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2017 Annual Report to the School Community

School Name: Kerang South Primary School

School Number: 4949

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 Regulation 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 2017 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 29 April 2018 at 06:42 PM by Lyn Veall (Principal)

All teachers employed or engaged by the school council meet the registration requirements of the Victorian Institute of Teaching.

To the extent that the school council is responsible, the school meets prescribed minimum standards for registration as regulated by the Victorian Regulation 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 2017 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

To the extent that the school council is responsible, the school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 15 May 2018 at 01:06 PM by Katrina Gibson (School Council President)

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About Our School

School Context

Kerang South is located in the small, rural township of Kerang in northern Victoria. The enrolment for 2017 was 169 with a mix of town and district students. Although enrolments are declining due to various outside factors, the school continues to hold a high reputation in the town attracting a proportionate share of enrolments. The school opened in 1967 and celebrated its Golden Jubilee in October. This was a major celebration and focus for the whole school community, which attracted over 500 past and present staff, students and families to the ‘Back To’ festivities. The involvement of current students in preparations of displays, setting up, researching the history and the time capsules created a strong connectedness for them with the school, which they will remember well into the future. In 2017, the staff profile consisted of an EFT of 14.92 - 1 Principal, 1 Leading Teacher, 10.2 teachers and 2.72 education support staff. There were 5 composite classes, a straight Prep (18) and 2 straight Grade 6 classes (19) with an average class size of 21 students. Specialist subjects offered included P.E., Music, Art, You Can Do It!, Library and Indonesian (Prep-2). Intervention, speech, oral language, and extension was offered through Reading Recovery, EMU Maths and dedicated small group lessons with education support staff. The school received equity funding due to an SFO of 0.6056, above the state average. Kerang South offers a comprehensive curriculum based on the Victorian Curriculum. English, Maths and Science are a strong focus complemented by developing The Arts, Health and PE, Humanities, wellbeing and good citizenship. In 2017, STEM was a priority with the introduction of the new Digital Technologies curriculum. The school enjoys the active support of parents and the local community. Kerang South Primary School is part of the Southern Mallee Network of schools and often engages with other schools in exciting educational activities and teacher professional development initiatives. In 2017, Kerang South completed its second year as one of 50 schools in Victoria selected as a part of the DET PMSS initiative (Primary Maths Science Specialists). During the first 6 months, the school had major emergency maintenance works and upgrades. This consisted of renovations in the main building with new floors, carpets and an updated office area. The sewerage system was upgraded and the children’s toilets were completely refurbished, something the students have been requesting for years. Name pavers were also laid along the front entrance pathway. A grant enabled the school to build a bike shelter, something else the students had requested (student voice at work). Positive responses on the Parent Opinion Survey, Staff Opinion Survey and Attitudes to School Survey (students) were high in the majority of areas.

Framework for Improving Student Outcomes (FISO)

This was the first year of Kerang South’s School Strategic Plan (2017-2020). The 2017 Annual Implementation Plan FISO focus was Professional Leadership – Building Leadership Teams – Vision, Values and Culture. The school chose this to be our sole focus as a clear vision, mission statement and values are what underpin the important decisions that are made at our school and will help guide / drive our other identified goals and achieve what we are aiming for. Our AIP goals were achieved through employing a consultant to help develop an action plan, using a whole team approach with staff and continually consulting and seeking feedback from the whole school community throughout the process. The warm ‘vibe’ of our school was turned into the acronym VIBE (Values, Intention, Behaviours, Expectations). The intention is the vision and mission statement. This is an ongoing goal to make the vision and values visible. Our vision is for each individual at Kerang South to thrive as a learner: Committed to growing academically, socially and emotionally. Responsible for their own behaviour and its impact on others. Proud of the respect and support given to each other and the community spirit lived each day. Our overarching value is respect. Under respect sits the values of learning, growth, responsibility, inclusiveness and community spirit. We also continued to work on Excellence in Teaching and Learning with a focus on number and reading.

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Achievement

Kerang South’s Performance Summary literacy and numeracy results at the end of this report are all similar or higher in comparison to Victorian government primary schools, which is evidence of the wonderful commitment and dedication of our staff, parents and students to improving student outcomes. High expectations are held for both academic achievement and behaviour for all students. Our work as a PMSS school also had a positive impact on Maths, Science and Technology across the school. In NAPLAN, our results show 100% of students in Grade 3 achieved above the National Minimum Standard (NMS) for writing, 87.5% for reading and 88% for numeracy. In Grade 5, 100% of students achieved above the NMS in writing and numeracy, and 92.8% for reading. In these 3 areas, our results were well above the state averages. 92.9% of students were in the top 3 bands for numeracy and 71.4% for reading. As a result of the growth shown in numeracy for our Grade 5 students according to NAPLAN 2017, Kerang South has been chosen as a lead school for a DET SIPs initiative (School Improvement Partnership) in 2018. Equity funding was used to employ staff to run intervention and extension groups in all grade levels and a Reading Recovery program. Professional learning and training for staff (Literacy Leader, PMSS specialists for coaching) was also a priority.

Engagement

Over the past few years, Kerang South has focussed on our absence data and reducing the average number of absence days to below the state average. In 2017, attendance data was tracked carefully to reduce the number of absence days, especially for students with high absence data. Parents using the Flexibuzz app to report absences and staff care calls were two of many strategies that resulted in less unexplained absence days. A flu epidemic and high level of illness had a huge impact on attendance, especially in the senior school. Student attendance was 92.3%. Students indicate positive responses in the Attitudes to School Survey for 2017 in these areas: 86% School Connectedness - 91% I like and am proud of this school, I am happy to be at this school and I belong. 87% Motivation and Interest 94% Attitudes to Attendance 91% Self-regulation and Goal setting - 97% want to learn new things 96% I try very hard In the 2017 Panorama Report, 82% of staff responses were positive about school climate (above state average) and 86% of parents responses to general school satisfaction were positive (14% neutral, 0% negative). The feedback from our surveys was affirming. As a result of changing demographics and survey feedback from students and parents, the homework program was modified to grids which was met favourably by parents.

Wellbeing

Student wellbeing continues to be a strong focus for the school. Kerang South employs a welfare teacher and runs dedicated wellbeing programs such as You Can Do It!, Better Buddies (all students have a student and teacher buddy), Name It, Restorative Practice, Student Representative Council (SRC) and eSmart. At the end of 2017, the school began Respectful Relationships. The school also maintains close connections with SSS staff (speech, social worker, psychologist), our KESO (Koori Engagement Officer) and local services (e.g. NDCHS). Students indicate positive responses in the Attitudes to School Survey for 2017 in these areas: 93%+ Sense of Inclusion 85% Managing Bullying – 92% feel safe at school 92% Advocate at school – a teacher at school who cares, believes in me, listens to me, tells me when I do a good job 97% Teacher cares how I am feeling Parents indicate positive responses in the Parent Opinion Survey for 2017 in these areas: 91% Confidence and Resiliency Skills 95% Promoting Positive Behaviours 92% Respect for Diversity 86% Managing Bullying – 95% my child feels safe at school. The school continually collected data and encouraged student voice through surveys and discussions. We updated the Student Engagement and Inclusion Policy, used the calmer classroom model, added wellbeing information to Individual Learning Plans (ILPs), and provided leadership opportunities for students throughout the school. Peer mediators and using Sentral to track wellbeing will occur in 2018.

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

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Performance Summary

The Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools. All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes. Members of the community can contact the school for an accessible version of these data tables if required.

School Profile

Enrolment Profile A total of 169 students were enrolled at this school in 2017, 76 female and 93 male. < 10 percent were EAL (English as an Additional Language) students and 7 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).

School Staff Survey Measures the percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

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Performance Summary

Achievement

Teacher Judgement of student achievement Percentage of students in Years Prep to 6 working at or above age expected standards in: English Mathematics For further details refer to How to read the Annual Report.

Student Outcomes

School Comparison

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Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Year 3 The percentage of students in the top 3 bands of testing in NAPLAN at Year 3. Year 3 assessments are reported on a scale from Bands 1 - 6.

NAPLAN Year 5 The percentage of students in the top 3 bands of testing in NAPLAN at Year 5. Year 5 assessments are reported on a scale from Bands 3 - 8.

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Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning Gain Year 3 - Year 5 Learning gain of students from Year 3 to Year 5 in the following domains: Reading, Numeracy, Writing, Spelling and Grammar and Punctuation. NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

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Performance Summary

Engagement

Student Outcomes

School Comparison

Average Number of Student Absence Days Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays. Absence from school can impact on students’ learning School Comparison A school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected. Average 2017 attendance rate by year level:

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

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

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

94 %

91 %

91 %

93 %

93 %

94 %

89 %

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Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School - Sense of Connectedness Measures the percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Students Attitudes to School - Management of Bullying Measures the percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

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How to read the Annual Report

The School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance. Some schools have ‘Lower’ performance than expected and receive targeted support to ensure that there is improvement.

More information on School Comparison performance measures can be found at: http://www.education.vic.gov.au/school/parents/involve/ Pages/performance.aspx

What does ‘Data not available’ mean? Some schools have too few students enrolled to provide data. There may be no students enrolled in some year levels so school comparisons are not possible. New schools have only the latest year of data and no comparative data from previous years. The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’. ‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs. ‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

What does the About Our School section refer to? The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future. The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs. The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to? The Performance Summary reports on data in three key areas: Achievement - student achievements in:

- English and Mathematics for National Literacy and Numeracy tests (NAPLAN) - English and Mathematics for teacher judgements against the curriculum - all subjects for Victorian Certificate of Education (VCE) examinations (secondary schools)

Engagement - student attendance and engagement at school

- how many students leaving school go on to further studies or full-time work (secondary, P-12 and specialist schools)

Wellbeing - Attitudes to School Survey (ATOSS)

- Sense of connectedness - Management of Bullying

Results are displayed for the latest year, as well as the average of the last four years (where available).

What does School Comparison refer to? The School Comparison is a way of comparing this school’s performance to similar schools in Victoria. The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability and the size and location of the school.

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Financial Performance and Position

Financial performance and position commentary

In 2017, Kerang South Primary School has maintained a healthy financial position through careful and strategic planning and budgeting. During the year, we achieved a surplus of $49,145 in the credit budget. With a trend in declining enrolments, due to lower pre-school enrolments and changing demographics in Kerang, this surplus will allow the school to maintain the quality programs and excellent learning opportunities it has offered in the past. Equity funding was used to fund intervention and extension programs through the employment of extra educational support staff and a Reading Recovery teacher. It was also used to fund professional learning to continue to enhance staff capacity around excellence in teaching and learning. Locally raised funds included camp / excursion fees, School Council payments and Parents Club fundraising of $13,009, including canteen profits of $4,858. Sponsorship is sought to continue the Fresh Fruit Friday program. Locally raised funds are essential for supporting the delivery of teaching programs and purchasing of quality resources for students. The school was successful in gaining several grants to support building and programs. These included a $22,000 CASS Foundation grant for an Indigenous arts project, $5500 bike shed grant, 3 Sporting Schools grants, PMSS funding for an extra teacher and training, and the continuation of the Food Bank school breakfast program. Funds have been committed for major works such as painting the main building and sheds, resurfacing the basketball court, upgrading of technology and general maintenance.

Financial Performance - Operating Statement Summary for the year ending 31 December, 2017

Financial Position as at 31 December, 2017

Revenue

Actual

Funds Available Actual

High Yield Investment Account $213,126

Official Account $28,086

Other Accounts $96,282

Total Funds Available $337,495

Student Resource Package

$1,487,696

Government Provided DET Grants $283,638

Government Grants State $3,646

Revenue Other $47,507

Locally Raised Funds $134,691

Total Operating Revenue

$1,957,178

Equity¹

Equity (Social Disadvantage) $204,023

Equity Total

$204,023

Expenditure

Financial Commitments

Operating Reserve $62,219

Asset/Equipment Replacement < 12 months $25,000

Capital - Buildings/Grounds incl SMS<12 months

$71,000

Maintenance - Buildings/Grounds incl SMS<12 months

$20,000

Revenue Receipted in Advance $14,011

School Based Programs $12,500

Provision Accounts $3,233

Other recurrent expenditure $69,532

Asset/Equipment Replacement > 12 months $39,000

Maintenance -Buildings/Grounds incl SMS>12 months

$21,000

Total Financial Commitments $337,495

Student Resource Package²

$1,438,552

Books & Publications $7,820

Communication Costs $2,586

Consumables $29,450

Miscellaneous Expense³ $98,701

Professional Development $4,914

Property and Equipment Services $104,552

Salaries & Allowances⁴ $101,934

Trading & Fundraising $45,981

Utilities $15,948

Total Operating Expenditure

$1,850,438

Net Operating Surplus/-Deficit

$106,740

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Asset Acquisitions

$6,000

(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.