2018 Annual Report to

The School Community School Name: Belle Vue Primary School (4733)

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

The school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 22 March 2019 at 07:54 AM by Catherine Caminiti

(Principal)

All teachers employed or engaged by the school council meet the registration requirements of the Victorian Institute of Teaching.

To the extent that the school council is responsible, the school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2018 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

To the extent that the school council is responsible, the school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 28 March 2019 at 11:16 AM by Kim McCormick

(School Council President)

Belle Vue Primary School (4733)

Belle Vue Primary School (4733)

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About Our School

School context

Belle Vue Primary School offers a caring learning environment for 193 students in spacious school grounds in

Balwyn North.

The school is structured in levels: Prep, Grades 1/ 2, 3 /4 and 5/6.

We believe children learn best when they are actively involved in their learning, they take responsibility for their

learning, there is clear demonstration and expectation, they have a positive self-esteem, there are positive links

between home and school and learning fulfils their own needs, purpose and interests.

At Belle Vue, we provide an effective and engaging learning environment which promotes individual excellence

and develops social competencies. We foster lifelong learning through child-centred, meaningful and challenging

programs. We offer a quality curriculum based on the Victorian Curriculum in all areas including Performing and

Visual Arts, LOTE (Italian), Music and Physical Education. Our learning programs are designed to cater for the

individual needs of a diverse range of students, including extension and support programs, both within and

beyond classrooms. A range of extra-curricular programs are provided and the school offers an outside of school

hours care program.

There is a strong partnership between parents and the school and an evident community atmosphere. Parents

participate in our literacy programs, school council, as classroom helpers; and in student-led conferences, open

days, information nights, working bees and various social and fund raising activities.

This school has 1 Principal class, 9 fulltime teaching staff, 3 specialist staff and 3 Education Support Staff.

Framework for Improving Student Outcomes (FISO)

Our FISO focus centres on building the capacity of teachers to incorporate Visible Learning - including the High

Impact Teaching Strategies (HITS) into their classroom practice and across the FISO Communities of Practice.

We have formed links (Communities of Practice) with Greythorn, Deepdene and Balwyn North Primary Schools

using the High Impact Teaching Strategies as the focus and working towards sharing best practice to improve

curriculum planning and assessment.

External consultant, Tracey Ezard, facilitated a combined Professional Learning Day at the beginning of 2018

introducing the 10 High Impact Teaching Strategies to all staff. Throughout the year teachers from all schools

have participated in shared professional learning sessions and moderation of work samples and assessment

tasks. This was (and is) an excellent opportunity for teachers/teams to meet, network, learn new things as well

as ensure there is consistency across schools in the planning of the Victorian Curriculum.

With a focus on Reading in 2018 and the creation and implementation of a Reading Instructional Model - the

HITS were incorporated into the model's implementation, strengthening knowledge and building staff capacity.

2019 will see the Reading Instructional Model adapted to form a Belle Vue Writing Instructional Model - once

again incorporating the HITS.

We will continue our links (Communities of Practice) with Balwyn North, Greythorn and Deepdene Primary

Schools. The learning will focus on the importance and benefits of working in collaborative teaching teams, and

implementing the High Impact Teaching Strategies (HITS) in all classrooms. We will specifically focus on the 4

HITS connected to Student Voice/Agency - Questioning, Feedback, Goal Setting and Collaborative Learning.

The Community of Practice FISO Leaders who will coordinate ongoing professional learning opportunities and

school visits for all teachers

Achievement

Belle Vue Primary School continues to be recognised as a high performing school as evidenced by the Victorian

Curriculum and NAPLAN results. Comprehensive planning and programs in the teaching of Literacy and

Numeracy and incorporating the use of ICT continued to be the focus of targeted improvement in 2018.

Our work in Reading and on the High Impact Teaching Strategies (HITS) has led to a whole school approach to

teaching of these areas. Comprehensive planning in teaching of Numeracy and Literacy (with a particular focus

on Writing) will continue in 2019.

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2108 Semester 2 Assessment Data (Victorian Curriculum – Teacher Judgments) show 96.4% of all students

achieving at or above average in English and 95.1% achieving at or above average in Mathematics.

NAPLAN data indicates that the school is high performing and results in Reading show that 91.7% of Year 3

students and 88.9% of Year 5 students are performing in the top three NAPLAN bands. Results in Numeracy

indicate that 70.8% of our Year 3 and 92.3 % of Year 5 students performed in the top three NAPLAN bands.

High quality, meticulously planned and challenging programs extend the potential of each individual child. It is

our aim to provide high quality instructional practice and further develop teacher capacity.

Teachers work in collaborative teams to ensure high levels of program delivery and student achievement.

Teachers write Individual Education Plans to differentiate the curriculum and cater for student learning needs.

Teachers meet in PLC's to develop high learning logs to cater for cohorts of students.

Sporting, Cultural, LOTE (Italian) and Arts programs continue to be valued, as do performance assemblies and

an authentic student leadership program.

Ongoing improvement in building staff capacity is enhanced by weekly Professional Learning, mentoring,

observations and feedback, as well as a strong focus on reflection and assessment.

The school takes pride in its student learning outcomes.

Staff will continue to work in collaborative teaching teams throughout 2019, and implementation of the High

Impact Teaching Strategies (HITS) will be a priority.

In 2019 we will continue to provide children with rich learning experiences and assessment tasks in accordance

with the Victorian Curriculum.

Best teaching practice will include whole school consistency in differentiating learning, grouping students, and

student connection between goals and learning

Engagement

High levels of student attendance are promoted and celebrated at Belle Vue Primary School. 2018 saw fewer

student absences with an average attendance rate of 94.28% across the school – much higher than similar

schools. This is reflective of the highly supportive parent community we have at Belle Vue – one that values

education. There is room for improvement in the area of punctuality – ensuring that students arrive at school on

time ready to learn. Changes are being implemented to address this in 2019 - beginning with the change in

morning routines.

Communication between school and home provide a platform from which to build greater levels of engagement

for all students.

The Attitude to School Survey data indicates that students feel well connected to their school and that the school

is able to effectively manage bullying – with strong responses in both areas (87.8% and 87.4% respectively). The

school will continue to promote self-esteem, health and wellbeing for students through programs that promote

engagement such as You Can Do It – focussing on the key behaviours of Getting Along, Resilience, Persistence,

Organisation and Confidence and the Habits of the Mind that work alongside these behaviours.

Through our involvement in ResourceSmart Schools, our student leadership program will continue align with our

sustainability program and other initiatives in 2019. 2018 saw us gain our third star in our quest to become a five

star sustainable school. All students from Prep to Grade 6 are involved in the schools sustainability initiatives –

which in 2018 saw us focus water conservation – and ways in which we can reduce our water consumption..

Student achievement and behaviour is recognised and recorded in the Roll of Honour. In 2018 students were

able to nominate their peers for demonstrating the school values or You Can Do It Keys for the Roll of Honour -

building on Student Voice across the school. Having all staff on duty every day after school is regarded as a key

initiative in improving parent-teacher access and relationships.

The school maintains that learning is most effective when there is shared responsibility between students, school

and community. As there is a strong relationship between attendance and school connectedness, we will

continue to develop and implement improvement strategies to emphasise every day, punctual attendance.

Wellbeing

Belle Vue Primary School continues to provide a comprehensive approach to student wellbeing through effective

transitions into, through and out of the school.

Prep transition consists of a comprehensive series of orientation sessions. Parents are involved in supporting the

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transition process through a variety of well-advertised opportunities over the 12 months preceding enrolment.

In 2018 we strengthened links with our feeder kindergartens. Teachers and students conduct two-way visits with

kindergartens, running focused activities. This program is well-received and will continue in 2019.

Grade 6 Leaders, House Captains and Junior School Councillors have leadership opportunities.

The’ Buddy System’ similarly contributes to developing social confidence which prepares and supports transition.

Incoming Prep students have grade 5 buddies and maintain these relationships over two years.

Straight Prep classes ensure a strong grounding in the first year. Following that, multi-age classes reflect the

Victorian Curriculum planning and provide flexibility, extension and support in all areas of learning.

We have specialists in LOTE (Italian), Physical Education, Art, Dance, Library, Music and extension.

Each year the school implements a successful transition program for students moving through the school to the

next level, and those enrolling from other schools.

Our social and emotional health and wellbeing program includes the ‘You Can Do It Program’, incorporating the

Habits of Mind associated with each key learning area of Persistence, Confidence, Resilience, Getting Along and

Organisation along with the schools values of Pride, Respect, Responsibility, Integrity and Commitment.

Student health and wellbeing will continue to be a high priority focus for 2019 as we are committed to nurturing

healthy, happy, resilient individuals from Prep to 6.

Our Year 6 students enrol at a range of local government and independent schools. The majority attending

Balwyn or Kew High School after graduating from Belle Vue Primary.

The Year 6 -7 transition program, with an emphasis on Personal Development, assists with movement into

secondary school.

The high level of communication and support ensures a smooth transition from Kinder to school and from Grade

6 to Secondary College/High School.

Financial performance and position

Belle Vue Primary School is in a sound financial position. There is a strategic approach to program budgets,

revenue and expenditure – which is closely monitored and regularly scrutinized to ensure funds are being used

for maximum impact on student learning, as well as maintaining a safe educational setting for all students.

Fundraising initiatives through the P&F are used to supplement/resource program budgets and maintain the

school grounds.

We are fortunate to have a supportive community with:

84.46% of families paying student contributions for classroom supplies, computer leasing and curriculum

materials;

55.65% contributing to the Building Fund

51.83% contributing to the Library Fund and

50.08% contributing to the Grounds Donation.

Equity Funding received in 2018 was used for Staff Professional Learning, which in turn benefits all students in

all year levels.

The Inclusion Boost received in 2018 went towards purchasing new classroom furniture for 2 classes

(tables/chairs/ book trolleys and teacher desks)

Gates were installed in the staff car park with a grant obtained through the Accessible Buildings Program totalling

$3,713.50.

During 2018 the school funded further landscaping projects - replanting along the BER; rejuvenation of all

asphalt surfaces and painting of two square courts and play areas.

The JSC initiative also came to fruition with the Buddy Bench and shed mural finally completed.

Continued strategic financial management in 2019 will allow Belle Vue to continue to maintain and improve the

school grounds, continue to support our I.C.T program and fully fund approved program budgets.

For more detailed information regarding our school please visit our website at http://www.bellevueps.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 helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

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

School Profile

Enrolment Profile A total of 199 students were enrolled at this school in 2018, 85 female and 114 male. 24 percent were EAL (English as an Additional Language) students and 0 percent ATSI (Aboriginal and Torres Strait Islander) students.

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

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

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

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Performance Summary

Achievement

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

English

Mathematics

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

Student Outcomes

School Comparison

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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 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

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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 School Comparison

A school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected. Average 2018 attendance rate by year level:

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

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

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

93 %

96 %

94 %

95 %

94 %

95 %

93 %

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Performance Summary

Wellbeing

Student Outcomes

School Comparison

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

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

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Financial Performance and Position

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

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

Financial Position as at 31 December, 2018

Revenue

Actual

Funds Available Actual

High Yield Investment Account $87,674

Official Account $6,601

Other Accounts $157,099

Total Funds Available $251,374

Student Resource Package

$1,476,084

Government Provided DET Grants $296,053

Revenue Other $3,187

Locally Raised Funds $272,828

Total Operating Revenue

$2,048,152

Equity¹

Equity (Social Disadvantage) $5,000

Equity Total

$5,000

Expenditure

Financial Commitments

Operating Reserve $75,699

Funds Received in Advance $113,199

School Based Programs $50,000

Asset/Equipment Replacement < 12 months $5,000

Maintenance - Buildings/Grounds < 12 months

$7,476

Total Financial Commitments $251,374

Student Resource Package²

$1,328,547

Books & Publications $2,591

Communication Costs $5,578

Consumables $34,219

Miscellaneous Expense³ $180,660

Professional Development $4,301

Property and Equipment Services $143,482

Salaries & Allowances⁴ $79,219

Trading & Fundraising $46,304

Utilities $18,665

Total Operating Expenditure

$1,843,565

Net Operating Surplus/-Deficit

$204,587

Asset Acquisitions

$7,250

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

All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.

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How to read the Annual Report

The School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student

backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance. Some schools have ‘Lower’ performance than expected and receive targeted

support to ensure that there is improvement.

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

What does ‘Data not available’ or 'ND' mean?

Some schools have too few students enrolled to provide data. There may be no students enrolled in some year levels so school comparisons are not possible. New schools have only the latest year of data and no comparative data from previous years. The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’. ‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs. ‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

What does the About Our School section refer to?

The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future. The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs. The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to?

The Performance Summary reports on data in three key areas: Achievement

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

Engagement

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

Wellbeing

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

Results are displayed for the latest year, as well as the average of the last four years (where available).

What does School Comparison refer to?

The School Comparison is a way of comparing this school’s performance to similar schools in Victoria. The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability and the size and location of the school.