School Name: Pakenham Primary School (5527)pakenhamps.vic.edu.au/wp-content/uploads/arc_2019_5527.pdf · 2020. 4. 27. · Arts, Performing Arts, Science, Chinese and Auslan. The school

2019 Annual Report to

The School Community School Name: Pakenham Primary School (5527)

• 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 2019 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 24 April 2020 at 09:17 AM by Gail Butterworth (Principal)

The 2019 Annual Report to the school community:

• has been tabled and endorsed at a meeting of the school council • will be publicly shared with the school community.

Attested on 27 April 2020 at 04:26 PM by Travis Mether (School Council President)

https://www.vit.vic.edu.au/

Pakenham Primary School (5527)


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About Our School

School context

Pakenham Primary School's vision is to create an inclusive school environment that empowers students to achieve

their personal best socially, emotionally and academically. At PPS the staff encourage a collaborative and community

focused learning environment demonstrating our school motto of 'Inspiring Success'. Our purpose is to create a

learning environment where all students take responsibility for their learning in order to reach their personal best. PPS

acknowledges that the behaviour of staff, parents, students and carers have an impact on our school community and

culture. PPS's three school-wide expectations of 'Be a Learner', Be Respectful' and 'Be Safe' reinforce the our positive

school culture.

Pakenham Primary School is a growing school situated in Victoria's outer South-East suburbs. The school opened in

2019 and had a student enrolment of 154. There were 18 EAL students enrolled in the school, 4 International students

and no students enrolled with Aboriginal status. There were 60-70 students who regularly attended our six month

Foundation transition program, JOEYS. During 2019, PPS had an SFO of 0.5 and an SFOE index of 0.4513 placing

the school in the low-mid overall socio-economic profile.

During 2019, PPS staffing comprised on 2 x Principal Class Officers, 1 x School Psychologist, 11 x Teachers, 4 x

Education Support Staff, 3 x Office Administration Staff, 1 x Maintenance Staff and 1 x ICT Technician. PPS operated

with 7 home groups and a range of specialist subjects. Specialist subjects offered included Physical Education, Visual

Arts, Performing Arts, Science, Chinese and Auslan. The school also offered an EAL program weekly and before

school reading groups at various year levels, as required. Pakenham Primary School established a sister school

relationship with Cangwu Primary School, Lianyungang late in 2019. This relationship encourages global learning and

strengthened cultural understanding for our school community. Pakenham Primary School established a Student VAL

(Voice, Agency, Leadership) team, with student representatives from across the school, to work with Kate Beveridge,

the Healthy Children's Facilitator, from the Cardinia Shire Council to develop student leadership and decision making

capacity, and to contribute to school policy development.

Pakenham Primary School attracts and retains knowledgeable, caring and innovative staff who work collaboratively to

provide a range of high quality learning opportunities to stimulate and challenge the individual needs and talents of

their students. The teaching teams were organised into four Professional Learning Communities (PLC) for planning,

organisation and program implementation. The staff and students worked collaboratively within flexible learning

communities (LC) organised into LC 1 - Foundation, LC 2 - Year 1 and 2, and LC 4 - Years 3-6. Curriculum delivery is

based on a differentiated and deep learning model where students take responsibility for their learning in partnership

with their teachers.

The primary focus for the school during it's founding year was to establish a strong leadership model, provide a safe

and orderly learning environment, provide a guaranteed and viable curriculum and to ensure effective teaching in every

classroom.

Framework for Improving Student Outcomes (FISO)

Pakenham Primary School's FISO Key Improvement Strategies (KIS) during 2019 were: Building Practice Excellence,

Building Leadership Teams and Building Communities.

As PPS was a brand new school that opened in 2019, staff had never worked together, or within the flexible spaces,

and there were no pre-existing data sets or strategic targets. Ensuring a safe and orderly environment, a guaranteed

and viable curriculum along with a supportive Leadership Team were prioritised as the most important goals for the

founding year.

For Building Practice Excellence the goal was to enhance the learning growth and achievement of every student



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through the implementation of an instructional model for Literacy. The key actions and activities to support this goal

included: developing an instructional model for literacy; creating inquiry cycles to reflect the role of the PLC's in

implementing the instructional model; undertaking professional learning in relation to 'best practice' literacy instruction;

and purchasing relevant literacy resources. The data used to measure our achievement in this area included the 'Top

Two Bands' NAPLAN data for both reading and writing, Teacher Judgement data for both reading and writing and

Effect Size data for reading and writing assessments.

Within the FISO KIS of Building Leadership Teams, the goal was building an effective Leadership Team, with a clear

sense of shared purpose, to monitor the implementation of our improvement work. PPS chose this initiative to establish

a culture of shared and instructional leadership across the school and to build the capacity of each Team Leader to

support their PLC to improve teaching and learning. The key actions and activities to support this goal included:

establishing a School Improvement Team (SIT) practice that regularly monitors the implementation of the Annual

Improvement Plan; developing a PLC handbook with clear roles and responsibilities of the PLC and Team Leaders;

and undertaking professional learning in relation to data analysis.

For Building Communities, the goal was to build a positive, supportive school community that fosters a safe, orderly

environment. The KIS was to work collaboratively with local ELC's and schools to develop a transition program from

Kindergarten into school and from Year 6 into Year 7. The key actions and activities to support this goal included:

completing individual pre-enrolment meetings occur for all enrolled students and families; working closely with local

Kindergartens and their staff to ensure information sharing occurs; developing and implementing a transition into

school program; and working in collaboration with local secondary schools and their staff to ensure information sharing

occurs.

Achievement

Pakenham Primary School didn't have any pre-existing data to set targets from in the 2019 Annual Implementation

Plan. It is important to note that PPS has 27 Year 3 students complete NAPLAN with 6 of those students having

English as an Additional Language (EAL) and only 9 Year 5 students complete NAPLAN in 2019. The limited number

of students completing NAPLAN at Year 5 means that PPS did not get a comparable data set to similar schools.

In 2019, our academic goal was to enhance the learning growth and achievement of every student through the

implementation of an instructional model for Literacy. The 12 month targets were as follows:

* The percentage of students in the top two bands of NAPLAN in reading and writing will be 20% by the end of 2019.

* The average effect size for student improvement will be 0.4 based on comparative data from pre and post

assessments in reading and writing.

* Teacher judgements will reflect 20% of students working above the expected level in reading and writing.

Our academic results in Reading and Writing are as follows:

NAPLAN - Reading - Year 3 - 35% of students in the top two bands

NAPLAN - Writing - Year 3 - 50% of students in the top two bands

NAPLAN - Reading - Year 5 - 11% of students in the top two bands

NAPLAN - Writing - Year 5 - 11% of students in the top two bands

Effect Size (ES) - Reading - Average Effect Size across the school = 1.36

Effect Size (ES) - Writing - Average Effect Size across the school = 1.2

Average of Teacher Judgements across the school reflecting students working above the expected level - Reading - 16

%

Average of Teacher Judgements across the school reflecting students working above the expected level - Writing -

11%

In 2019, PPS had 11 students on the Program for Students with Disabilities (PSD). These students each had an

Individual Education Plan. This plan was developed and reflected on each term by the Student Support Group, in

consultation with the Assistant Principal and School Psychologist. The students on the PSD worked with all of the

teachers and education support staff in their learning communities. The PSD students generally met their individual



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goals and targets as discussed and reviewed on a regular basis.

The following are proposed future directions and strategies:

Excellence in Teaching and Learning

- Refine the Professional Learning Community (PLC) approach to whole school curriculum planning and assessment to

build the capability of staff and to inform professional learning needs

- Refining teacher practice in the HITS, Practice Principles and data analysis and use

Positive Climate for Learning

- Students have meaningful input into many aspects of the school and provide feedback to teachers and leaders about

planning, teaching and learning

Community Engagement in Learning

- The school collaborates with partners and networks to challenge low expectations and close gaps in achievement for

specific groups

Reading

Use targeted intervention to ensure all students are achieving their growth potential.

Professional learning for staff around teaching complex comprehension strategies.

Implementing Jolly Phonics/Grammar consistently throughout the year.

Writing:

Use worked examples to annotate and deconstruct high quality texts during direct instruction time.

Update writing rubrics to reflect examples of some of the sections.

Focus PLC time on improving and consistently implementing high quality writing instruction

Engagement

The 2019 Engagement key improvement strategy was to work collaboratively with local Early Learning Centres and

schools to develop a transition program from Kindergarten into school and from Year 6 into Year 7. The Strategic Plan

Attendance Goal was for all students actively engage with learning and take increasing responsibility for monitoring

their progress.

The 12 month Engagement target was:

* The Attitudes to School Survey data will show a 80% positive for 'School Connectedness' (Sense of Connectedness)

by the end of 2019.

The attendance targets were:

* The Attitudes to School Survey data will show a 90% positive response for 'Attitudes to Attendance' by 2022.

* Attendance rates Foundation to Year 6 will average 90% by 2022.

Our Engagement results for 2019 were as follows:

The Attitudes to School Survey results show 76% positive, 16% neutral and 8% negative.

Our Attendance Results for 2019 were:

* Attitudes to School Survey results show 86% positive, 6% neutral and 8% negative.

* Average attendance rates from Foundation to Year 6 were 91.57%.

Engagement

The following have had a positive impact on the school wide achievements in engagement:

* Individual pre-enrolment meetings occur for all families continuously throughout the year. Additional meetings are

scheduled for students who require extra support and transition or who work with other agencies.

* Foundation coordinator and Assistant Principal have worked with the local Early Learning Centres to share

information.

* JOEYs transition into school program has been implemented and regularly reviewed. JOEYs staff switch around



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groups to get to know all the students.

* JOEYs sessions scheduled with specialist teachers to allow students to meet other staff within the school.

* Staff identified Student VAL as an area of focus and ensure they empower students within their Learning

Communities.

* Student VAL team participates in policy development and has a representative on School Council.

* Arranging extra transition for students with additional needs.

* Year 6 coordinator has worked collaboratively with other primary schools to support students to make social

connections with other students who may be attending the same secondary school.

* Transition statements for high school have been completed and Year 6 coordinator is liaising with the high schools

and families regarding transition sessions and upcoming events.

Attendance

Pakenham Primary School addresses non-attendance by: appointing an attendance coordinator to ensure consistency

of practice across the school; following up with parents when students are absent from school on consecutive days;

monitoring student attendance percentages each month during PLC meetings; visually tracking and discussing whole

school attendance data; developing attendance plans for students who fall below 80% attendance without a valid

explanation.


* Review and update Individual Education Plan templates.

* Maintaining in-depth documentation in relation to student academic, social and behavioural needs.

* Finalise and trial the transition inquiry cycle.

* Maintain a community focus to build connections with local Early Learning Centres, Secondary schools, other network

schools and community organisations.

* Strengthen community and global connections.

Wellbeing

The 2019 wellbeing goal was to build a positive, supportive school community that fosters a safe, orderly environment.

The 12 month outcomes for this goal were:

* The Attitudes to School Survey data will show a 80% positive for 'Classroom Behaviour' by the end of 2019.

* The Staff Opinion Survey data will show a 80% positive for 'Staff Safety and Wellbeing' by the end of 2019.

Our Wellbeing results for 2019 were as follows:

* Attitudes to School Survey results show 90% positive, 6% neutral, 4 % negative

* The Staff Opinion Survey results show 97% positive, 3% neutral

The following have had a positive impact on the school wide achievements in Wellbeing:

* The appointment of a local School Psychologist.

* Working in partnership with DBT in Schools to provide in-school psychological therapeutic intervention for students on

a Mental Health Plan.

* Development and implementation of a model for Positive School-wide Behaviour expectations across the whole

school community.

* Development of consistent behaviour expectations, engagement steps and consequences for managing student

behaviour.

* Whole staff Trauma/Calmer Classrooms professional learning.

* Development of individual Behaviour Management Plans as required.


* Manage consistency of practice with a growing staff and student population.

* Ensure new students have a clear understanding of the school behaviour expectations, engagement steps and

associated consequences.

* Complete posters that demonstrate behaviour expectations and consequences within different areas of the school.



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Financial performance and position

Pakenham Primary School's financial performance ended in a deficit of $136,760 in 2019. Maintaining such a minimal

deficit, whilst opening a new school and securing a staffing profile in line with the exponential growth expected in

subsequent years, was due to careful management of the Student Resource Package (SRP) and strategic recruitment

management. Throughout 2019, school resources were aligned to support areas of identified need and to improve

student learning outcomes. The school was only allocated base equity funding during 2019 as the Student Family

Occupation was unable to be determined until after the August Census but was allocated a full time equivalent

teaching staff payment to assist in employing an adequate staff profile for a growing school. The school received

additional funding through donations, fundraising activities and a Play Equipment & Shade Sail Grant. These additional

financial resources, along with the allocation of the cash component of the SRP, was used to fund ICT resources,

playgrounds, the development of a Chinese sister school, teaching and learning resources and sports/arts equipment.

The school has worked in collaboration with Catherine Mahoney, School Finance Liaison and Support from DET, to

develop a deficit recovery plan to pay back the deficit in subsequent years.

For more detailed information regarding our school please visit our website at pakenhamps.vic.edu.au

pakenhamps.vic.edu.au

Pakenham 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 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 149 students were enrolled at this school in 2019, 78 female and 71 male. 12 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

Similar School Comparison


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Performance Summary

Achievement

Student Outcomes


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


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’.

There are no Similar School Comparisons for Learning Gain. The statewide distribution of Learning Gain for all domains is 25% Low Gain, 50% Medium Gain, 25% High Gain.

Statewide Distribution of Learning Gain (all domains)


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Performance Summary

Engagement

Student Outcomes


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 Similar School Comparison A similar school comparison rating of ‘Above’ indicates this school records ‘less’ absences than expected, relative to the similar schools group with similar characteristics. A rating of ‘Below’ indicates this school records ‘more’ absences than expected.

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

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

Average 2019 attendance rate by year level:

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

92 %

93 %

92 %

92 %

89 %

92 %

91 %

Similar school comparison not available


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Performance Summary

Wellbeing

Student Outcomes


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, 2019

Financial Position as at 31 December, 2019

Revenue

Actual

Funds Available Actual

High Yield Investment Account $128,584

Official Account $16,402

Total Funds Available $144,986

Student Resource Package

$1,409,368

Government Provided DET Grants $1,126,216

Government Grants Commonwealth $8,100

Government Grants State $0

Revenue Other $5,556

Locally Raised Funds $88,417

Total Operating Revenue

$2,637,657

Equity¹

Equity (Social Disadvantage) $5,000

Equity Total

$5,000

Expenditure

Financial Commitments

Operating Reserve $144,986

Other Recurrent Expenditure $358

Funds Received in Advance $13,552

School Based Programs $44,270

Funds for Committees/Shared Arrangements $6,822

Asset/Equipment Replacement < 12 months $35,945

Capital - Buildings/Grounds < 12 months $33,499

Maintenance - Buildings/Grounds < 12 months $10,540

Total Financial Commitments $289,971

Student Resource Package²

$1,546,128

Books & Publications $12,563

Communication Costs $4,111

Consumables $134,240

Miscellaneous Expense³ $609,282

Professional Development $13,040

Property and Equipment Services $198,741

Salaries & Allowances⁴ $6,999

Trading & Fundraising $12,932

Travel & Subsistence $6,953

Utilities $46,523

Total Operating Expenditure

$2,591,512

Net Operating Surplus/-Deficit

$46,144

Asset Acquisitions

$44,532

(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 26 February 2020 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

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 socio-economic background of students, the number of non-English speaking students and the size and location of the school. The Similar School Comparison will identify if a school’s result is ‘Similar’, ‘Above’, or ‘Below’ relative to the similar schools group with similar characteristics and is available for latest year data only.

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).

Documents

School Name: Pakenham Primary School (5527)pakenhamps.vic.edu.au/wp-content/uploads/arc_2019_5527.pdf · 2020. 4. 27. · Arts, Performing Arts, Science, Chinese and Auslan. The school