”rathertherewasaclearstaffviewthatourValuesbasedprogramsandapproachwerebestpractice.Whatweneededtodohoweverwastoselfassessourpractice,withaviewtopromotingandrejuvenatingourprograms.Itwastobeanenergizingeffort.TheoutcomesofthisyearsworkmayleadtoboardrecommendationsforchangestotheBusinessPlanfor2014,withaviewtohighlightingthesocial,emotional,healthandwelfareaspect.

ProposedBusinessPlanAmendmentstoPriority2Focus–PersonalandSocialDevelopmentChangeTarget3(whichrelatestoBentleyStreetonly),fromjustacomparisonofLettersofConcernandLettersofCommendationtoafulleranalysisofourBehaviourManagementInformationSystem.Theformofwordstoread:-“To use the BEHAVIOUR MANAGEMENT INFORMATION SYSTEM DATA by cohorts, to track positive and negative patterns emerging from the evidence and to use the analysis as a vehicle for improving behaviour management.Inaddition,thismayincluderequiringamoredetailedanalysisofsystemdatatoquantifyevidencefromtheMeadStcampus.

Page 19

Priority3 FUTURINGOURSERVICE Reporting– (FM=FutureMilestone)FocusArea1–MeadSt–EarlyandMiddleYearsForreportingthispriority,specificallythefirst3focusareaswheretheintentispromotingthe“distinctiveness”ofourprogramsandlearningacrosstheschool,wefindthereisnoexplicitdirectioninthemilestonestoidentifytheelementsweconsider‘distinctive’.RecommendationstoBoardfollow.

FM1–ThesurveyofourparentcommunityconductedinTerm12012clearlyevidenceshighsatisfactionrateswithwholeschoolservice(SeeLET4fordetailsofparentsurveyorsurveydetailsonourwebsitewww.donnybrook.we.edu.au)

FM2–ThiswasastudentcentredsurveyaddressingthestudentsitetransitionfromYear5-6.SurveymethodologywastosurveystudentbeforetheyleftMead(i.e.perceptions)andthensurveythemwhentheyhadsettled.Allstudentsintransitionwereinvolvedandadditionally5parentsparticipated.Surveyoutcomeclearlyevidencedasuccessfultransition.

FocusArea2–UpperPrimaryAdvancementFM4–Wehadintendedtowidenthenumberofchallengeprogramsbutwereunabletodosoduetoourresourcingposition.Wecontinueour‘ScienceEnrichment’challengeprogramforYr6/7withparticipatingstudentsworkingchallengingscienceprojectsunderourspecialistteacher.TheotherareasofshorttermchallengewedoprovideforisthroughtheGROWprogramonFridaysforallYr6-10studentsinaverticalarrangement,andspecialistmusicforthosewhochooseit.

FM5–Wecontinuetomonitorretentionacross6–8andintrendtermswhilethereisvariationyeartoyearweareretainingmostofourstudents.WegenerallyexpecttolosesomestudentstospecialistprogramsinGovernmentHighSchoolsintheGreaterBunburyArea(Dallyelup–Cricket,NMSHSScience,BSHS–EliteSports)aswellasprivatesandalsolosesomestudentseveryyearwhorelocatewithfamilyelsewhere.In2011–2012Year7–8,welost8students,being5toSpecialistprogramsinBunburyand3relocationstudents.Thedatasuggestsstudentsleaveforveryspecificreasonsrelatedtotheiraspirationsandmoststaybecausetheyactuallyliketheschool,andasYear6and7’shavingknowledgeofoursecondaryprogramstheysee,andsodotheirparents,thattheirneedsaremetbystaying.

ProposedBusinessPlanAmendmentstoPriority3RecommendationtoBoard:Thattheschoolclearlyidentifieswhatitseesas“distinctivepractice”acrossK-5andengagesinpromotionactivityonaregularbasisaroundthisdistinctiveness.And;theschoolreportannually,identifyingtheelementsconsideredtobedistinctivepracticeandpromotethemwithinthecommunity.(GiventhisisendorseditisaddedasamilestonecoveringFocus1Mead,Focus2Year6/7andFocus3Secondary.)

OurParents&CitizensAssociation2012

PRESIDENTSteveThomas

SECRETARYMorganJeffries

TREASURERSteveThomas

EXECUTIVE COMMITTEE MEMBERS

EventsCommitteeCoordinatorsAleksJacksonJanineMorgan

COMMITTEE POSITIONS

BookListCoordinatorTammyPegram

UniformCoordinatorJulieTassone

EVENTS SUB-COMMITTEES

EventsCorordinatorAleksJackson

CommitteeMemberOonaghSmith

FootballTipping CoordinatorsBruceWallaceJanineMorgan

CANTEEN SUB-COMMITTEE

TreasurerMelindaGardinerBeverelyJones

CommitteeMembersMichelleSuttonKassyLangdon

GeorgiaHetheringtonJanineMorgan

SchoolCouncilRepresentativeSiobahnBaxter

P&CVoiceCoordinatorChrissieAllen

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FocusArea3–LowerSecondaryAdvancementFM6–Thesurveyevidenceclearlyindicateshighsatisfactionratesinsecondaryprograms(Fullsurveydetailsarepublishedonourwebsite:www.donnybrook.wa.edu.au)

NewFuturingMilestone(NFM7)“Theschoolreportannually,identifyingtheelementsconsideredtobe“distinctivepractice,andpromotethemwithinthecommunity”.RationaleinReporting–Inaveryrealsensemakingclaimsaboutandreporting‘distinctivepractice’isdefiningthethingswhichformpartofouridentity.Thisisasmuchaboutourpracticeasitisaboutprogramswhichreflectpractice.Indefining,itisaboutinvitingthecommunitytounderstandhowtheprofessionalstaffseethemselvesinpractice,andclearlyitinvitesthescrutinyofthecommunityandtheprofessionintheforthcomingreviewprocess.Wewanttobeabletodemonstrateourdistinctiveness.Inregardtotheintentclaimi.e.“wedowhatallgoodschoolsdo---onlybetter”,wewithdrawthe‘onlybetter’andstandbytherestoftheintentclaim.(Therealityiswhile,weknowwhatwedoisconsistentwithbestpracticewedon’tknowenoughtomakethejudgement“better”.

ProposedBusinessPlanAmendmentstoPriority3RecommendationtoBoard:Withdrawthewords‘onlybetter’.

NFM7–MeadStreetK-5TheMeadStreetlearningenvironmenthasbeendeliberatelydraftedtomeettheneedsofEarlyandMiddleYearslearnersinsidetheclassroomsandfortheirrecreationandsociallearningplayactivities.Thiscraftingisalsoaboutcreatingandmaintainingabalancebetweenaconstructedandnaturalplayenvironment.· ThereisastronginvestmentinTeacherLeadershipatMeadwithteacherstaking,andbeingtrainedin,

curriculumleadership.Thedevelopedleadershipmodelissustainedandsupportedbyacollaborativeculturewhereleadteachersshareandsupporteachotherandtheytoobenefitfromtheircolleaguesexpertiseinotherareas.

· Wehavea‘GettingitRight’modelinMathematicswhichisnowasharedroleaswellasbeingidentifiedasaTeacherDevelopmentSchoolinYear4-7Mathematics.

· Insupportofwideningstudents’opportunitieswerunaninnovativeScienceEnrichmentprogramacrossYears2-7forchildrenwhoshowtalentinScience.

· Wehaveanembeddedculturearound‘StudentsandEducationalRisk’withteacherresourcesdeployedtomanageourprocessandstrongEAsupporttoclassrooms.

· In2012wesupporteda‘TalentedandGifted’teacherleadertoassistandadviseteachersabouttesting,teachingandmonitoringstrategiesfortargetedstudents.

· In2012withtherolloutofallourInteractiveDigitaldevicesweadoptedandresourcedacoachtoassistteacherstousethedevicesandexpandtheirknowledgeofapplicationsinlearning.

NFM7-BentleyStreet6/7· Theservicemodelfor6/7ontheseniorcampusisaboutretainingtheprimaryhomeroomculture

andthengivingaccessforthesestudentstospecialistspaceswithspecialistteachers.(AllYear6and7studentsin2012accessedspecialistteachersandfacultiesinDandT,HomeEc,Art,Science,ICTandPE.)

· 2012sawamajoroverhauloftherecreationalplayfacilitiesfor6and7’s.· TheYear6/7team,functionsasateamlinkingmiddleprimaryandlowersecondarypractice,withthe

requirementstosupportallthetransitionrequirementsinaverysafesettingforthesestudents.· Weagaindemonstratedevelopedleadershipwithinthisteamininvestingincurriculumleadership.· TheGIRNmodelisappliedhereaswellastheICTcoaching.· ThestudentshavealsoopportunitiesinScienceEnrichment,Musicspecializationsandadditionallythe

GROWprogramhousesmanyrealisticchallengesforstudentstochoosefrom.· Studentsfrom6and7arebothmentoredbyseniorstudentsthroughourstrongpeersupportprogram,

andthemselvestrainedasleadersaspartoftheStudentRepresentativeCouncil.· TheapproachinYear6/7isalsoaboutmovingthestudentstotakemoreresponsibilityfortheirown

learning,andtofamiliarizethemwith,andmakethemcomfortablein,asecondarysettingandmodeoflearning.

· Thesystemhasdisplayedrealinterestinourmodewith6and7’sparticularlyinthelightofthemoveofallYear7’stosecondaryin2013.

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NFM7-BentleyStreetandLowerSecondary (appliesto6/7’saswell)· AstrengthoftheBentleyStreetcultureisthepastoral

focusandstaffcollaborationandconsiderationtoensurestudentsmentalandsocialhealthissuesareattendedtointhisenvironment.Ourstudentsareknownandtreatedwithrespectasindividuals.Oursmallersizeadvantagesusinthisrespect.

· Academicneedsarewellcateredforandour2streamprogram8-10,isdesignedtopreparestudentsfortertiaryaswellasvocationaldestinations.Ourdistinctiveprogramstructureinelectiveareasalignstalent,careerandchallengebyYear10acrossArt,Hospitality,RecreationandEngineering.Welookhardforchallengestofitourstudentneeds.

· StrongfocusonstudentleadershipwithourSRCgroup,peersupportgroupandsportsleadership.Thecultureof‘personalbest’isfosteredandwehaveinvestedseriouslyinyardfacilitiesaroundrecreation,fitnessandleisure.

· Againwehavethedevolvedleadershipmodelinplacewithspecialiststaffleadingacrossthecurriculumwithinastrongstaffcultureofcollaboration.

Focus Area 4 – Project AdvancingServiceasanIndependentPublicSchool

FM7andFM8 OurManagementstructureover2012changedonlymarginallybutoperationaldecisionsweremadetobecomplementedasearlyaspossiblein2013.Themaininternetneedidentifiedaround‘schoolpromotion’and‘communityliaison’.Managementissettinguptoresetourclericalstructure,whichisaboutcreatingapositionandthenfillingit,andwearealsosettingasideadditionalresourcestocontractforsomeprofessionalPublicRelationsexpertise.Theschoolhasalsomovedtocreatesomeshortertermpositionstomeetneeds.In2012wecontractedtodeliverICTcoachingaboutdigitalpedagogyusingwhiteboardsandalsosomeshortertermSAERadditionalaidetime.Itneedsbenotedthatflexibilitiesarerelatedtoresources.In2012andinto2013wehaveaverytightresourcingsituationwiththenecessaryrestraintsinplace.

ReportingotheradvancesasanIPS.For2012wevariedourapproachtorecruitmentanddidnotadvertiseratheraccessedcentralpoolsandselected.OuradvantageasanIPSwasthatwecouldaccessALLpoolsandfinishourprocessesearlywithfullsetupfor2013completedinNovember.TheotheradvancewasinhowourSchoolBoardhastackledschoolgovernance.Themembersoftheboardhavecollectivelylearntalotandnowareinterestedinthingslikere-profilingtheschoolleadershipgiventhereareknownchangedcircumstancesfortheprincipal.

OurParents&CitizensAssociation2012

continued...

MUSICPARENTSUPPORTGROUP–SUBCOMMITTEE

MPSGRepresentativeWendyCain

SWAPPRepresentativeJanineMorgan

STUDENTDESTINATIONS

Themajorityofour2012Year10graduatingstudentshavecontinuedtheireducationlocallyenrollingatManeaSeniorCollege,BunburySeniorHigh,andtheWASchoolofAgricultureHarvey.

Congratulationsonthefollowingachievements:

Apprenticeships: KeehlanBysouth–Mechanics

BunburySeniorHighSchoolGraduationwinners:

-EnglishStage3CertificateofMerit LaraMcCabe

-MusicCertificateofmerit HannahSmillie

ManeaSeniorCollegeAwardwinners:

-Geography BenMountford

-CertificateofMerit SamanthaO’Reilly JoshuaDenholm

-ExcellenceinVocationalEducation&Training SamathaO’Reilly

Page 22

FocusArea5Partnerships

M9 Theschoolisclearlycompliant withDepartmentofEducationpolicyandprotocols.

M10 Thismilestoneisaboutfosteringandworkingwiththevariousprofessionalnetworkstoadvanceteachingandlearningintheschool.Theschoolisamemberofthe“ColliePreston”networkandwehavesupportedandinfluenceditsdirectionparticularlyinsupportingourstaffintoteacherleadershiptrainingintheAustralianCurriculum.ThenetworkisfundedbyDOEandtheseresourcesaugmentourbudgetforCurriculumImprovement.

Theschoolthroughtheprincipalisalsoinpartnershipwiththe SWSecondaryAlliancewheretogetherwithlocalBunburygovernmentandprivatesecondaryproviders,weareanequalpartnerintheestablishmentoftheBunburyTradeTrainingCentretobelocatedacross3campuses–EatonCommunityCollege,ManeaandBunburyCatholicCollege.Thispartnershipattractednearly$12millioninFederalfundingandtheoutcomewillseriouslyenhancetheVETopportunitiesforall.

FM11andFM12 Ourbuildingpartnershipshaverealizedamagnificentsetoffacultiesimprovementsacrossbothcampuses.Inmarkettermsweareadvantagedbythese21stCenturyfacilitieswhichreallyhighlightour21stCenturyprograms.Westillhaveabitofreconcilingto‘finishoff’afewthingsmainlyinHomeEconomics,Artandsometeachingspaces.Theserequirementsputintoclaritytheextrasthattheschoolwillhavetofundoverthenextfewyears.AcrosstheschooltheStandardOperatingEnvironmentisinplacewithfulldigitalinteractivityinplaceinallclassrooms.In2013additionalenhancementsarebudgetedforthe2ICTlabsatBentleyStreetandtheKindergarten.

Focus6 MarketingandPromotion

FM13,FM14,andFM15 Inregardtothesemilestoneswecanreportthatthesurveydataaffirmshighsatisfactionratesbyourcommunitywithourserviceandwithcommunication.Theschoollogoandcommunicationprotocolshavebeenmodernizedandareinplace.Theschoolacknowledgesclearlythatthiswholefocusareaistargetedforimprovementandwehavebudgetedtodothatin2013.

RecommendationtotheBoardamendingtheBusinessPlan.1)ThewordingofIntent1bechangedtoread:-“Weconsolidateour“Brand”aroundourdistinctivenesswiththeclearconnectiontobestpractice”.2)WeremovethereferenceinIntent2topromote“thendoesbetter”.3)WereplaceM14,M15andM16withasinglenewMilestone:-“Thattheschooldemonstratesitscommunicationandmarketingstrategiesbyreportingannually.”

Page 23

RESOURCINGANDFINANCIALREPORT

After two years of operatingwith a one line budgetwhere the initial approach towards financialmatterswasreasonablyconservative,thefocusforthepasttwelvemonthshasbeenaboutFuturingOurServiceanddeliveringspecializedlearningtoouryear6and7studentsbyspecialiststaffandinthespecialistareas.ThisstrategyhasbeenembracedbyourCommunity,andenhancesthepromotionandmarketingofourschool.

Throughtheone-linebudget2012,theschoolhasresourcedadditionalsupportsuchas:• Support staff who deliver specialized SAER (Students At Educational Risk) programs, Speech

Therapyprograms;• AdditionalEducationAssistanttimetoassistthelearningofdifficultstudentsnotrecognizedby

thesystem;• Year6,7&9EducationAssistancesupporttoaugmentLiteracylearningprograms;• Year 6 & 7 Teacher DOTT time due to these staff working in a predominantly High school

environment. (Thiswillchangein2015withadditionalcentralofficeResourcingfortheYear7studentsinahighschoolenvironment.)

The2013one-linebudgetisverytightandhastoughdemandsbeingmadeonit,withthedifferentialteachingscenarios,causedbysplitsites,wearenotinapositiontocontinuetofundsomeoftheseadditionalresourcesintheircurrentform.

Theothermainfocusareahasbeentobuildour‘Reserves’tofurtherdeveloptheresourcelearningbaseforourstudents,particularlyintheinteractivetechnologiesarea.AllclassroomsandlearningareasnowhaveinteractivetechnologiesexceptfortwolearningareasattheSeniorCampus.ThesearetargetedtobecompletedbytheendofSemester1,2013.ThesetechnologiesarebeingintegratedintotheTeachingandLearningofallstaff.

The‘Reserves’havealsoenabledtheschooltolookattheApple/MacIntoshlearningexperienceinourearlyPrimaryyears.IpadsandMacIntoshlaptopswerepurchasedinearly2012forthispurposeand both teachers and students have embraced the new technologies and are using them in anInformationTechnologyrichlearningenvironment.

Theschoolhascommittedadditional reserve funds to furtheraugmentthis learningexperience in2013.

Page 24

Additional Financial Information2011 2012

PrimaryVoluntarycontributionscollectionrate 70% 69%

SecondaryVoluntarycontributionscollectionrate 54% 51%TotalCreditorsasat31December $2442 $7454TotalDebtorsasat31December $6886 $7147

SummaryofSchoolSalaryAllocation(SFSA+RFSA)asat31/12/2012 [One-lineBudget]

Initial

AllocationAdjusted Allocation ExpendedYTD Balance YTD %Spent

TotalSchoolSalaryAllocation $

4,561,677.00 $4,629,620.00 $4,649,357.00 -$19,737.00 100%

ReliefSalaryAllocation(RFSA) $

110,202.00 $

110,202.00 $144,458.00 -$34,256.00 131%

SchoolSalaryAllocation(SFSA) $

4,451,475.00 $4,519,418.00 $4,504,899.00 $14,519.00 100%

Financialsummarytablesandgraphsfollowonpage25:

DD

HS

AN

NU

AL

REPO

RT 2

012

1 24,435.00$ 23,580.75$ 2 53,404.00$ 53,280.43$ 3 6,110.00$ 6,110.00$ 4 18,865.00$ 18,865.00$ 5 6,006.00$ 5,983.11$ 6 488,878.00$ 488,878.45$ 7 52,307.00$ 52,307.01$ 8 1,443.00$ 1,443.23$ 9 953.00$ 952.77$

10 66,300.00$ 66,301.54$ 11 63,980.00$ 63,980.00$

782,681.00$ 781,682.29$ 35,930.00$ 35,930.48$

818,611.00$ 817,612.77$ 4,629,620.00$ 4,629,620.00$ 5,448,231.00$ 5,447,232.77$

LocallyGeneratedRevenue102,662.06$ DoEGrants 494,988.45$ OtherGovtGrants53,750.24$ Other 66,301.54$ Transfers 63,980.00$

781,682.29$

1 24,688.00$ 24,348.40$ 2 29,047.00$ 29,038.30$ 3 148,953.00$ 144,068.70$ 4 141,792.00$ 135,747.20$ 5 33,136.00$ 27,491.82$ 6 91,127.00$ 91,126.35$ 7 223,115.00$ 214,750.54$ 8 14,606.00$ 14,106.41$ 9 1,019.00$ 1,558.25$

10 51,336.00$ 51,336.00$ 11 29,490.00$ 27,098.63$ 12 30,228.00$ 30,228.00$

818,537.00$ 790,898.60$ 4,629,620.00$ 4,649,357.00$ 5,448,157.00$ 5,440,255.60$

BankBalance 290,293.64$ Madeupof: -$

1 GeneralFundBalance 26,714.17$ 2 DeductibleGiftFunds -$ 3 TrustFunds -$ 4 AssetReplacementReserves 266,334.07$ 5 SuspenseAccounts 1,148.75$ 6 CashAdvances 4.35-$ 7 TaxPosition 3,899.00-$

290,293.64$

OpeningBalance

VoluntaryContributionsChargesandFeesGovernmentAllowancesP&CContributions

CommonwealthGovtGrants

DonnybrookDHSFinancialSummaryasat31December2012

Actual

TotalContingencyFundsAvailable

InternalTransfers

BudgetRevenue-Cash

TradingActivitiesOther

Fundraising/Donations/SponsorshipsDoEGrantsOtherStateGovtGrants

Total

ActualExpenditure

TradingActivities

AdministrationLeasesUtilitiesRepairs/Maintenance/GroundsCapitalWorks

TotalBankBalance

CashPositionasat:

OtherTransferstoReserves

TotalContingenciesExpenditure

TotalExpenditure

TotalSalaryAllocationTotalFundsAvailable

TotalSalaryExpenditure

AssetsandResourcesEducationServicesOtherSpecificPrograms

SalaryPoolPaymentstoCentralOffice

Budget

ContingenciesRevenue-BudgetvsActual

0

100

200

300

400

500

600

Volunt

aryCo

ntribu

tions

Charge

sandF

ees

Govern

mentA

llowanc

es

P&CC

ontribu

tions

Fundra

ising/D

onation

s/Spon

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s

DoEGr

ants

OtherS

tateGo

vtGran

ts

Commo

nweal

thGovt

Grant

s

Tradin

gActiv

itiesOth

er

Interna

lTrans

fers

$000

RevenueSource

Budget Actual

Current Year Actual Contingencies Revenue Sources

Transfers8%

Locally Generated Revenue

13%

DoE Grants64%

Other Govt Grants7%

Other 8%

ContingenciesExpenditure-BudgetvsActual

0

50

100

150

200

250

Adminis

tration Lea

sesUti

lities

Repairs

/Main

tenanc

e/Grou

nds

Capital

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Assets

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esourc

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rvices

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pecific

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ms

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ities

Salary

PoolP

ayment

stoCe

ntralO

ffice

Other

Transf

ersto

Reserv

es

$000

ExpenditurePurpose

Budget Actual

10

60

110

160

210

260

310

$000

Genera

lFund

Balanc

e

Deduct

ibleGif

tFunds

TrustF

unds

AssetR

eplace

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eserve

s

Suspen

seAcco

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CashA

dvance

s

TaxPo

sition

CashPosition

Page 25

donnybrook district high school€¦ · focus 6 marketing and promotion 23 4 resourcing and...

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