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2016 Annual Report to the School Community

School Name: Leopold Primary School

School Number: 1146

Jan Rollinson

Name of School Principal:

Deb Duncan

Name of School Council President:

March 2017

Date of Endorsement:

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About Our School

School Context

Leopold Primary School is situated at the gateway to the Bellarine Peninsula. In 2016 our school provided our 796 students with a rigorous and rewarding curriculum within a nurturing and progressive learning environment. We believe that,‘ Learning to know, do, be and live together’, equips our students with the knowledge, skills and the dispositions to actively embrace their learning, leading all to become confident, contributing members of our school and the wider community. Our mission is to create an inclusive educational space where our students can academically, socially and emotionally ‘SHINE’. The 2016 learning mantra that served us well was, ‘Mission Possible. Agents of Change’. The 2017 learning mantra is, ‘Reach for the stars’, with links to a personal growth mindset and empowered by the power of YET. Academic, social and emotional outcomes for all of our students are strategically planned for, reviewed and judged. Student wellbeing and engagement programs clarify and define the cultural signposts and behavioural boundaries for our students. Parents, teachers and students build strong and effective partnerships and promote individual and collective responsibility. Leopold Primary School offers specialist programs covering Science, Art- visual and performing, Physical Education and Indonesian. A successful and accredited OSHC facility operates onsite. The quality and functionality of our building, facilities and grounds are areas of school and community pride. The prospect of a township library, adjacent to our school, completed in 2018, will complement our educational provision.

Framework for Improving Student Outcomes (FISO)

Student achievement, engagement and wellbeing sits at the heart of the FISO model, our school’s four-year strategic plan and each subsequent Annual Implementation Plan. In 2016 the FISO strategies which were the focus of our work were:- 1. Achievement - Building excellence in teaching and learning through building practice excellence and curriculum planning and assessment- Maths and English. Building professional leadership through a leadership restructure. 2. Engagement and Wellbeing – Achieving a positive climate for learning through empowering students and building school pride.

The following School Performance Summary outlines key performance indicators for 2016. The outcome data has been ‘intake adjusted’, enabling us to compare our school with other Victorian government schools, with similar school and student characteristics. Our continual individual and collective endeavors are to achieve higher than expected results in all performance areas. In 2016, a ‘Similar to’ outcome was awarded against all indicators except for the 2016 Attitudes to School Survey, where a ‘Higher’ outcome was achieved. The FISO areas have benefited our school, leadership, teacher and community practice and processes. In 2017 we strive to gain an increased number of ‘ Higher’ outcomes across the following three performance areas.

Achievement

Strategic Plan goal - To improve student achievements in literacy and numeracy. Key improvement strategy - Enhance the capacity of staff to deepen and broaden their curriculum knowledge and pedagogical strategies. Outcomes. English and Mathematics - Teacher judgement and NAPLAN - Similar. 2016 Key strategies deployed-The development and the preliminary delivery, of a guaranteed and viable (G&V) Maths curriculum, proved to be both pivotal and transformational for team planning and teacher practice. The focus on Maths standards and the subsequent proficiency scales has had a positive impact on Maths instruction, Maths assessment and across all curriculum areas for reporting. The introduction of peer-to-peer coaching for English, Maths and Digital Leverage and the expansion of literacy intervention to Gr. 2 were strong initiatives. Above all, tributes flow to the hardworking, persistent and focused teacher teams, leading teachers and assistant principals, who continually use student data and professional judgments to confirm or adjust our curriculum. 2017 FISO – Curriculum planning and assessment and Building practice excellence. Key strategies deployed: - Continuation of Maths G&V and commence English G&V. Student feedback and reporting against the standard. Peer to peer coaching for Maths, English and Digital Leverage. English – Writer’s workshop in every classroom. Student feedback and reporting. Leadership professional learning. P/1/2 focus on oral language and constructive learning. Increased school-funded speech pathology to three days per fortnight.

Curriculum Framework implemented in 2016 - Victorian Curriculum

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Engagement

Strategic Plan goal -To optimize high levels of sustained student engagement in learning and connectedness with their peers, teachers, school and community. Key improvement strategies Focus on strengthening staff capacity to support students to become independent and curious learners. Enhance the engagement of students as active and motivated members of the school and broader community. Outcomes. Absentee / Attendance – Similar. 2016 Key strategies deployed - Critical and creative thinking- Launch Pad. Teaching coding P-Gr 6. Digital printers used to engage and build digital skills and creative thinking. Peer to peer coaching. Collaborating with local, state and global networks (New pedagogies for deep learning). 2017 FISO - Building practice excellence. Key strategies deployed – Continue the above. Curriculum development in regard to the Vic curriculum capabilities:- Critical and Creative Thinking, Ethical and Intercultural and Personal and Social. Incorporate digital tools and programs across all curriculum areas and support the lifting of teacher capacity by teachers accessing peer to peer coaching.

Wellbeing

Strategic plan goal - To strengthen whole school practices in order to support the social-emotional development of students and thereby improve student resilience and wellbeing. Key improvement strategy. Embed a relational culture at LPS to foster a safe, inclusive and stimulating environment for all stakeholders. Outcomes-Gr 5/6 Student Attitude to School survey. Higher for 2016 and Similar for four year trend. 2016 key strategies deployed:- Professional learning within our second year of REAL schools partnership. Changing all processes and procedures to a restorative model. Eg explicit teaching of values, reflection practices, cyber safety / digital licenses and whole school events which pull us together and make us laugh. 2017 FISO – Empowering students and build school pride. Key strategies deployed. Professional learning within the third year of REAL schools. Building student voice by teaching students the strategies and introducing the growth mindset – The power of yet. Assessment and reporting:-explicitly linking student outcomes to the curriculum standards for Personal and Social capabilities. Teacher team inquiry into our current Action units (integrated curriculum) which will call for the auditing of student outcomes and current curriculum planning and delivery.

For more detailed information regarding our school please visit our website at www.leopold.vic.gov.au

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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.

Accessible data tables are available for all schools separately – please refer to 'AR_Appendix_Data_Tables' which can be found on the School Performance Reporting website.

School Profile

Enrolment Profile A total of 796 students were enrolled at this school in 2016, 368 female and 428 male. There were 1% of EAL (English as an Additional Language) students and 1% 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 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.

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Performance Summary

Achievement

Teacher judgment 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 Performance Summary.

Student Outcomes

School Comparison

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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.

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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%, 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.

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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 2016 attendance rate by year level:

Low absences <------> high absences

Low absences <------> high absences

Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

90 % 94 % 92 % 94 % 93 % 93 % 92 %

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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.

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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, P-12 and specialist schools, 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).

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.

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.

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’.

What are the changes in student achievement? The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including, students with disabilities. The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.

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Financial Performance and Position

Financial performance and position commentary

Leopold Primary School is in a sound financial position due to the prudent management decisions made by the School Council and

effective financial controls maintained by the Principal and Business Manager.

Our school has benefited from Commonwealth Government grants for Child Care Benefits (CCB). Department of Education provided

a Condition Assessment grant of $180,000, which was expended on building and grounds maintenance such as pedestrian paths,

basketball court resurfacing and painting. The equity funding ($134,880) lifted student achievement in Literacy and Numeracy with

the additional staffing for a Gr 2 literacy intervention program and numeracy / literacy peer to peer coaching.

The Parents Association raised $15,342, expending funds of grounds – terracing and a bike path extension. In 2017, accumulated

funds are allocated to buildings and maintenance, particularly to further extend and enhance learning spaces and grounds to match our

contemporary curriculum.

Financial Performance - Operating Statement Summary for the year ending 31 December, 2016

Financial Position as at 31 December, 2016

Revenue

Actual

Funds Available Actual

High Yield Investment Account $692,853

Official Account $13,053

Other Accounts $240,494

Total Funds Available $946,400

Student Resource Package

$5,415,171

Government Provided DET Grants $827,843

Government Grants Commonwealth $133,927

Revenue Other $31,107

Locally Raised Funds $638,251

Total Operating Revenue

$7,046,299

Expenditure

Financial Commitments

Operating Reserve $187,013

Asset/Equipment Replacement < 12 months $90,698

Maintenance - Buildings/Grounds incl SMS<12 months

$118,460

Revenue Receipted in Advance $49,735

School Based Programs $274,092

Other recurrent expenditure $10,000

Asset/Equipment Replacement > 12 months $61,695

Capital - Buildings/Grounds incl SMS>12 months

$140,161

Maintenance -Buildings/Grounds incl SMS>12 months

$14,546

Total Financial Commitments $946,400

Student Resource Package

$5,414,718

Books & Publications $3,248

Communication Costs $10,221

Consumables $161,008

Miscellaneous Expense $200,207

Professional Development $13,409

Property and Equipment Services $671,137

Salaries & Allowances $303,131

Trading & Fundraising $61,725

Utilities $73,989

Total Operating Expenditure

$6,912,794

Net Operating Surplus/-Deficit

$133,505

Asset Acquisitions

$0

Student Resource Package Expenditure figures are as of 03 March 2017 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.

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