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Dorset Primary School

2015 Annual Report tothe School Community


School Number: 5132

Palma CoppaName of School Principal:

Ben GrahamName of School Council President:

Date of Endorsement:

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

This 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 Act 2006, inclusive of those schools granted an exemption by the VRQA under the 'Student enrolment

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


numbers' and/or 'Curriculum framework for schools - languages program' minimum standards until 31 December 2015.

About Our School

School ContextDorset Primary School is located in Croydon in Melbourne’s eastern suburbs. In 2015 our workforce consisted of 21 equivalent full time classroom teaching staff, 4 specialist teaching staff with a variety of time fractions, a Principal and Assistant Principal. There were also 11 Educational Support Staff. Specialist staff consist of a Music, Physical Education, Science, Languages (French) and a Library teacher, an artist in school consultant and a fully trained chef and gardener to staff our kitchen and gardens as part of the Stephanie Alexander Kitchen Garden Program. This program is complimented by themed gardens, such as a vegetable, sensory, peace and bush tucker gardens, fruit trees and associated classroom gardens.

Our school community has worked extremely hard to provide a wonderful learning environment for our students with many new additions to the school in 2015. Our school consists of three main wings, incorporating 21 classrooms, administration center, kitchen, and indoor gym. Our aging library was re-modelled and renovated in late 2015 into a Literacy Resource Centre (LRC). In 2016 a smaller office space has been reconfigured and renovated in order to accommodate a fully functioning Science / Art Room. A free standing canteen and garage complete the facilities. The playground features include five separate adventure playgrounds, a basketball court, a synthetic grass football/soccer field, tennis/netball court and an indigenous sanctuary (which will be transformed in 2016 to accommodate a sensory learning playground). In 2015 our student ICT 1:1 Notebook Program Gr. 3-6 maintained the enhancement of our general ICT program and the general quality of ICT resources in the school.

The student population is drawn from the local area. The population of the school has continued its growth as in recent years. At Census Day 2015, there were 452 students. As a result of an expanded Foundation transition program, incorporating more outreach sessions, the school was expecting a significant increase in the number of students enrolled in the Foundation year for 2016. In 2015 the school also catered for 20 students within the Program for Students with Disabilities (PSD) all of whom made expected progress in achieving the goals as stipulated in their Personalised Learning Plan (PLP).The vision for Dorset Primary School is that of a dynamic and supportive learning environment, which fosters each child’s learning potential, whilst building their resilience and social competencies. Our school places emphasis on meeting the academic and emotional needs of our students through careful assessment and planning, and an emphasis on what constitutes quality learning and teaching. Our school embraces team planning and makes accommodations for collegiate tutoring and support.

We build on the strengths of each of our students by celebrating their efforts and achievements. The Dorset Primary School Community values:Care: We pay attention to the needs of others and to the things that matter to us.Respect: We display an attitude of caring and consideration to everyone. We treat others as we would like to be treated.Responsibility: We are willing to be accountable for our behaviour.Honesty: We are truthful and trustworthy.Excellence: We give our absolute best to everything we do.Tolerance: We accept difference.

The student voice was promoted through the Junior School Council and leadership opportunities in school programs such as sustainability and sporting activities. Leadership opportunities grew in 2015 throughout the school to a record number of students. All Year 5/6 students were engaged in a leadership program in small groups.A variety of support programs and extra – curricula opportunities were available in 2015 to cater for the needs of our students and also build on their strengths. School Clubs grew in diversity to include chess, lunchtime games and daily LRC lunchtime programs. Plans were laid for future growth in 2016.

Our school also implements the following Support and Extension Programs: Whole School Transition Program, Prep Transition Program – 12 weeks, Prep and Year 5 Buddies Program, Wiseones Gifted Program, Reading Recovery, School Chaplaincy, Social Worker, Speech therapy.

Achievement

Dorset Primary School is striving to build consistency in teaching practice across our school so our students are able to achieve and grow at a higher rate in all areas. In 2016, we have implemented a plan to address the above areas and we will be seeking further consolidation in next year’s results.

Whilst NAPLAN learning gain from Years 3-5 needs to improve overall, in Reading 28% of students were in the high growth band (the top 25% of students), which was a strength.


Low Growth results need to be lifted in all areas of NAPLAN with the minimum goal of 25% low, 50% medium and 25% high growth being established for 2016.

School AusVELS target to be set at 55% of all students achieving above expected levels, with some cohorts expected to achieve above this.

We will be working towards a much closer and more consistent correlation between teacher judgements and NAPLAN results.

Our AusVELS ratings for students achieving a ‘C’ or above were in the top 20% of the state for Mathematics. Our teachers also rated students above the state median in English using AusVELS. Our Year 3 Numeracy and Reading and Year 5 Reading NAPLAN results were above state average and ‘similar’ to school

comparisons. Year 5 NAPLAN Reading results were above our 4 year average and ‘similar’ to school comparisons. Our Year 5 Numeracy results were ‘lower’ than school comparisons, though our 4-year average in this area is ‘similar’ to

school comparisons. Our Year 3 Numeracy 4-year average in NAPLAN is very close to the top 20% of the state and our Year 3 Reading 4-year

average in NAPLAN is just below this, with both results being ‘similar’ to school comparisons.

During 2015 the school implemented a range of other strategies to support student and teacher learning. These include:

Further moderation sessions will be scheduled to enable teachers to accurately rate student performance to become proficient using the A – E rating scale

The establishment of a Student Improvement Growth Action Plan aimed to improve our NAPLAN data. One of our teachers attended a Literacy Leaders course to improve the currency of our instruction in English across the

school. The use of Grade Xpert to further assist in the tracking of student growth across the school. Three year trend data has been analysed to identify specific teaching points for classroom teachers to build into teaching

programs. Literacy Consultant Cheryl Lawson was employed to further assist in the implementation of the Reader’s Workshop model

across the school. The UNSW School Mathematics Competition had a high participation rate with our students scoring well in High

Distinction, Distinction and Credit categories.

EngagementDorset Primary School provides a broad range of programs catering for differing needs and skills of every student. These programs provide an extensive range of opportunities so that all children can pursue their interests, develop the necessary skills and in turn achieve success.

• The Music Program – which includes productions, choir, performances and instrumental tuition caters for those with musical inclinations, broadens their interests and connects them to the school.• The extensive Physical Education, Sport/Inter-school sport and PMP programs allow for skill development and participation on a variety of levels.• The Stephanie Alexander Kitchen Garden Program (SAKGP) from Year 3-6 is an exceptional initiative which develops in children the passion to cook in the kitchen and grow, maintain and harvest in the garden but at the same time integrating the core elements of Literacy, Numeracy and Science. Students in the senior school reflect on their roles within the sessions and how they were able to work in a collaborative way. SAKG involves and engages each child at his/her own level and develops real life skills.• The Sustainability program allows students to work from the ground level up. Sustainability Captains are chosen to compost, ensure signage is maintained in classrooms etc. Captain Sustainability continues to promote and support the program through regular appearances at assembly. Weekly raffle draws are held for students who have rubbish free lunches.• The 1:1 laptop was implemented again this year and all Year 3-6 students had their own laptop for use in the classroom.Both middle and upper areas utilise the laptops as a portfolio resource. The laptops have also been used to develop necessary ICT skills including word processing, research and interactive literacy and numeracy tasks. The ICT Committee ensures that the laptop program is engaging children fully and achieving higher learning outcomes through regular use.• A low absence rate can be attributed to strong family connections and constant communication between home and school. In 2015 student attendance has continued to remain around 94% in comparison with 93% in 2013. The average P-6 absence for 2015 was 13.75 days per year per student.Teachers diligently follow up absences that are short or long term and encourage attendance on a daily basis.• Student Attitude to School survey results (indicating student’s sense of belonging and connectedness) were consistent and decreased below the State Median for the first time due to several new staff being in the level. One of the classes was further unsettled due to the sudden departure of the classroom teacher. The connectedness to peers result was 4, compared with the state median of 4.39. An unexpected high level of staff absence could have contributed to the children feeling disconnected and disengaged at a school level.

Students are provided with extensive opportunities to develop their leadership skills to their full potential. An active Junior School Council and Leadership program has seen many activities and clubs evolve with 2016 bringing more opportunities for students e.g.


guitar club, drawing and chess. The Leaders annually participate in the Year 6 program whilst also having the opportunity to host lunchtime games for students on a rotational basis. Leadership is a highly valued role among the children and engenders in the children a sense of pride, responsibility and ultimately engagement in all aspects of the school.

WellbeingDorset Primary School places a strong emphasis on student wellbeing. Our ‘inspire, achieve and succeed’ motto and school values of caring, respect, responsibility, honesty, excellence and tolerance illustrate the school’s strong commitment to the development of its students’ wellbeing.

Our School Culture provides students with the structure needed to develop strategies to deal with social, emotional and physical issues. Restorative Practice is our chosen whole school approach for developing a positive, relational culture around the Dorset Primary School community. We are focused on building strong relationships through using the restorative approach to deal with conflict, to repair harm and to maintain high expectations. Further, our commitment to Restorative Practices allows us to alter our language in dealing with all levels of student behaviour with a view to focusing on harm and relationships. Complementing this approach, The Life Education program is provided annually, strengthening the children’s knowledge of decision making capabilities in personal health, drugs and cyber safety. An eSmart committee is utilised to promote smart, safe and responsible use of the internet and technology.

It is imperative we focus on student wellbeing and attitude to schools, this is established through declining results in our Student Attitudes to School Survey, provided through our Year 5/6 student cohort:

2015 Target 2015 ActualLearning Confidence 4.60 4.11School Connectedness 4.50 4.00Student Motivation 4.70 4.43Classroom Behaviour 4.00 3.21Student Safety 4.70 4.30

While there are some contextual factors that certainly influenced this data, such as teacher resignation, the timing of the survey (around NAPLAN) and other local considerations, the declining trend has been identified by the school as requiring focused attention in 2016 and beyond.

To this effect, the School Leadership has embarked on our Real Schools partnership with a view to selecting supporting programs and approaches to reach new 2016 targets:

2016 TargetLearning Confidence 4.25School Connectedness 4.35Student Motivation 4.55Classroom Behaviour 3.35Student Safety 4.40

Dorset Primary School is continually building the school’s capacity to provide seamless and successful transition between all year levels, entry and graduation. Foundation students experience a 12 week transition that allows them to fully acclimatize themselves with the school environment, teachers and other students. This promotes a smooth transition at the beginning of the year. Each grade experiences three sessions of transition during the last term for the upcoming year by completing literacy and numeracy tasks in their destined classrooms. These sessions promote confidence and excitement about the forthcoming year for our new students.

Moving forward, we believe that a comprehensive focus on supporting strong teacher practice, embedding reflective practice in our structures and focusing attention on student wellbeing outcomes can contribute positively to whole school objectives related to student learning and growth.

ProductivityStriving to achieve significant student learning growth requires the school’s resources to be effectively managed, coordinated, utilized and strategically allocated. Careful consideration and allocation of funding was given to staffing, curriculum and facilities to support the overall school goals and meet the AIP targets for 2015.

Allocation of funding took place as follows;

In term 2 approximately $40,000 was spent to rebuild and refurbish the library. An official opening ceremony involving the


whole school community took place and the library was renamed (Literacy Resource Center and now the LRC).The LRC has become a vibrant and active learning space which is opened every day and supports many styles of learning. During lunch times, children use the LRC space as a retreat and can be involved in the drawing club or complete homework.

A published author, illustrator was employed to support the LRC program and celebrate the official opening.

Grade Xpert (Data /assessment tracking program) was implemented to ensure teachers are consistently using, importing and analyzing assessment tools and data.

Consultant Cheryl Lawson was employed to support the Reading program throughout the school. Cheryl modelled lessons and provided constructive feedback so teacher capacity could be further enhanced.

Sharon Livvy was employed to provide Professional Maths Learning sessions to all staff. Sharon worked closely with the Maths Leader to provide resources, activities and strategies to enrich the Maths program.

In Term 4 the leading teacher’s role was changed so he could support and model lessons for teachers throughout the school. The teacher worked in a variety of classrooms and modelled explicit teaching strategies mostly to the less experienced teachers.

Employed extra ES staff to support children with difficult behaviour. PLPs were written, implemented and monitored to ensure the extreme behaviours are modified and to enable the children to achieve success.

Reorganized and restocked storerooms for Literacy and Maths to provide a much better quality and quantity of resources so that teachers are adequately resourced to deliver quality programs in 2016.

An online interview booking program was purchased to streamline the appointments booking process for both teachers and parents. Parent feedback was positive. They found this system easy to use and it reduced their confusion regarding booking times.

The 2015 school year presented many challenges, especially in terms of staffing. The changes at times unsettled both the parents and children. Employment of quality staff to settle the community was vital. The teachers selected were effective and quickly developed a rapport with the entire community. Consistency in all aspects of our school programs has been a high priority for 2015 and will continue to be for 2016. Funding programs, workforce planning and providing additional resources have all been reviewed constantly throughout the year with the aim of providing the best possible outcomes for all children.

For more detailed information regarding our school please visit our website athttp://www

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.

School Profile

Enrolment Profile

A total of 472 students were enrolled at this school in 2015, 236 female and 236 male.There were 10% of EAL (English as an Additional Language) students and 2% ATSI (Aboriginal and Torres Strait Islander) students.


Overall Socio-Economic Profile

Based on the school's Student Family Occupation index which takes into account parents' occupations.

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.

Performance Summary

Achievement Student Outcomes School Comparison

Teacher Assessments from the Australian Curriculum/Victorian Essential Learning Standards (AusVELS)

Percentage of students in Years Prep to 6 with a grade of C or above in:

English Mathematics

The grades are the same as those used in your child's end of year report.

A 'C' rating means that a student is at the standard expected at the time of reporting.


Towards Foundation Level AusVELS is not used for the School Comparison.

Towards Foundation Level AusVELS

Learning gain of students, relative to expectation in a year, for all students working within Towards Foundation Level AusVELS (AusVELS A to D).

Data will not be displayed where less than 10 student assessments were provided.

Performance Summary


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.

Performance Summary


NAPLAN Learning Gain does not require a 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’.


Performance Summary

Engagement Student Outcomes School Comparison

Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr692 % 93 % 93 % 93 % 94 % 93 % 93 %

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 2015 attendance rate by year level:


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.

How to read the Performance SummaryWhat 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 colleges, 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).

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.

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/management/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.

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’.

Results for students working within Towards Foundation Level AusVELS (AusVELS A-D) show the percentages of these students making progress below, at and above the expectations of their schools.

Financial Performance and PositionFinancial Performance - Operating StatementSummary for the year ending 31 December, 2015 Financial Position as at 31 December, 2015

Revenue Actual Funds Available ActualHigh Yield Investment Account $23,111Official Account $8,965Other Accounts $95,536Total Funds Available $127,612

Student Resource Package $3,227,087

Government Provided DET Grants $374,548Government Grants Commonwealth $1,272Revenue Other $80,120Locally Raised Funds $408,876

Total Operating Revenue $4,091,903

Expenditure Financial CommitmentsOperating Reserve $53,180Maintenance - Buildings/Grounds incl SMS<12 months

$74,432

Total Financial Commitments $127,612

Student Resource Package $3,053,095

Books & Publications $9,334Communication Costs $7,821Consumables $73,202Miscellaneous Expense $195,180

http://www.education.vic.gov.au/school/principals/management/pages/performreports.aspx

http://www.education.vic.gov.au/school/principals/management/pages/performreports.aspx


Professional Development $40,046Property and Equipment Services $287,115Salaries & Allowances $160,023Trading & Fundraising $91,588Travel & Subsistence $1,175Utilities $37,741

Total Operating Expenditure $3,956,320

Net Operating Surplus/-Deficit $135,584

Asset Acquisitions $0

Student Resource Package Expenditure figures are as of 21 March 2016 and are subject to change during the reconciliation process.

Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges.

Salaries and Allowances refers to school-level payroll.

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

Financial performance and position commentary

An overall increased student population meant there was an increase in revenue and expenditure. Also in 2015 Dorset’s biannual production took place; the event was successful in both involvement and the raising of funds. Ground works were undertaken to beautify and assist with the Stephanie Alexander Kitchen Garden program. Funds were also allocated to the refurbishment of the Library and the new LRC was opened in term 2. The Casual Relief teaching budget was the only budget which went into deficit. This was recouped from the term deposit investment.

Documents

AnnualReport_Master€¦ · Web viewName of School Council President: ... School Chaplaincy, Social Worker, Speech therapy. Achievement. Dorset Primary School is striving to build