2018 Annual Report to

The School Community School Name: Peranbin Primary College (5367)

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 04 April 2019 at 10:10 AM by Angela Holleran

(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 01 May 2019 at 12:18 PM by Megan Rybinski

(School Council President)

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About Our School

School context

VISION

Peranbin Primary College’s vision is to be a community of learners where students thrive.

MISSION

Peranbin Primary College’s mission is to provide an inclusive teaching and learning environment, which supports

all students to be successful community members.

OBJECTIVE

Peranbin Primary College’s objective is to ensure all students leave our school with a practical understanding of

the curriculum and the capacity to be successful community members.

VALUES

Peranbin Primary College’s values are Respect, Integrity, High Expectations and Responsibility.

We respect our school, each other and ourselves.

We model and demonstrate integrity taking every opportunity to be strong role models in the community.

We have high expectations - we try our hardest and do our best.

We take responsibility for ourselves, understanding that our attitudes and behaviours have an impact on the

people around us.

Peranbin Primary College was established in 1995, combining the schools at Baddaginnie, Strathbogie,

Swanpool, Tatong and Violet Town. In 2018 we have four campuses – Baddaginnie, Strathbogie, Swanpool and

Violet Town. Our campuses are located in North East Victoria and each is set in a unique natural environment

where students can learn in their local community. Our multi-campus college is unique and we operate from

three of the four campuses on a week to week basis. We have 73 students attending across these three

campuses, with 11 school staff members including Art, Library and a specialist Health, Physical Education and

Wellbeing teacher.

Each of our school campus grounds have access to native bushland, and we are surrounded by a supportive

community. Many students that attend our campuses live locally and tend to walk or ride their bike to school.

There is also a bus service for each campus. Peranbin Primary College has developed close ties to the local

community, and enjoys support from our local shops and community services.

We welcome students from all cultural backgrounds and with a range of learning needs. Our school population is

predominantly from families with British heritage. However some cultural diversity is reflected in a small number

of families with Maori, Indian, Vietnamese and Koorie heritage. In 2018 we have 13% of students with additional

learning needs including Autism Spectrum Disorder, ADHD and dyslexia. Across the College the Student Family

Occupation and Education Index (SFOEI) sits at around 0.5. This means that the College receives some equity

funding each year to support the socio-economic disadvantage within our communities.

We strive to provide a nurturing and challenging environment that empowers students to reach their personal

best, both academically and socially.

Framework for Improving Student Outcomes (FISO)

For 2018 the FISO improvement initiatives were around Building Practice Excellence and Empowering Students

and Building School Pride. We aimed to Build Practice Excellence by focusing on the teaching of reading using

the workshop instructional model. This evidence based model enabled teachers to provide structured lessons,

set goals for learning and deliver explicit teaching through using learning intentions and success criteria. In 2018

all staff believed that evaluating the impact of their teaching improves practice and that they had access to

quality professional learning. All staff also understand their contribution to school improvement, understand

curriculum and use data for curriculum planning. Overall positive beliefs around School Climate jumped by 13%

to 79% which is above the state average. One of the highlights for 2018 was setting the foundations for future

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improvement in delivering a consistent teaching and learning program across all campuses of the college. Within

the initiative of Empowering Students and Building School Pride, we were able to develop a clear vision and

philosophy for the college with input from students, families and teachers. This work has also laid a strong

foundation for us to strengthen student leadership, agency and voice across the college.

Achievement

Student NAPLAN achievement in 2018 saw all Year 5 students achieving in the middle or top 2 bands in

reading, numeracy, spelling and grammar and punctuation. In Reading, 55% of Year 5 students achieved in the

top 2 bands. This is well above the state average of 40%. In our Year 3 cohort, 90% of our students achieved in

the middle or top 2 bands in reading, writing, numeracy and grammar and punctuation. Relative growth from

Year 3 to Year 5 for this cohort was 22%, doubling the 2017 result and bringing us in line with the stage average.

These results are very pleasing and are the outcome of significant work done in 2016, 2017 and 2018 around

improving classroom practice across the college. Teacher judgement places students lower compared to the

NAPLAN results. As we embed a consistent model for instruction and analyse data effectively, this should be

resolved. Overall the results do indicate a need for improvement in writing. Going forward we seek to further

embed the workshop instructional model which encompasses the evidence based high impact teaching

strategies. The reading workshop model is in place and will be further strengthened by the addition of the writing

workshop.

Engagement

With regard to attendance there are pockets of improvement in some year levels and not in others - Year 3 and

Year 5 absences were lower than in the past, but other year levels were higher. Our attendance results have

been impacted by family holidays and parent illness. Planned strategies to deal with regular absences include

personal phone calls by school staff, newsletter reminders, attendance awards and using the DET suite of

resources/NEVR Attendance Strategy.

Wellbeing

The overall sense of connectedness to school has increased slightly since 2017 with students feeling more

positive about how the school manages bullying and overall students are feeling more resilient. On the other

hand, there has been a decrease in beliefs about stimulated learning for students in Years 5 and 6. This has led

us to renew the focus on stimulated learning in classrooms, and a more strategic approach to developing student

agency going forward. Going forward the school needs to develop a student engagement and wellbeing

approach with all stakeholders. This began in 2018, and includes the development of a Student Voice team with

the Principal, Junior School Council across the college, roles for student leaders, a Student Engagement and

Wellbeing Policy and a new positive behaviour management approach which acknowledges academic

achievement as well as behaviours in line with the school values. Overall our school is similar to other schools

like us.

Financial performance and position

In 2018 we finished the year with the SRP in surplus carried over from 2017 following the reduction of grades at

Violet Town campus from 3 to 2 grades. Equity funding was used for a vocal music program across all

campuses for the year, and numeracy professional development in Semester 1, 2018. The largest expenditure

items were the budgeted upgrade of digital devices for classrooms across the college and the installation of

wheelchair ramps to the classroom at the rear of the Violet Town campus and into the student toilets.

For more detailed information regarding our school please visit our website at www.peranbinpc.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 69 students were enrolled at this school in 2018, 35 female and 34 male. ND were EAL (English as an Additional Language) students and ND 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

92 %

91 %

90 %

94 %

87 %

94 %

89 %

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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 $106,264

Official Account $10,590

Total Funds Available $116,854

Student Resource Package

$1,236,141

Government Provided DET Grants $244,543

Revenue Other $11,335

Locally Raised Funds $65,807

Total Operating Revenue

$1,557,827

Equity¹

Equity (Social Disadvantage) $54,079

Transition Funding $26,619

Equity Total

$80,698

Expenditure

Financial Commitments

Operating Reserve $63,750

Total Financial Commitments $63,750

Student Resource Package²

$1,039,200

Communication Costs $8,746

Consumables $30,232

Miscellaneous Expense³ $73,143

Professional Development $4,960

Property and Equipment Services $130,261

Salaries & Allowances⁴ $145,597

Trading & Fundraising $24,296

Travel & Subsistence $775

Utilities $24,318

Total Operating Expenditure

$1,481,529

Net Operating Surplus/-Deficit

$76,298

Asset Acquisitions

$5

(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.