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The School The South Bunbury Primary School has been a feature of the Education of Bunbury students since September 1913, when the original school building was opened. The current school buildings were opened on 7th September 1948. The school is situated only 2km from the General Post Office in a well established, residential area of the city. The school has 9 traditionally built classrooms located around a central quadrangle and undercover area. The school has a new purpose built library, which also houses an Information Communication Technology laboratory. The construction of 2 new teaching areas, complete with a music and art room has been an invaluable addition to our school.

The Pre-Primary and Kindergarten children are located in two purpose-built, transportable Early Childhood centres and a house (which was the community based kindergarten). The school is surrounded by excellent grassed areas for students to play in. The school site is shared with the South Bunbury Education Support Centre (ESC) and the purpose built dental therapy centre. At the start of 2011, two new activity rooms were also built, along with upgrades to the office, stage and the old library was converted into 2 new classrooms.

Department of Education - purpose

Our purpose is to ensure that all government school students and all adults have an ongoing opportunity to develop the skills, knowledge and confidence to achieve their individual potential and contribute to social and economic development of Western Australia.

SOUTH BUNBURY PRIMARY SCHOOL

2014

ANNUAL REPORT

Statement of School Purpose To develop in our students the knowledge, skills, attitudes and values relevant to their individual needs,

which will enable them to achieve their full potential in an ever changing society.


Current School Performance

Indicators

The school’s goals are taken from the Curriculum Council of WA, Curriculum Framework document. NB: The Education Dept. is currently reviewing the Curriculum Framework in line with the new Australian Curriculum and the change from the Council to the Schools‘ Curriculum and Standards Authority ( SCSA ). We therefore seek to ensure that all students:

Use language to understand, develop and communicate ideas and information and interact with others.

Select, integrate and apply numerical and spatial concepts and techniques.

Recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

Select, use and adapt technologies.

Describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

Visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

Understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it.

Understand their cultural, geographical and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia.

Interact with people and cultures other than their own and are equipped to contribute to the global community.

Participate in creative activity on their own and understand and engage with the artistic, cultural and intellectual work of others.

Value and implement practices that promote personal growth and well-being.

Are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

Recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

SCHOOL ENROLMENT

Class structures and learning programs are developed utilising the academic performance data of students and teacher observation of inter-student socialization. In 2014 the school established 17 full time classrooms. This was the same structure for the year before, in 2013. The table below shows increasing enrolments between 2013 and 2014.

Staff Profile

The South Bunbury Primary School staff are deployed to

meet the needs of the students.

The school’s teaching staff allocation for 2014 was 22.3 Full Time Equivalent (FTE.), based on enrolments and the Teacher Establishment Report. This FTE was resourced through 15 full time teachers (including one Deputy Principal and the Principal), 13 part time teachers (including one Deputy Principal). The school resourced 17 classrooms from kindergarten to year 7. The school also ran specialist programs in Art/Craft, Music, Languages other than English ( LOTE ) – Indonesian and Physical Education. The administration team comprised the Principal, two deputy principals, registrar and school officer, who have all been at the school between 1 - 24 years. Of the 28 teaching staff, 13 have taught at the school for ten years or more. The Principal has been at the school for 13 years. All teaching staff meet the professional requirements to teach in Western Australian schools and are registered with the Teachers Registration Board of WA (TRBWA). The school employed 22 school support staff from full time through to one day per week. The positions include Registrar, school officer, gardeners, library officer and 14 education assistants and 3 cleaners. The proportion of teaching staff retained in a

programme year from the previous year is as follows:

First time in 13 years there has been no staff changes.

Professional Learning (PL) Primary Schools Number of Teaching Staff 28 Minimum Days (Inc. part time staff) 2-7 Average Daily Salary Rate $525.00 Total PL Expenditure (approx) $72,000

Year Level No. of

Students

Nov 2013

No. of

Students

Feb 2014

No. of

Students

Nov 2014

Kindergarten 42 38 40

Pre Primary 54 42 40

Year 1 46 55 51

Year 2 64 48 49

Year 3 43 57 55

Year 4 47 42 41

Year 5 44 48 49

Year 6 49 46 47

Year 7 43 45 41

Total 433 421 413

Total teaching staff - 2014 28

Teaching staff retained from previous year 28

Staff Retention Rate 100%


Student HIGHLIGHTS and School Performance Information

During 2014 South Bunbury Primary School students performed at a highly satisfactory level in a range of activities. The sporting, cultural and academic activities are designed to enhance all students’ performance in all aspects of school life. This value adding positively affects school tone. 1. Sporting Students participated in the following sporting events. A feature of this area is the students’ sportsmanship, commitment and

enthusiasm. Swimming carnival – Faction (Yr 4-7) and interschool (Yr 4 – 7) –3rd in Championship Shield. Athletics – Faction (Yr P – 7) and interschool (Yr 4-7) X Country running- Faction and interschool (Yr 4 – 7) – 3rd In Jarrah Division Winter carnival – Football team equal champions with Australind PS Yr (5 – 7) Ripper Skipper Team – Yr 4 – 7 - completed 3 school presentations.

2. Cultural Students had the opportunity to be involved in numerous activities that reflect the Cultural and Artistic elements of the curriculum.

Instrumental music – Years 6 & 7 selected students

Senior choir and instrumental students community performances

Year 6/7 Camp to Perth Ballroom Dancing – Year 6/7

Folk Dancing – Years 6/7 Talented Young Writers‘ –Year 6/7

Young Talent Time ANZAC Day Service Incursions and excursions

Science Horizons program NMSHS - Year 6/7

3. Academic The National Assessment Program in Literacy and Numeracy (NAPLAN) tests are conducted in May of every year. The Education Dept. provides Schools with a variety of formats that the NAPLAN results and analysis generates. The following tables indicate the achievements of students in relation to the predicted school mean ( ie. 0.0 score ) in 2014 Numeracy, Reading, Writing, Spelling and Grammar. WAMSE results are state tests in Science and S & E. In summary, all tested areas showed student achievement at the expected level with 3 instances of above expectations.

1 above expected – more than one standard deviation above the predicted school mean

2 expected – within one standard deviation of the predicted school mean

3 below expected – more than one standard deviation below the predicted school mean

Comparative Performance Summary - NAPLAN

Year 3 Year 5 Year 7

2012 2013 2014 2012 2013 2014 2012 2013 2014

Numeracy 0.2 0.9 0.2 0.4 -0.1 -0.5 -1.3 -0.4 -0.6

Reading -0.4 0.5 1.2 -0.2 0.7 0.6 -0.7 -0.2 0.2

Writing 0.3 1.0 0.2 0.8 0.4 0.3 -0.9 -0.5 -0.6

Spelling 0.2 -0.1 0.1 0.3 0.5 1.2 -1.4 -0.2 -0.4

Grammar & Punctuation 0.8 0.7 1.3 0.9 0.5 0.1 -0.7 -0.4 -0.7

Comparative Performance Summary – WAMSE (discontinued in 2014 )

Science Society & Environment

2011 2012 2013 2011 2012 2013

Year 5 2 2 2 2 2 2

Year 7 2 2 2 2 2 2


SCHOOL PERFORMANCE ANALYSIS AND DIAGNOSIS

NAPLAN

The following tables indicate school mean performance for years 3, 5 and 7 over the years 2010-2014 measured against state means in the same tests. The school is indicated by the full line, whilst the state results are indicated by the dotted line. Ideally, the school would like to see their indicated lines above the state lines or at the very least on the same line. However, each years’ students are different and consequently offer schools the opportunity to analyse the results to find areas of commendations and recommendations. As can be seen, in general terms, across the 5 tested curriculum areas for the years 3, 5 & 7 the school achieved at or above the state mean in 11 of the 15 areas. This can be seen as a good result, as this indicates the school is performing slightly above expected means in relation to the School’s Index of Community Socio-Educational Advantage (ICSEA). The 4 results not up to state level were from our year 7 group. Although these Year 7 results are only slightly below the state mean, it was indicative of the underlying issues, presented by some students, that staff were compelled to manage.

Average Numeracy Score

Average Reading Score


Average Writing Score

Average Spelling Score

Average Grammar & Punctuation Score


Business Plan Target, Strategy 1 - Student Development

To increase the number of students in the top 20% and decrease the number of students in the bottom 20% in NAPLAN testing in Reading, Writing, Spelling, Grammar and Maths—when compared to West Australian averages. Target not met ―flagged‖ in red.

Percentages of students in top 20%, middle 60%, bottom 20% of the State and among Like Schools

State

Year 3 Numeracy

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 24% 36% 19% 22% 20% 16%

Middle 60% 59% 56% 74% 66% 65% 68%

Bottom 20% 17% 9% 8% 13% 15% 16%


State

Year 3 Reading

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 21% 30% 31% 16% 19% 21%

Middle 60% 57% 57% 57% 62% 66% 63%

Bottom 20% 21% 14% 11% 23% 16% 17%


State

Year 3 Writing

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 21% 42% 22% 23% 21% 26%

Middle 60% 55% 44% 67% 56% 63% 58%

Bottom 20% 24% 13% 11% 21% 16% 16%


State

Year 3 Spelling

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 21% 20% 20% 17% 20% 20%

Middle 60% 60% 67% 69% 63% 63% 62%

Bottom 20% 19% 13% 11% 20% 17% 18%


State

Year 3 Grammar & Punctuation

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 30% 27% 37% 20% 20% 21%

Middle 60% 58% 60% 54% 63% 62% 61%

Bottom 20% 13% 13% 9% 16% 18% 18%



State

Year 5 Numeracy

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 16% 10% 21% 13% 20% 19%

Middle 60% 74% 78% 72% 67% 64% 67%

Bottom 20% 9% 12% 7% 20% 16% 15%


State

Year 5 Reading

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 14% 20% 25% 16% 21% 23%

Middle 60% 67% 63% 68% 64% 65% 61%

Bottom 20% 19% 17% 7% 20% 14% 16%


State

Year 5 Writing

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 24% 15% 30% 17% 23% 24%

Middle 60% 64% 76% 59% 68% 61% 59%

Bottom 20% 12% 10% 11% 15% 16% 17%


State

Year 5 Spelling

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 21% 7% 30% 19% 23% 21%

Middle 60% 71% 83% 61% 62% 64% 60%

Bottom 20% 7% 10% 9% 19% 14% 18%


State


School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 24% 20% 36% 23% 24% 19%

Middle 60% 64% 71% 48% 53% 62% 64%

Bottom 20% 12% 10% 16% 24% 14% 17%



State

Year 7 Numeracy

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 5% 14% 15% 12% 15% 16%

Middle 60% 67% 77% 73% 69% 69% 71%

Bottom 20% 28% 9% 12% 19% 16% 13%


State

Year 7 Reading

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 15% 19% 22% 16% 20% 20%

Middle 60% 72% 67% 59% 71% 63% 64%

Bottom 20% 13% 14% 20% 14% 17% 16%


State

Year 7 Writing

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 18% 19% 13% 21% 21% 16%

Middle 60% 58% 67% 72% 60% 65% 71%

Bottom 20% 25% 14% 15% 19% 15% 13%


State

Year 7 Spelling

School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 13% 12% 22% 15% 19% 21%

Middle 60% 73% 74% 63% 60% 66% 63%

Bottom 20% 15% 14% 15% 25% 14% 16%


State


School Like Schools

2012 2013 2014 2012 2013 2014

Top 20% 8% 16% 17% 20% 18% 18%

Middle 60% 80% 70% 71% 65% 64% 67%

Bottom 20% 13% 14% 12% 14% 18% 15%


Target achievement summary – 2014 NAPLAN

The above tables show that the targets set for student results, in the top 20%, were achieved 11 times out of the 15 areas. The targets set for student results, in the bottom 20%, were achieved 14 times out of the 15 areas. The school continues to do well in ensuring that students who struggle in Literacy and Numeracy are given assistance to perform at a functional level commensurate with their age level. Student results, in the top 20%, indicate that even though they were commensurate with Like Schools they did not meet the aspirational targets set against the state in those 4 areas. The year 3 result was quite close to the target with only 1% (or half a student) off the set target. The 3 instances of the targets not met across the Year 7 cohort in 2014 was more indicative of the strong emphasis on classroom management required to engage these students and to develop cohesive classroom atmospheres. Interestingly, the Yr 7 Reading result was a significant improvement, from the 2012, results when most of this particular cohort was in Yr 5.

Attitudes, Behaviours and Effort

Business Plan Target, Strategy 1 - Student Development

To increase the percentage of students achieving ‗Consistently‘ and ‗Often‘ in the Attitude, Behaviour and Effort categories in the Student Report.

Years 1 and 2 = approx. 102 students

Teacher generated student reports

Reporting Period : Semester 1, 2014 and Semester 2, 2014

Attribute Consistently Often Sometimes Seldom Not

Assessed

Works to the best of his/her ability 57 90 54 3 0

Shows self respect and care 123 59 22 0 0

Shows courtesy and respect for the rights of others 103 68 32 1 0

Participates responsibly in social and civic activities 102 69 32 1 0

Cooperates productively and builds positive relationships with others 97 74 31 2 0

Is enthusiastic about learning 69 92 42 1 0

Sets goals and works towards them with perseverance 63 76 52 13 0

Shows confidence in making positive choices and decisions 68 84 50 2 0

Totals 682 612 315 23 0

Percentages 41.8 37.5 19.3 1.4 0.0

Years 3 - 7 = approx. 230 students

Teacher generated student reports

Reporting Period : Semester 1, 2014 and Semester 2, 2014

Attribute Consistently Often Sometimes Seldom Not

Assessed

Works to the best of his/her ability 163 205 75 15 3

Shows self respect and care 271 140 45 1 3

Shows courtesy and respect for the rights of others 231 154 61 11 3

Participates responsibly in social and civic activities 276 124 47 11 3

Cooperates productively and builds positive relationships with others 221 160 66 11 3

Is enthusiastic about learning 188 173 83 14 3

Sets goals and works towards them with perseverance 155 168 109 26 3

Shows confidence in making positive choices and decisions 178 172 96 12 3

Totals 1683 1296 582 101 24

Percentages 45.7 35.2 15.8 2.7 0.7

Target achievement summary – 2014 STUDENT REPORTS

The student report data regarding attitude, behaviour and effort by students in years 1 – 7 indicates that approximately 80% of children were ranked in the consistently and often categories. This equates to 4 in 5 students achieving this mark. In comparison to last year’s data, there is a softening of achievement by about 4% across the board. When we disaggregate the individual areas there are some trends that emerge. In attributes 2-5, that relate to the child themselves and how they relate to others, shows a much stronger achievement across all students than compared to attributes 1, 6, 7 and 8 that are concerned with the actual process of learning. This could be seen collectively, in general terms, as the students come across with better people skills than learning skills. These results make for a nice atmosphere at the school, but a commensurate effort and approach by students in their school work may actually translate to better achievement levels. Whole school pastoral care programs seem to be having a success with students as they view themselves well. To translate this to their learning to develop perseverance and a positive outlook as a learner is the School’s next step.


The Dept. of Education Attendance reports are based on the student attendance data gathered, by schools, in semester 1 of each year. This allows schools to make plans to improve student attendance and respond to any issues that emerge. Our School responds to any attendance rate that falls below 80% in a 10 week term by generating reports that identify students whose attendance puts them at risk of failure. Parents are then contacted to discuss the issue. The following table shows data for our school in 2014. In summary we are just ahead of the average for all Public Schools. On closer examination this is not a good result, as it implies that each child misses two and a half weeks of school over and above the 4 Public Holidays and the 4 School Development Days. It is interesting to note that this has happened despite the increasing propensity for students to attend extended family holidays during school time.

Attendance Overall Primary

Non-Aboriginal Aboriginal Total

School Like

Schools

WA Public

Schools School

Like Schools

WA Public

Schools School

Like Schools

WA Public

Schools

2012 92.8% 92.8% 93.3% 86% 83.9% 81.1% 92.5% 92.3% 92.3%

2013 94.4% 93.1% 93.7% 87% 84.7% 80.7% 94% 92.7% 92.6%

2014 93.8% 93.1% 93.2% 85.7% 84% 80.4% 93.4% 92.6% 92.1%

2014 Business Plan - REVIEW

The Department of Education has system priorities that require attention from schools. These are outlined in the ―Excellence and Equity‖, Strategic Plan for WA Public Schools 2012 - 2015. Our school incorporates these priorities in the school’s Business Plan. South Bunbury PS staff are involved with critically analysing student performance in English and Maths. Using NAPLAN data from 2012 and 2013 at the beginning of the 2014 school year, enabled staff to plan, teach and evaluate literacy and numeracy programs at point of student need. Business plan targets stated below in bold and italics.

Ensure adequate time and resources are allocated to allow teachers to plan, teach and evaluate programs based on the Australian Curriculum and to explore innovative teaching models. Considerable school time, resources and planning was put in place to ensure that the requirements of up-skilling school staff in the new Australian Curriculum (AC). The Australian Curriculum and Reporting Authority (ACARA) mandated that all Australian schools will have implemented the AC in the areas of English, Maths, Science and History and will report on these areas to parents by 2015. As a consequence of this directive, and its inherent importance, it was critical to quarantine time, resources and School Development Planning to ensure the appropriate targets were met. A combination of time spent during School Development Days, Staff Meetings and in-school courses was utilised to allow staff to collaborate with colleagues to gain a working knowledge of the AC. As part of the school’s Business Plan, time was spent formulating a comprehensive Professional Learning ( PL ) calendar that outlined for all staff the PL that they were to be involved in, and when. The staff have been successful in planning, teaching and evaluating this AC and successfully reported to parents in English and Maths during the 2014 school year. The complexity of the AC is being addressed by staff and the corresponding issues about the net effect on student achievement levels has been a PL focus during professional discussions. The approach to Staff professional Learning to embed the AC will continue so as to ensure that both Science and History are able to be reported to parents by ACARA’s deadline of 2015. Improve the capacity of teachers to use ICT as a tool for teaching and learning through appropriate training and associated equipment. AND Allocate adequate and appropriate resources for student involvement in ICT programs. A two year project was commenced in 2013 that had two foci covering student up-skilling in computer technologies and similarly coaching staff in the use of Information Communications Technologies (ICT). The school structured-up a co-teacher timetable for classes, utilising a staff member highly competent in this field. This allowed teachers to direct learning and have an experienced colleague assist and guide both staff and students in the use of ICT. To facilitate this, all classrooms have an Interactive Whiteboard, laptop and between 2-4 networked computers. The computer lab in the Library continued to be updated with newer machines to accommodate all class sizes. The AC cites computer technologies as a General Capability and therefore should be taught in the context of the Learning Areas. All students from year 1 to year 7 have the opportunity to access this program for at least two terms.

Student attendance


Initiate and support the development of Literacy & Numeracy Teams, to establish and embed whole school practises through the formulation of a Literacy & Numeracy Plan. To facilitate the transitioning from Professional Learning regarding the Australian Curriculum (2011 – 2014) to a more conventionally targeted School Development Planning cycle, the school invested time in fostering and developing staff leadership teams in English and Maths. The task of each team was to audit, develop and initiate requirements for both Teacher development and student engagement for their respective Learning Area. The English team had the opportunity to work with Ms Vicki Briggs, the Education Department’s Senior Consultant in English Professional Learning (PL). The English team was able to access contemporary strategies for the teaching of the Australian Curriculum. This team was then released to make further plans for the entire staffs’ PL in the different aspects of English. The Maths Team has had the opportunity to work with Professor Paul Swan with PL regarding strategies that look at the more demanding maths requirements of the AC. The team decided to be involved in a more comprehensive PL leadership program with Paul Swan through the WA Primary Principals’ Association. This program provides PL for the team and a corresponding mentor program that sits alongside of this PL so that staff feel supported when they, in turn, deliver Maths PL to all staff. Within our Pastoral Care Policy; to develop an action plan to imbed the ethos of ‘Kidsmatter’, to complement current effective, whole-school care practises. AND To increase the percentage of students achieving ‘Always and Consistent’ in Student Report rankings of the Attitude, Behaviour and Effort categories. AND Ensure ESC student engagement through Buddy system and school carnival AND Utilise school assemblies to public acknowledge staff and student achievement & successes AND Biannual parent/teacher workshops with guest speakers after hours. AND To conduct twice yearly audit of school grounds. To imbed benchmarks from the National Quality Standards (NQS) Framework. All staff (from both Campuses) were once again involved in Professional Learning regarding “Kidsmatter”. Staff completed module 2, with the Action Team also receiving the training for these modules beforehand to enable them to facilitate delivery of the PL. A strategy that came out of this PL was the requirement to select and implement a Social – Emotional program that could be delivered to students. This was seen as crucial in helping develop both resiliency and positive thoughts to tackle personal conflict. The Pre-primary teachers trialled the program “Mind-up” with good effect. Staff proposed to adopt this program in 2015 and to be involved in the PL that would initiate the strategies with students. Other areas completed were a parent survey, newsletter updates on “Kidsmatter”, Banners, badges and further team meetings. The “Kidsmatter” team will continue to access the e-learning modules now available on-line and deliver to staff. Also the survey will need to be re-run and the Team to analyse the data and respond to the findings. The School’s aim is to maintain a supportive and professional atmosphere that encourages the school community to be proud and active in their involvement in school life.

Parent Participation

To increase the number of registrations of interest in the P&C and School Board in the year prior to vacancies To upgrade school website and provide an App facility for the community Increase the number of students who are engaged in recreational activities.

South Bunbury PS has an active P & C Association that supports the school in a number of ways. It runs the school canteen, providing families with a cost effective alternative for the provision of morning tea and lunch. The canteen continued to operate a Breakfast Club sponsored by Food Bank during 2014. They also coordinate the uniform shop, providing school uniforms at affordable prices. The P & C run several fundraising ventures and contributed nearly $10,000.00 to school projects. Our P & C also assist in lending a hand in our West Week activities, carnivals, classroom helpers and organise Breakfast Club for students. There are 5 parent representatives on the School Board with 1 teacher, 2 Deputy Principals and the Principal. The Board finalised the development of the school’s Business Plan to include a more strategic intent and links to whole school programs. This will take in the planning of the projects that the school is initiating to further target student achievement. The Business Plan now reflects the projected strategic initiatives the school has currently embarked upon. It encapsulates the current operations and provides an overarching document that will set out School foci to ultimately improve student performance. In 2015 the School Board will be involved in the review process conducted by the Department of Education Services (DES). The review will cover processes that further develop the school’s performance, processes to determine satisfaction levels of parents, staff and students during the life of the Delivery and Performance Agreement and the analysis of results reported in the annual school report.


1 11,790.00 $ 11,877.23 $ 2 1,550.00 $ 62,055.79 $ 3 - $ - $ 4 14,000.00 $ 11,081.00 $ 5 - $ 2,566.12 $ 6 333,993.89 $ 337,447.84 $ 7 - $ - $ 8 - $ - $ 9 - $ - $

10 136,015.84 $ 122,339.05 $ 11 66,319.24 $ 66,319.00 $

563,668.97 $ 613,686.03 $ 45,216.39 $ 45,216.39 $

608,885.36 $ 658,902.42 $ 1,115,000.00 $ 1,115,000.00 $ 1,723,885.36 $ 1,773,902.42 $

Locally Generated Revenue 87,580.14 $

DoE Grants 337,447.84 $

Other Govt Grants - $

Other 122,339.05 $

Transfers 66,319.00 $

613,686.03 $

1 14,288.00 $ 10,344.53 $ 2 8,572.56 $ 8,679.20 $ 3 112,569.28 $ 110,354.91 $ 4 27,959.14 $ 25,014.25 $ 5 10,741.82 $ 10,741.82 $ 6 101,721.82 $ 90,783.26 $ 7 70,684.00 $ 111,724.28 $ 8 6,570.00 $ 2,842.74 $ 9 - $ - $

10 83,919.00 $ 70,000.00 $ 11 11,000.00 $ 10,554.85 $ 12 145,348.00 $ 145,348.09 $

593,373.62 $ 596,387.93 $ 1,115,000.00 $ 992,068.00 $ 1,708,373.62 $ 1,588,455.93 $

Bank Balance 201,553.58 $ Made up of: - $

1 General Fund Balance 62,514.49 $ 2 Deductible Gift Funds - $ 3 Trust Funds - $ 4 Asset Replacement Reserves 138,789.24 $ 5 Suspense Accounts 2,507.85 $ 6 Cash Advances 200.00 -$ 7 Tax Position 2,058.00 -$

201,553.58 $

Total Salary Allocation Total Funds Available

Total Salary Expenditure

Assets and Resources Education Services Other Specific Programs

Salary Payments to Central Office

Budget

Total Bank Balance

Cash Position as at:

Other Transfers to Reserves

Total Contingencies Expenditure

Total Expenditure

Actual Expenditure

Trading Activities

Administration Leases Utilities Repairs/Maintenance/Grounds Building Fabric and Infrastructure

South Bunbury Primary School Financial Summary as at

Actual

28 January 2015

Total Contingency Funds Available

Internal Transfers

Budget Revenue - Cash

Trading Activities Other

Opening Balance

Voluntary Contributions Charges and Fees Government Allowances P&C Contributions

Commonwealth Govt Grants

Fundraising/Donations/Sponsorships DoE Grants Other State Govt Grants

Total

0

50

100

150

200

250

300

350

400

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Generated Revenue

14%

DoE Grants 55%

Other Govt Grants 0%

Other 20%

Transfers 11%

Current Year Actual Contingencies Revenue Sources

0

20

40

60

80

100

120

140

160

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10 30 50 70 90

110 130 150

$000

Cash Position


Targets for 2015

STRATEGY 1 - STUDENT DEVELOPMENT School data consistently shows 1:3 students at some time are not actively engaged in some lessons.

Therefore, the school will… Action Target

Initiate and support the development of Literacy & Numeracy Teams, to establish and embed whole school practises through the formulation of a Literacy & Numeracy Plan.

To increase the number of students in the top 20% and decrease the number of students in the bottom 20% in NAPLAN testing in Reading, Writing, Spelling, Grammar and Maths—when compared to Australian averages.

Allocate adequate and appropriate resources for student involvement in ICT programs.

Students to apply the five elements of the ICT capabilities

Encourage student accountability for their learning by active participation in learning programs.

To increase the percentage of students achieving ‘Always and Consistent’ in Student Report rankings of the Attitude, Behaviour and Effort categories.

STRATEGY 2 - TEACHER & TEACHING “excellence in teaching is the single most powerful influence on achievement”. Prof. John Hattie. Therefore,

the school will… Actions Target

Improve the capacity of teachers to use ICT as a tool for teaching and learning through appropriate training and associated equipment.

Staff to implement, utilise and teach ICT skills and understandings in line with the Australian Curriculum.

Ensure adequate time and resources are allocated to allow teachers to plan, teach and evaluate programs based on the Australian Curriculum and to explore innovative teaching models.

Staff to implement the Australian curriculum in the plan, teach, evaluate cycle, through to reporting to parents in English, Maths, History and Science.

Staff to attend, be involved in and implement the initiatives of the “Kidsmatter” Framework to develop a positive focussed school culture.

Within our Pastoral Care Policy; to develop an action plan to imbed the ethos of ‘Kidsmatter’, to complement current effective, whole-school care practises.

STRATEGY 3 – PHYSICAL ENVIRONMENT To create a safe & stimulating environment to aid in student development

and well-being. Therefore, the school will… Action Target

Planning for and maintaining active and passive recreation areas for all age groups.

Increase the number of students who are engaged in recreational activities.

Regularly assessing the school buildings to ensure that they are safe, provide adequate ventilation, light and temperature control and retain the historical character of the school.

To conduct twice yearly audit of school grounds. To imbed benchmarks from the National Quality Standards (NQS) Framework.

Ensure that facilities such as toilets, change rooms, undercover areas, seating, pathways, pick up/set down areas and disabled access are regularly assessed to ensure compliance with regulatory standards and student needs.

To conduct twice yearly audit of school grounds. To imbed benchmarks from the National Quality Standards (NQS) Framework.

STRATEGY 4 – COMMUNITY ENGAGEMENT “…parent and community interest in quality education, is the critical factor in the impact of the school

environment on the achievement and educational aspirations of students”

Prof. Anne Henderson. Therefore, the school will… Action Target

Promote the P&C and School Board as important forums for community input into the operation of the school.

To increase the number of registrations of interest in the P&C and School Board in the year prior to vacancies

Enhance communication processes through the use of the school website & App facility, as well as parent/teacher days.

To upgrade school website and provide an App facility for the community

Continue the strong integration of the Education Support Centre with activities of the school.

Ensure ESC student engagement through Buddy system and school carnival

Maintain and enhance the public occasions of school assemblies, sporting events etc. Celebrate staff and student achievements and successes.

Utilise school assemblies to public acknowledge staff and student achievement & successes

Investigate after hours classes for community members.

Biannual parent/teacher workshops with guest speakers after hours.

Documents

SOUTH BUNBURY PRIMARY SCHOOL · S:\AdminShared\E5072S01-South Bunbury PS\Administration Staff\100 Administration\101 Accountability\2014-2015 School Report\Annual report 2014-2015.doc