2016 Annual Report to
the School Community
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School Name: Yinnar South Primary School
School Number: 2730
Katy Grandin
Name of School Principal:
Philip Taylor
Name of School Council President:
30/03/2017
Date of Endorsement:
About Our School
School Context
The school, which was originally established in 1886, occupies a beautiful rural site at the base of the Strzelecki Ranges approximately 175 kilometres west of the Melbourne CBD in the Latrobe Valley
Over the past five years enrolments have increased from 8 to 31 students with strong projected growth over the next 4 years. Half of the families attending the school live locally while the remaining families have chosen the school because of the school's approach to teaching and learning and its rural environment.
The Yinnar South Learning Community takes great pride in our school. Our parents and local community are involved in many aspects of the school including our reading program, gardening, cooking, sustainability projects and general assistance with school maintenance. Our logo 'Individual Focus, Global Perspective, highlights our child centred approach and our intent to bring the world into our classroom, creating global citizens.
The school has an excellent range of facilities and buildings including 3 flexible classroom spaces, (the beautiful original school building is currently a developmental curriculum space), an administration building, library, a double kitchen, maker space, a school restaurant, (Stephanie Alexander Kitchen Garden Program) and a large hall and sports shed.
The school is located on an idyllic treed 2 hectare block which includes a wide variety of outdoor spaces including a Stephanie Alexander Kitchen Garden, chicken shed, greenhouse, imagination garden, dry garden, butterfly garden, frog bog, small forest area (great for cubbies) , play pod and shedding. We also enjoy a colourful playground, undercover play areas including chess tables and a sealed court area.
Yinnar South provides:
- a focus on child centred approach to all aspects of education (as demonstrated by the school's logo).
- a culture of high expectations of student achievement and behaviour.
- curriculum based on a 'stages not ages' approach to teaching and learning. The intention is to maximise learning opportunities for the diverse range of student learning needs and abilities.
- school spaces thatare arranged as flexible learning spaces to maximise student engagement.
- Developmental Curriculumimplemented across levels P-6.
- an emphasis on authentic learning tasks.
- programs that develop student resilience and resourcefulness in their learning by embedding strategies which focus on students being responsible for their own learning.
Yinnar South Primary recognises the importance of community by:
The provision of structured and non-structured opportunities for students to connect with their peers, members of staff and the broader community.
The development of strong partnerships with parents and the broader community.
2016 Staffing
Principal Class – 1.00 (includes Teaching Role), Classroom Teachers: 2.8, Educational Support: 1.6, School Chaplain 0.2.
Visiting Language Assistant .05
Vision
At Yinnar South Primary Learning Community we strive to create a flexible, vibrant and dynamic learning environment that customizes individual wholistic development and maximizes personal achievement.
Mission
To empower our learning community with the dispositions, skills and attributes they need to successfully take their place as global citizens in a sustainable, diverse and ever changing world.
We value:Learning to be WISE
Wellbeing (Personal and Community)
Integrity
Self-Mastery (Personal Control)
Empathy
We approach learning through the development of:
Curiosity Challenge
Creativity Community
CommunicationCollaboration
The school is exceptionally lucky to have a staff who are enthusiastic, dedicated and supportive of each other, of the students and the school's goals and achievements.
Framework for Improving Student Outcomes (FISO)
- To improve student outcomes in Mathematics.
- Improve student resilience and resourcefulness as a learner and develop students learning confidence.
- Provide an inclusive learning environment that supports the needs of students with additional learning needs.
- Improve student connectedness to their peers and to their community.
Achievement
Our Year Three data is provided from a very small cohort and is affected statistically by individual student’s achievement. Our internal school data demonstrates that students are making strong progress appropriate to their individual learning needs.
Our academic focus for 2016 was Mathematics and Writing. High expectations and a focus on individual student’s progress drives our teaching and learning program. Our small cohort allows us to target our individual students learning needs and tailor our teaching to meet these needs.
Our results indicate that we are performing higher than like schools across English and Mathematics. Our data is limited as small sample groups mean that the data is less useful for analysis. Instead, we focus on tracking individual progress.
Yinnar South introduced a new reporting program in 2015. We are currently using this program to report to parents and will be moving towards continuous reporting in 2017
All Students P-6 are learning Mandarin (Chinese) as part of our continuing partnership with Kurnai college.
Due to the small number of students in our Cohort, data is not available on some material in the Victorian Government
Schools Performance Summary.
Curriculum Framework implemented in 2016
(please mark the relevant box with an X by double clicking in the box)
/ Victorian Early Years Learning and Development Framework
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/ AusVELS
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/ Victorian Curriculum
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/ A Combination of these
Engagement
Students at Yinnar South continue to be strongly engaged with their learning. We believe that happy children learn. Our Vision, Mission and Values statement reflects how important the development of the whole child is to our school community. High expectations, Student responsibility, personal goal setting and leadership are encouraged.
The whole school community is working with positive language using strategies from James Nottingham, Restorative Practices and Play is the Way. In 2016 we have continued with our Developmental Curriculum P-6. Adjustments have been made to ensure that we are able to cover all areas of curriculum.
The positive student satisfaction rate is reported as being similar to like schools and is supported by our diverse and challenging curriculum.
The Parent Opinion Survey reflects results above the state median. We are working hard to involve parents in the day to day running of the school program. We have been delighted to have parents begin to come in and assist with classroom reading and the cooking program.
We are extremely grateful to have a supportive parent group. Many people help with projects quietly behind the scenes.
We are proud of the relationships we are building with local community groups such as Landcare and Rotary.
Attendance data continues to be slightly below state average and is similar to the attendance statistics in comparative schools. In a small school population, this data can reflect a small cohort of students. Across the school we have been developing a culture of ‘It’s not ok to be away’.
Extended non-attendance is addressed by involving outside support agencies for parents, if this is the issue, then by following the department policy in this area.
Wellbeing
At Yinnar SouthWellbeing continues to be a high priority. Our lifestyles program incorporates subjects such as, healthy eating (cooking), hygiene and sexuality. Development of the whole child remains central to our philosophy.
We have a school chaplain who attends the school two days a week and the students have really enjoyed the additional support and encouragement. The role involves supporting the emotional welfare of students with a particular focus on Resilience and overall Wellbeing.
The school has a strong welfare focus with students’ learning styles identified and their individual learning programs adapted to meet their needs.
Yinnar South has continued its successful transitions program. Our incoming prep students’ transition to school is enhanced by regular invitations to attend school community activities. Staff visits to the preschools help with building relationships with children in their more familiar setting.Regular transition days in term four assist students to become familiar with school routines and develop links and friendships with other incoming preps and older students.
The development of our playgroup has also provided opportunities for smooth transitions. The playgroup children and parents are alsoencouraged to visit the classrooms. The school has an open door policy and parents are encouraged to become involved with classroom activities.
Our students are involved with transition programs with Kurnai College. Our language program is provided through Kurnai college and the students benefit from developing relationships with Kurnai staff. Grade six transition is supported by numerous visits from and to Kurnai across the year and extended transition is provided for students requiring support.
Our wellbeing data reflects that we are performing at a similar level to like schools. Our students report a higher than state level of feeling safe.
For more detailed information regarding our school please visit our website at
[enter web address here]
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.
Accessible data tables are available for all schools separately – please refer to 'AR_Appendix_Data_Tables' which can be found on the School Performance Reporting website.
School Profile
Enrolment Profile
A total of 28 students were enrolled at this school in 2016, 10 female and 18 male.
There were 0% of EAL (English as an Additional Language) students and < 10% 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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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.
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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.
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/ Performance Summary
Achievement
Teacher judgment 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 Performance Summary.
/ 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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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%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.
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NAPLAN Learning Gain does not require a School Comparison.
/ 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. 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 2016 attendance rate by year level:
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Low absences <------> high absences
Low absences <------> high absences
Prep / Yr1 / Yr2 / Yr3 / Yr4 / Yr5 / Yr6
94 % / 96 % / 93 % / 90 % / 94 % / 87 % / 88 %
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/ 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.
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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.
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How to read the Performance Summary
What 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, P-12 and specialist schools, 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).
What is a School Comparison?
TheSchool comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school.
A School comparisontakes 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 comparisonmeasures 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:
ment/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.
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.
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’.
What are the changes in student achievement?
The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including, students with disabilities.
The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities.
The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.
Financial Performance and Position
Financial performance and position commentary
[Please refer to pg. 13 of the 2016 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]
Financial Performance - Operating Statement
Summary for the year ending 31 December, 2016
/ Financial Position as at 31 December, 2016
Revenue
/ Actual
/ Funds Available / Actual
High Yield Investment Account / $76,579
Official Account / $2,703
Total Funds Available / $79,282
Student Resource Package
/ $460,716
Government Provided DET Grants / $110,642
Revenue Other / $10,703
Locally Raised Funds / $18,271
Total Operating Revenue
/ $600,333
Expenditure
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/ Financial Commitments
Operating Reserve / $14,909
Asset/Equipment Replacement < 12 months / $15,000
Maintenance - Buildings/Grounds incl SMS<12 months / $21,664
Revenue Receipted in Advance / $665
Other recurrent expenditure / $2,458
Asset/Equipment Replacement > 12 months / $10,000
Maintenance -Buildings/Grounds incl SMS>12 months / $14,586
Total Financial Commitments / $79,282
Student Resource Package
/ $356,183
Books & Publications / $170
Communication Costs / $2,577
Consumables / $5,897
Miscellaneous Expense / $44,866
Professional Development / $1,445
Property and Equipment Services / $41,709
Salaries & Allowances / $8,738
Trading & Fundraising / $1,152
Utilities / $4,042
Total Operating Expenditure
/ $466,780
Net Operating Surplus/-Deficit
/ $133,553
Asset Acquisitions
$7,875
Student Resource Package Expenditure figures are as of 06 March 2017 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.
The school surplus is currently $133,533. This amount is allocated to cover any unexpected and planned additional costs associated with