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2016 Annual Report to the School Community

School Name: Langley Primary School

School Number: 1275

“Growing and Learning Together”

G

Jo

Joanne Mackintosh

Name of School Principal:

Emma Simpson

Name of School Council President:

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26th April 2017

Date of Endorsement:

Langley Primary School

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About Our School

School Context

Langley Primary School is committed to personalized and differentiated learning, focusing on each child’s needs. We are a small, rural vibrant education community who has a strong reputation for providing a stimulating and well organized setting for students and staff. There is a strong partnership between parents, staff and the wider community with a high level of parent participation on school council, classroom helpers, fundraising and social activities. Academic excellence in Numeracy and Literacy is a strong priority and we provide quality learning programs in all other curriculum areas. Our programs are designed to cater for the individual needs of our students. This includes a variety of extension programs both within and beyond regular classrooms. We integrate digital technology across the curriculum with a 1:1 ratio of netbooks in the 4/5/6 room. Netbooks and ipads are integrated in everyday teaching and learning across all year levels. Our students are confident, independent and engaged learners; because of our reputation, children travel to Langley from surrounding areas such as Kyneton and Redesdale Mia Mia. Langley Primary School offers its students, an attractive, safe and stimulating learning environment, working in three (low grade numbers) multi-age classes. The school has 4.3 equivalent staff (principal class, range 1 and 2 teachers) comprising of full-time and part-time teachers and education support staff. We also belong to a cluster of small rural schools consisting of Elphinstone, Chewton, Taradale and Redesdale Mia Mia. This cluster provides opportunities for staff and students to work socialize and learn together.

Framework for Improving Student Outcomes (FISO)

Improvement Priorities Improvement Initiatives

Excellence in teaching and learning Community engagement in learning

Curriculum planning and assessment Professional leadership Building leadership teams Positive climate for learning Building leadership teams

Setting expectations and promoting inclusion

Community engagement in learning Building communities

Langley P.S is continuing to grow in numbers-incoming students across all grade levels and in line with the school’s strategic plan and evaluation of school data, professional development continued as in the previous AIP - build teacher capacity in teaching practice, which will be linked with assessment and therefore continue to improve student outcomes by informed decisions and data.

The school’s priorities with consideration of a school-wide professional learning plan will focus on actions that incrementally expand teachers’ capacity and skills. Actions include collaborative practices such as: classroom observation and feedback on practice, joint curriculum planning and moderation of student work, and use of staff and student surveys.

By working together to exchange knowledge and ideas, this will continue to develop and strengthen teaching and consistent assessment approaches, build a culture of collaboration, master the use of learning interventions and student data, and enhance feedback to students and staff.

Through this process, the school will promote regular feedback and appraisal processes to ensure all teachers are actively evaluating their practice. We will encourage open classrooms and transparent practice through regular, timetabled classroom observation and peer feedback sessions.

As a staff we will continue to work on our initiatives that were commenced in 2016 to be implemented and finalized in 2017.

Langley Primary School

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Achievement

Langley Primary School is proud of its achievements. We are performing at a similar level to other schools after accounting for background characteristics of our students. Due to small cohorts at various year levels, data can vary significantly from year to year. Often the results of one student can change significantly the performance of a cohort.

In 2016, our small cohorts of students participated in Naplan. Results indicated that we were lower in Numeracy and Literacy, in year 5. This was due to students who have entered our school from another system. A continual focus on developing each student’s capabilities with a strong emphasis on Literacy, Numeracy, the Arts and community partnerships will be continued.

NAPLAN Learning Gain in 2016- Learning gain of students from year levels 3 to 5 in the following domains; Reading, Numeracy, Writing, Spelling and Grammar and Punctuation.

In 2016, we continued to use adaptive testing in Years 2 to 6 to assist teachers in knowing where students are at and how best to support individual learning needs. Students not achieving at expected levels are targeted with intervention strategies of targeted Individual Learning Plans and differentiation of the learning and teaching program. The school also caters for students who are achieving above expected levels by providing opportunities to extend thinking and be involved in rich engaging activities. We have implemented and continue to strengthen our focus on assessment and data collection and analyzing, through a whole-school planning and policy approaches, with particular emphasis in Literacy and Numeracy. Peer support and improving teacher practice, has demonstrated improved student outcomes; not just in achievement but in student engagement and wellbeing, as well.

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

XX

x

A Combination of these

Engagement

Our attendance data indicates that the absence rate in our school is greater than what was estimated, given the background characteristics of our students. However, due to our small cohort of students, this can change due to one family. Students need to be at school. We, as a school continue to maintain programs such as “Everyday Counts.” This program provides vital information to students and parents, on the importance of being at school. We also acknowledge students whose attendance is in the 90% percentile, through recognition and awards; all assist in providing strategies to improve attendance. As a relatively small school we place emphasis on consistency and a whole school approach to behaviour management, focusing on respect for self, people, property and learning in our classrooms. Each student is aware that bullying and intolerance are not accepted at this school. Students, staff and our school community live the school values of respect, tolerance, co-operation, community, courtesy and responsibility. All kind deeds are encouraged and acknowledged. We have a strong buddy program. We reward and acknowledge positive student behaviour and celebrate student success. We are very proud of our school culture; our school council, parents, teachers and students believe they work in a stimulating, safe and nurturing environment where teaching and learning and respect for others is at the centre of all that we do. Student Attitudes to School survey of - Connectedness to School by students indicates they are valued by the school community. The score is reported on a scale of 1 to 5, where 5 is the highest possible score, the school’s score is greater than 4.6 and has increased over the last four years.

Langley Primary School

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Wellbeing

In the Attitudes to School Survey, our Years 5 and 6 students’ sense of belonging and connectedness to school is strong and in certain parts of the survey- Student perception of safety, are similar or higher than the state mean of Victorian government primary schools. We as a school will continue to maintain this data and targets. Langley Primary School has strong processes in place to support transitions from pre-school, new students to our school, grade sixes moving into secondary schools, as well as new staff members and parents to our school. Induction booklet, the school website and information is available for all. Our Prep students’ transition to school is aided by the excellent program conducted prior to commencement. Staff liaises with the pre-school centres to provide support for students and families who will be attending our school. Our community programs offered at our school establishes relationships beyond the classroom. Each new student and their families are warmly welcomed and inducted. Each prep student has a buddy. This relationship and link develops throughout the year. The relationship also builds and develops leadership skills for our older students and promotes social confidence for all in the program. Staff at Langley Primary School continually plan, have professional conversations, observe and reflect together. This enables a whole-school approach to teaching and learning, which contributes to a smooth transition between year levels for students. Our exiting Year six students (as well as their parents) have indicated they feel well prepared both socially and academically for secondary school. This is assisted by the strong relationships we have established with our local secondary school and our cluster schools. We integrate various camps, performances and other interschool activities continually throughout the year, with our community, feeder schools and cluster schools.

For more detailed information regarding our school please visit our website at [enter web address here]

Langley Primary School

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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 39 students were enrolled at this school in 2016, 19 female and 20 male. There were 0% of EAL (English as an Additional Language) students and < 10% 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

95 % 93 % 87 % 92 % 88 % 91 % 93 %

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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

[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 $25,401

Official Account $3,808

Total Funds Available $29,208

Student Resource Package

$549,860

Government Provided DET Grants $105,603

Revenue Other $13,549

Locally Raised Funds $44,351

Total Operating Revenue

$713,362

Expenditure

Financial Commitments

Operating Reserve $10,000

Asset/Equipment Replacement < 12 months $6,000

Maintenance - Buildings/Grounds incl SMS<12 months

$5,000

School Based Programs $3,208

Other recurrent expenditure $5,000

Total Financial Commitments $29,208

Student Resource Package

$529,957

Books & Publications $5,305

Communication Costs $1,591

Consumables $10,327

Miscellaneous Expense $40,604

Professional Development $1,138

Property and Equipment Services $47,860

Salaries & Allowances $29,520

Trading & Fundraising $7,742

Travel & Subsistence $6,892

Utilities $8,317

Total Operating Expenditure

$689,254

Net Operating Surplus/-Deficit

$24,108

Asset Acquisitions

$0

The school had a surplus at the end of 2016. Student enrolments continue to grow, resulting in increased funding and resources.

Salaries and allowances were allocated to teaching and learning; to further build the capacity of staff in Literacy, Numeracy, Student

management and Digital Technology, through Professional Development and/or resources.

Grants sort and obtained in 2016 were from the Sporting School’s program (funds were used to develop athletic and swimming skills

and programs) and Arts Victoria. (Students in partnership with Redesdale Mia Mia P.S worked on masks and produced a performance

for both communities.) Langley also received $5000 from Planned Maintenance Program, which was used to complete infrastructure

requirements.

The school conducted some fundraising activities. This included raffles for Easter, Christmas and a sausage sizzle at Safeway in

Kyneton. Money raised was and will be used to further resource the school, for student teaching and learning.

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.