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2017 Annual Report tothe School CommunitySchool Name: Dandenong North Primary School
School Number: 4723
Please note: Completed reports are to be uploaded to the Strategic Planning Online Tool (SPOT) for review and endorsement by the principal and school council president. Once the attestations are completed in SPOT, this page will
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About Our School1
Dandenong North Primary School
School ContextDandenong North Primary School commenced 2017 with 831 students in 36 classes but increased throughout the year to 849 students in December. The formation of seven Prep classes continued the growth pattern in our P-2 years. The level of disadvantage remained high with the SFO Index at 0.811 and the percentage of NESB students increased to 89% with 58 languages other than English spoken at home. Our teaching and Education Support staff numbers increased throughout 2017 to address this student growth with ten new teachers employed to replace teachers on leave and to cater for student growth. This continued a growing trend of a high change in staff over a four year period and was successfully addressed through the school’s IMOCAD Program which provides six high quality elements designed to accelerate teaching capacity. The school’s facilities expanded with the construction of another double storey portable and an out-of-rounds inclusion in the Masterplan process that focussed on the construction of a gymnasium and providing an improved play space for students. The school’s commitment to early intervention as a means of ensuring students’ learning success was reflected in the employment of a psychologist, an Occupational Therapist during term 1 and an accompanying Early Years School Readiness program to support the Prep EYE assessments. The Reading Intervention Program was extended and relocated to a large open space to ensure close supervision and immediate feedback for the large staff working in this crucial intervention. The EAL Program continued to provide expertise to a range of other schools and now features on the Department of Education’s FISO website as a model of best practice. Extension Programs continued to be provided in Mathematics and Writing for our high performing students, ensuring great success for these students in outside forums and competitions. Parents are supportive of the work the school does and endorsed this with a 91% satisfied with the school overall.
Framework for Improving Student Outcomes (FISO) Due to the large number of Graduate and new teachers at Dandenong North Primary School the FISO Goal is to ‘Build staff capacity to improve student learning’. The school’s Self Assessment assessed three of the four sub-areas as ‘Excelling’. Our priority is to accelerate our new teachers’ excellence in teaching and learning through the school’s IMOCAD model and to ensure a consistent explicit teaching approach is implemented throughout the school. The focus in 2017 was to ensure the first and second year Graduate teachers received high quality Induction and Mentoring from experienced, high-performing teachers. Particular focus was to ensure these Graduates and new teachers had opportunities to Observe other teachers and to be regularly observed themselves, followed up with supportive and specific feedback. All teachers were provided with trained Coaches with coaching training available to all staff after their second year of teaching. Appraisal is regular and ongoing for two years through an ‘Improvement Self-reporting Tool’ and access to additional, high quality Professional Development. The positive response on the Staff Opinion Survey endorsed the school’s Self Assessment with a score of 89.64 in the’ Practice Improvement’ module. The ‘Collective focus on student learning’ was also rated at 92%.Fifteen students were funded through the PSD Program and all worked on regularly updated ILPs. Eleven made good to excellent progress in reading, writing and numeracy. Speaking and Listening was a domain where 7 students made satisfactory or little progress. The expansion of the Speech Therapy Program in 2018 is designed to address this need.
AchievementThe school addressed a decline in the previous year’s NAPLAN results by employing two outside consultants to model and coach in the areas of writing and numeracy. In addition, a Leading Teacher was appointed to model and coach the ‘Talk for Writing’ Program. These initiatives had a positive impact on the students’ performance in both Teacher Judgements and the 2017 NAPLAN, particularly in year 3 where 73% of students achieved in the top two bands for Numeracy and 85% in Writing. This, however, was not reflected in the Teacher Judgements which as an assessment of the year’s curriculum, with 28% performed above expected levels in Numeracy and 19% in Writing. Similar discrepancies’ were observed in year 5. The school’s leadership has strong faith in the teachers’ assessments given the triangulation of assessments and the regular monitoring of students’ progress throughout each term. Growth in learning from years 3 to 5 still requires further attention and an additional focus continues to be placed on resource and leadership support in year 4. The Student Opinion Survey indicates their view of ‘Effective Teaching Practice’ is extremely high in years 4 and 5 and generally high in year 6. Progress within the Reading Intervention Program was high with 89% of students exceeding Benchmark levels. Fifteen students received additional funding through the Program for Students with Disabilities and of these eleven achieved good to excellent progress in reading, writing and numeracy. Individual Learning Plans were developed twice each term and reviewed at SSG meetings. Seven students will remain on the Speech Therapy Program with additional access to sessions with the expansion of the program in 2018.
Engagement
Student attendance continued to be a school focus with the aim to reduce random daily absences as these absence types account for a high proportion of non-attendance and are frequently unexplained. Term Awards were presented to students and to classes with 100% attendance in addition to the 100% annual attendance badges. Constant reminders on the importance of regular school attendance were articulated at the school assemblies and in the newsletter. Average absence data for the year were consistent with 2016 with 13.7 but with reduced unexplained absences. The biggest impact on student absences is Extended Family Holidays for periods of up to one term. The annual loss of attendance
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due to overseas holidays was 3,664days, an enormous loss of learning time for the 249 students involved. The school endeavours to address this lost learning time through the numerous literacy and numeracy intervention programs by employing an additional 9 teachers and 14 Education Support Staff. This has proved an effective strategy in addressing students learning gaps after long term absences and supports re-engage with their education. Highest average days of absences overall, occurred in the P-2 years. 63% of student absences are less than ten days in the year and the percentage of absences that are twenty or more days are also significantly higher in these junior year levels. This is of concern and requires greater focus in 2018. Two Student Welfare teachers monitor attendance and work closely with parents, students and teachers to reduce school absences.
WellbeingThe Student Attitudes to School survey included students from years 4-6 and identified a variance of perceptions amongst one year level. Students in years 4 and 5 indicated very high positivity towards teaching & learning, connectedness, relationships and their disposition towards learnings, all areas scoring between 83-97% in terms of positive responses. The year six students, however, indicated a decline in all areas of their school satisfaction from those they recorded in year five. An emphasis on behavioural compliance in the year 6 teaching groups during the year differed from the expectations of students created in previous years and may have accounted for the difference in 2017. Student Voice is an area in which the year 6 students expressed dissatisfaction and this has been discussed and addressed in the 2018 Annual Implementation Plan as an area of focus. Bullying perceptions suggest an issue of student safety despite the high ranking of classroom behaviour, sense of connectedness and managing bullying, however, this does require further attention. Organised activities during recess times, to be delivered by year 6 students and outside organisations, are planned for 2018 to address these issues.
For more detailed information regarding our school please visit our website atwww.dandenongnorthps.vic.edu.au
Performance SummaryThe 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 831 students were enrolled at this school in 2017, 421 female and 410 male.
89 percent were EAL (English as an Additional Language) students and 1 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.
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Dandenong North Primary School
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).
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.
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.
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Dandenong North Primary School
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
Achievement Student Outcomes School Comparison
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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.
Performance Summary
Engagement Student Outcomes School Comparison
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Dandenong North Primary School
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 ComparisonA 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 2017 attendance rate by year level:
Few absences <------> Many absences
Few absences <------> Many absences
Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6
91 % 92 % 92 % 94 % 95 % 94 % 94 %
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).
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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).
How to read the Annual ReportThe 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 performancemeasures can be found at:http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx
What does ‘Data not available’ 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.
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).
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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.
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’).
Financial Performance and PositionFinancial performance and position commentary
[Please refer to the 2017 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]
Financial Performance - Operating StatementSummary for the year ending 31 December, 2017 Financial Position as at 31 December, 2017
Revenue Actual Funds Available ActualHigh Yield Investment Account $2,182,525Official Account $52,453Other Accounts $1,341,668Total Funds Available $3,576,646
Student Resource Package $9,055,373
Government Provided DET Grants $1,754,955Government Grants Commonwealth $2,300Revenue Other $72,345Locally Raised Funds $166,371
Total Operating Revenue $11,051,344
Equity¹
Equity (Social Disadvantage) $2,212,288
Equity Total $2,212,288
Expenditure Financial CommitmentsOperating Reserve $275,773Asset/Equipment Replacement < 12 months $350,000Capital - Buildings/Grounds incl SMS<12 months
$100,000
Maintenance - Buildings/Grounds incl SMS<12 months
$710,000
School Based Programs $400,000Capital - Buildings/Grounds incl SMS>12 months
$1,340,873
Maintenance -Buildings/Grounds incl SMS>12 months
$400,000
Total Financial Commitments $3,576,646
Student Resource Package² $6,837,082
Books & Publications $7,225Communication Costs $44,542Consumables $230,779Miscellaneous Expense³ $594,368Professional Development $65,546Property and Equipment Services $530,371Salaries & Allowances⁴ $303,457Trading & Fundraising $28,376Travel & Subsistence ($21,782)
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Utilities $44,795
Total Operating Expenditure $8,664,758
Net Operating Surplus/-Deficit $2,386,586
Asset Acquisitions $76,171
(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 05 March 2018 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.
FINANCIAL PERFORMANCE
Dandenong North Primary School’s annual financial outcome for 2017 is a surplus budget.
Equity (Social Disadvantage) Funding totalled $2,212,288.00DET Masterplan (Out-of-Rounds) $45,000Social Ventures Australia
Financial Performance and PositionFinancial performance and position commentary
[Please refer to the 2017 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]
Financial Performance - Operating StatementSummary for the year ending 31 December, 2017 Financial Position as at 31 December, 2017
Revenue Actual Funds Available ActualHigh Yield Investment Account $2,182,525Official Account $52,453Other Accounts $1,341,668Total Funds Available $3,576,646
Student Resource Package $9,055,373
Government Provided DET Grants $1,754,955Government Grants Commonwealth $2,300Revenue Other $72,345Locally Raised Funds $166,371
Total Operating Revenue $11,051,344
Equity¹
Equity (Social Disadvantage) $2,212,288
Equity Total $2,212,288
Expenditure Financial CommitmentsOperating Reserve $275,773Asset/Equipment Replacement < 12 months $350,000Capital - Buildings/Grounds incl SMS<12 months
$100,000
Maintenance - Buildings/Grounds incl SMS<12 months
$710,000
School Based Programs $400,000
Student Resource Package² $6,837,082
Books & Publications $7,225Communication Costs $44,542Consumables $230,779Miscellaneous Expense³ $594,368Professional Development $65,546
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Dandenong North Primary School
Property and Equipment Services $530,371Salaries & Allowances⁴ $303,457Trading & Fundraising $28,376Travel & Subsistence ($21,782)Utilities $44,795
Capital - Buildings/Grounds incl SMS>12 months
$1,340,873
Maintenance -Buildings/Grounds incl $400,000
Total Operating Expenditure $8,664,758
Net Operating Surplus/-Deficit $2,386,586
Asset Acquisitions $76,171
(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 05 March 2018 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.
FINANCIAL PERFORMANCE
Dandenong North Primary School’s annual financial outcome for 2017 is a surplus budget.
Extraordinary revenue or expenditure:
Equity (Social Disadvantage) Funding totalled $2,212,288.00 Masterplan funding of $45,000 Support from Social ventures Australia for PCEs to attend TLGs Parental contributions to booklist @ 90% Update of I-Pads and Notebook computers. Establishment of “Green Room”. Additional staff engaged to:
o Support the increased enrolment in classroom face-to-face roles.o Deliver the interventions and adjustments to curriculum delivery dictated by EAL, D & I , Out-of-
Home-Care, “Catch-up in literacy and/or numeracy”, Extension and Administrative Support. Sources of Funding
1. Department of Education and Training School resource Package
2. National Partnerships Equity Funding
3. Social ventures Australia IMOCAD support
4. Parent Community Booklist contributions
5. DET Masterplan Grant
Additional Funding the School received, The purpose of funding and its link to improvements.
“Equity” paid for: Reception Program
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Dandenong North Primary School
Parent education and Support programsBooklist and Excursion supplementationSome InfrastructureTechnical supportICT UpgradesStuttering ProgramSelf-Esteem programAdditional classroom teachers above basic formula ( Smaller classes )IMOCAD ProgramAdditional student welfare and psychological supportProfessional developmentStudent Agency Program
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