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2016 Annual Report to the School Community

School Name: Timboon P-12 School

School Number: 6260

Sean Fitzpatrick

Name of School Principal:

Matthew Bowker

Name of School Council President:

26th April, 2017

Date of Endorsement:

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About Our School

School Context

Timboon P-12 School is classified as a remote school as it is some 53 kilometres from the nearest provincial centre and it is serviced

by very a limited public transport system. It is in the heart of a buoyant dairy industry that has experienced several economic down

turns. The school is close to tourist destinations along the Shipwreck Coast and this provides employment in the hospitality industry.

Our school has steady enrolments with approximately 440 students. A newly designed P12 school will be created in the next eighteen

months. A focus of these newly designed learning areas will be to promote and support high levels of learning for all students. The

school will continue to develop programs and publications to foster a motivated, aspirational, high achieving attitude in all students

and families.

The school mission is to ensure strength through understanding by providing high levels of academic, social & emotional learning for

all our students. Daily instruction is based around Learning Intentions, Success Criteria, Quality of Task and Feedback. Literacy &

Numeracy Cycles of Inquiry are conducted each term by P-10 staff and focus on monitoring student performance/progress,

developing intervention strategies and developing learning goals for all students.

Curriculum initiatives include the Café Reading Menu, VCOP Writing, an Early Years Numeracy program, an extensive list of VCE

subjects, a strong VCAL program that offers foundation, intermediate and senior certificates and a wide selection of VET subjects. In

addition to the comprehensive classroom programs offered in literacy and numeracy, an integrated curriculum program and unit

system address the Australian and Victorian curriculum domains. Specialist P-6 and 7-12 teachers provide targeted instruction in

designated areas. The school is an active participant in district sport competitions as well as providing opportunities for students to

participate in instrumental music via our Rock Bands Program. Strong links with community and families have been identified as a

key whole school community priority. Examples of success in these areas include the establishment of the TAP (Timboon

Agriculture Project) and the real life opportunities it provides as well as the Timboon P12 community library and the many programs

it offers. Leadership opportunities for students exist throughout the school ranging from House Captains, School Captains and SRC

members. We believe in giving every child the opportunity to be a leader. A comprehensive transition program runs between years

K-12 which ensures students are supported in their transition into, through and from school.

The school strives to establish and maintain an inclusive environment that promotes honesty, integrity, effort, respect and

encouragement. Families value an open door policy where relationships are based on trust and mutual respect and the contributions of

all are valued and acknowledged. The school will develop key values through the implementation of the School Wide Positive

Behaviours Framework (SWPBS). This process will involve consultation with all key stakeholders including, students, families and

staff. Timboon P-12 School is committed to continuous improvement in our learning and teaching that reflects current and future

learning needs. The school is striving to develop a culture that provides quality learning opportunities with a focus on ensuring that

all members of the school community have the best options for success.

Framework for Improving Student Outcomes (FISO)

Over the past 12 months the school has focused on a number of improvement initiatives which included:

Building practice excellence, curriculum planning and assessment:

Embed a collaborative team structure- PLC (Professional Learning Communities) framework implemented.

Identify and implement a consistent Literacy/Numeracy Instructional model in all year levels that focuses on delivery,

resources, assessment and testing (data collection) to drive teaching and learning excellence and improvement – Café

Reading, VCOP, school data plan implemented.

Staff professional development to improve instructional practice and develop expertise in monitoring students’ learning

growth and teaching to point of need for all students in all year levels and in all subject areas – A P12 Rubrics Formative

Assessment Model introduced that requires all teachers to apply consistent assessment procedures.

Continue to develop a whole school approach to targeted intervention of student learning growth and students at risk. P-10

Literacy & Numeracy Cycles of Inquiry implemented.

Design and development of a Guaranteed and Viable Curriculum including the development and implementation of the

Victorian Curriculum- PLC meeting structure designed – developed and implemented.

Building leadership teams:

Embed a collaborative team structure targeting key groups such as the P-6/7-12 Sub Schools, Curriculum and Welfare

committees. Scheduled meeting time for reflection, professional engagement and professional reading – PLC meeting

structure designed, developed and implemented.

Building communities:

The continued curriculum development of TAP – Curriculum plan aligned to the Victorian Curriculum implemented.

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Maintain and improve student and family connectedness to each other and the school – School Compass Management

system implemented.

Build student confidence and connectedness by expanding and refining transition practices across the school – Further

development to all key transition programs.

Ensure students are supported to achieve Year 12 or the equivalent- Further improvements to school pathway interviews

implemented. Further investigation into VCE analysis and planning for future strategies to support student achievement.

Through consultation with the school community, a new school mission and vision was developed. In addition to this school

wide collective commitments and meeting norms were also developed.

Achievement

In 2016 Timboon P-12 School NAPLAN results showed steady learning gain in most areas across years 3, 5, 7 and 9. The only area

that did note demonstrate learning gain was year 3-5 reading. Learning Gain is the NAPLAN Relative Growth measure that shows

the level of growth/improvement for each student relative to students that had the same (similar) NAPLAN score two years ago.

It was also pleasing to note the similar or better than state results in NAPLAN were achieved across the school in the following

areas/year levels:

- Year 5 Numeracy

- Year 7 Reading

- Year 7 Numeracy

- Year 9 Numeracy

The improved reading and numeracy results at Year 7 demonstrate that our focus on both literacy and numeracy skills is delivering

improved learning outcomes.

The teacher judgment of student achievement (percentage of students in Years P-6 working at or above age expected standards) in

English and Mathematics was above the state average. The teacher judgment of student achievement (percentage of students in Years

7-10 working at or above age expected standards) in English and Mathematics was at the state average. A greater future focus on

formative assessment will aim to support a continued improvement in this area.

NAPLAN Learning gains in Year 5-7 demonstrated a high percentage in Numeracy and Grammar and Punctuation. NAPLAN

Learning gains in Year 7-9 demonstrated a high percentage in Numeracy and Reading. The four year trend in NAPLAN Numeracy

results for Years 5, 7 and 9 are higher than the state average. The four year trend in NAPLAN Reading results in year 7 are also

higher than the state average. These results were achieved through the analysis of individual student data, targeted teaching and

planning.

The VCE study scores demonstrated improvement from 2015 with the 2016 results similar to the state average in most subject areas.

97.1% of VCE units were successfully completed and VET completion rates were high. 46.7% of students completed a VET unit of

work. VCAL is offered at Years 11 and 12 and a strong completion rate was recorded. Strong support is provided to students through

regular lunchtime and holiday tutorials in most subject areas. Reading Recovery is offered at Year 1. Students with special needs are

well supported by Educational Support Staff and a Special Needs Coordinator. Individual pathway interviews take place for all

students in Years 10 to 12. Students who have English as a second language (E.A.L) are well supported by a trained E.A.L or oral

language teacher. 2016’s positive results are due to a wide range of programs that have been developed and refined over the years.

Curriculum Framework implemented in 2016 (please mark the relevant box with an X by double clicking in the box)

Victorian Early Years Learning and Development Framework

AusVELS

Victorian Curriculum

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A Combination of these

Engagement

Student Attendance data was at the state median for Years P-6 and Years 7-12. Attendance at all P-6 year levels was above 92%. All

7-12 year levels were close to or above 90%. The introduction of the School Compass Manager system has strengthened the school’s

absence policy.

The 2016 Student ‘Connectedness to School’ and ‘Student Perceptions of Safety’ results in Years P-6 were close to the state average.

The 2016 Student ‘Connectedness to School’ and ‘Student Perceptions of Safety’ results in Years 7-12 were above the state average.

The Kids Matter program and the Timboon Agriculture Project (TAP) focus on developing community connections and a greater

sense of belonging. These initiatives have assisted in developing a more child/parent/community friendly school environment. The

school maintains an up-to-date web page and school Facebook page, which gives a daily update on activities being held at the school

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that has generated greater communication between the school and the school community. Posted items often reach 1,000 viewings.

The introduction of the School Compass Manager system has also improved communication.

Through the school review process and in consultation with the school community, a new school mission and vision was developed.

In addition to this, school wide collective commitments and meeting norms were also developed.

Wellbeing

Our students benefit from the services of Circle Time, Student Leadership programs, Peer Support, the Building Resilience In

Corangamite Kids (BRICKS) program and a two-step approach to student discipline. A part time student welfare officer was

introduced in 2016. Our clearly outlined approach to whole school behaviour is strongly supported by School Council. The school

engagement policy continued to be implemented to support programs that develop the skills, knowledge and attitudes of students to

their maximum potential – incorporating consistent agreed practices P-12 that focused on building community connectedness,

providing cultural activities, improving personal development, providing health promotion and harm prevention programs delivered

by trained staff and health promotion agencies.

This policy is currently being reviewed and other Engagement & Wellbeing Frameworks such as SWPBS are being considered to

clearly articulate the school’s values and rest the school’s expectations. In addition to this the school has begun to implement

Compass School Manager to use the Chronicle feature to record student incidents and highlight student achievements.

Students are assigned to house teams through which they compete in athletic competitions and work as a team to support the SRC.

An extensive electives program for students in Years 7-10 has supported the development of a positive school culture. Timboon P-12

School has a range of transition programs in place to support the various stages of learning. The transition of Kinder students into the

Prep year is supported by a program that begins in the second semester of each year. This is supported by a positive collegial

relationship between Kinder and School staff. A high proportion of students commencing Year 7 come from our Year 6 cohort. They

are familiar with the buildings, grounds and teachers. Our extensive transition program offers several ‘getting to know you days’, ‘a

taste of Secondary’ and an open night. The result is a seamless and well supported transition program.

For more detailed information regarding our school please visit our website at http://www.timboonp12.vic.edu.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 457 students were enrolled at this school in 2016, 216 female and 241 male. There were < 10% 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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(Primary Year Levels)

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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(Primary Year Levels)

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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(Primary Year Levels)

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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(Primary Year Levels)

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

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

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(Primary Year Levels)

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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(Secondary Year Levels)

Performance Summary

Achievement

Student Outcomes

School Comparison

Teacher judgment of student achievement Percentage of students in Years 7 to 10 working at or above age expected standards in:

English

Mathematics

For further details refer to How to read the Performance Summary.

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(Secondary Year Levels)

Performance Summary

Achievement

Student Outcomes

School Comparison

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

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

Comparison.

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

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(Secondary Year Levels)

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain Year 5 - Year 7

Learning gain of students from Year 5 to Year 7 in the following domains; Reading, Numeracy, Writing, Spelling & Grammar and Punctuation. NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the top 25%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

NAPLAN Learning Gain Year 7 - Year 9

Learning gain of students from Year 7 to Year 9 in the following domains; Reading, Numeracy, Writing, Spelling & Grammar and Punctuation. NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the top 25%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

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

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Students in 2016 who satisfactorily completed their VCE: 100% Year 12 students in 2016 undertaking at least one Vocational Education and Training (VET) unit of competence: 31% VET units of competence satisfactorily completed in 2016: 98% Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2016: 63%

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(Secondary Year Levels)

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

Yr7

Yr8

Yr9

Yr10

Yr11

Yr12

92 %

92 %

89 %

90 %

88 %

90 %

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

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

Note: This measure uses data from the previous year.

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(Secondary Year Levels)

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

[Please refer to pg. 13 of the 2016 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]

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 $876,604

Official Account $10,481

Other Accounts $94,152

Total Funds Available $981,238

Student Resource Package

$4,409,986

Government Provided DET Grants $673,702

Government Grants Commonwealth $4,000

Government Grants State $9,725

Revenue Other $43,596

Locally Raised Funds $546,967

Total Operating Revenue

$5,687,976

Expenditure

Financial Commitments

Operating Reserve $171,604

Capital - Buildings/Grounds incl SMS<12 months

$135,059

Maintenance - Buildings/Grounds incl SMS<12 months

$157,773

Revenue Receipted in Advance $44,180

School Based Programs $281,736

Provision Accounts $102,767

Repayable to DET $88,119

Total Financial Commitments $981,238

Student Resource Package

$4,496,596

Books & Publications $11,458

Communication Costs $9,075

Consumables $127,284

Miscellaneous Expense $10,795

Professional Development $9,812

Property and Equipment Services $139,469

Salaries & Allowances $79,147

Trading & Fundraising $75,659

Travel & Subsistence $984

Utilities $106,249

Total Operating Expenditure

$5,066,528

Net Operating Surplus/-Deficit

$621,448

Asset Acquisitions

$0

Student Resource Package Expenditure figures are as of 06 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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Financial performance and position commentary

Departmental grants such as the Student Resource Package made up approximately 67% of total revenue for 2016. Locally raised

funds include subject contributions, camps and excursions and fundraising activities 29%. Other revenue included reimbursements

and bank interest. Our Timboon Agriculture Program has attracted sponsorship from a small number of local foundations this will

continue throughout 2017. The Gall Foundation - $32,000 & Dairy Australia $26,400 both are one off DGR donations, these continue

to be put into providing additional educational services for our rural community/student. Rolled over from 2015, the net operating

surplus/deficit figure, a $100,000 contingency fund has been set aside to assist with funding the school capital works project. Our

continuing decline in student numbers and the excess staff member placed strain on the remaining funds.