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Upper Swan Primary School – 2015 Annual Report

Principal’s MessageThank you for taking the time to read the 2015 annual report. The report draws together a broad snapshot of student achievements along with the many events and activities that take place in our school.

Over the last few years we have focussed on the use of learning and teaching methods that are backed up by research. This requires investment in the professional growth of our staff. As with all things that are worth striving for, it’s the journey that’s important. I can assure you our staff is committed to implementing contemporary strategies to maximise the achievements of your children.

In 2015 our national testing (NAPLAN) results were solid rather than spectacular, with writing of persuasive text being the strongest area.

Our Year 3 results continue to trend upwards whilst our Year 5 results have a flattening trend. This is something we are investigating to ensure outcomes in the middle year levels are of an excellent standard.

A high level of parent engagement is a positive feature of our school. Whether it is through the enthusiastic work of our various P & C activities, fundraising events, helping in classrooms or assisting with special school events; many families take the opportunity to be involved. Their efforts are appreciated and reflected in the positive image our school has in the wider community.

The money raised is donated to the school for the purchase of additional resources such as iPads, re-charging stations, audio-visual technology, reading books, science and maths materials.

Parent / Community VolunteersWith support from our Literacy Leaders; we have a group of dedicated volunteers who assist young students develop their reading skills. We run two programs for children requiring “catch up”: Multi-Lit and Support – a – Reader.

Parents also provide terrific support as classroom volunteers, excursion helpers and pitch in on days when special events are run.

Student ActivitiesWhilst Literacy and Numeracy will always be top priority, we know all children are different. They each have their own manner, personality and interests. In keeping with our aim to educate “the whole child”; there are several initiatives we have that give your children the opportunity to develop their talents and interests.

These include: Leadership camp for Years 6 Young Leaders Conference Peer Mediation and conflict resolution

training Student Council Green Team (Environment Club) Talent Quest Chess Club

These all contribute to the community spirit of our school.

Swan Valley Network: Our school belongs to a group of schools known as the Swan Valley Network. The main goal of our network is to support one another with the implementation of the Australian Curriculum. In 2015 our focus was Assessment and Reporting in English and Maths. The main goal being to determine the specific needs of each child then giving consistent and reliable information to parents on the progress their children are making.

We began the year with a conference at Edith Cowan University then several times throughout the year teachers from all schools met to share planning ideas and compare student work.

In 2016 our curriculum focus will be on the Humanities and Social Sciences. (HASS)

Stephen Green

Principal


Upper Swan School Purpose Statement We will create a learning environment that provides students with the opportunity to develop the academic and social skills they need to achieve their individual potential.

Maximising Student Learning In a school review parents and staff identified the following factors as crucial elements that create an optimal learning environment for your child’s learning:

1. Respectful and productive relationships between students and staff; staff and parents; the school and parents and the school and the wider community.

2. Students whose mental, physical and emotional health and well being are nurtured at home and at school.

3. Skilled and knowledgeable teachers and education assistants.

4. The principal, associate principals and expert teachers provide strong instructional leadership throughout the school.

5. Staff create safe, caring and inclusive classrooms where children are encouraged to have a go.

6. The resources needed to provide students with a range of learning opportunities.

Highlights and Celebrations

National Quality Standards – 0 to 8 YearsOur school was selected to be lead school in reviewing our practice in the early years of schooling: Kindergarten to Year 2.

Several teachers and school leaders undertook training in the standards, enabling us to pinpoint what we do well and to determine what we need to adjust. Perhaps the most visible change is greater provision for learning through play, both in and outside the classroom.

With the increasing emphasis on the development of early literacy and numeracy skills, we must still find way to engage young children in learning through play and provide unstructured play opportunities that enable them to develop pro-social skills.

Multi-Lit Reading ProgramEducation Assistants and parent volunteers provided assistance with reading before school and during the first session of the day. Many of

the students involved made exceptional progress.

Behaviour Reward SessionsIn term 2 all children who had at least achieved bronze level (5 green cards) participated in a ‘boxing workout’ session. In term 4 all students who had at least achieved silver level (10 green cards) had a lot of fun participating in mud fun activities. Mud fun linked in perfectly with our learning through play focus that is a part of the National Quality Standards for Education for children aged 0 to 8 years of age.

These sessions give acknowledgement to children who demonstrate positive behaviour and a good work ethic.

The following points give a basic outline of the system.

Teachers run their own class reward system.

Teachers need to link their class system to the green card system.

The links must be specific and clearly communicated to the children.

Children are to be treated as individuals and given an appropriate level of challenge for earning class rewards and green cards. This means not all children are treated exactly the same way.

Children can have their own goals to achieve in order to get a green card.

Children who lose green cards have the opportunity to earn them back by

Upper Swan Primary School – 2015 Annual Report successfully completing good behaviour periods.

Term 3 Learning JourneyIn term 3 parents and family members have the opportunity to attend an open night. Children and staff spend a lot of time developing work displays for their families to share. Each child escorts their family around their room; highlighting and explaining the learning their work represents.

Environmental Programs With the support of the P & C, parents and students, Mrs Holmes led the promotion and development of our environmental programs. The student Green Team assisted Mrs Holmes with the management of our initiatives that include: Caring for chickens and their coop, Collecting and selling eggs, Recycling of classroom and food waste, Vegetable and herb gardens, Worm farm, Compositing of food scraps and garden

waste and Waste Free Wednesday.

Nature Play AreaOver the last three years a genuine partnership between parents, a few energetic staff and our expert gardener has seen the establishment of our nature play area. Nature play gives children the opportunity to explore, create and imagine.

It was officially opened in September with a naming ceremony. Pictured here are the students who submitted the winning entry: Djiripin Waabiny – that means “happy play” in the local Whadjuk dialect.

ANZAC Assembly To commemorate the ANZAC Centenary we took a different approach by incorporating a class assembly. Mrs Holmes’ Year 5 class gave us a snapshot of what life was like at Gallipoli. We were also able to acknowledge the contribution of the 10th Light Horse regiment that was raised in Western Australia.

It was a moving and fitting ceremony.

Other Events Throughout the year there are many other special events and highlights that add to the development of our students’ special talents and abilities as well as contributing to our community spirit and harmony.

So numerous are they, that not all of them can be given space in this report. They include:

Short Film Festival Participation of our choir in the

Baskerville Twilight Family Festival. Book week and ‘dress up’ day Spelling Bee competition Scholastic Book Fair Student talent quest Winter and Summer sport carnivals Year 6 Camp Multicultural Day Cooking Club Busy Bees to create our nature play

areas on the oval and in the early childhood area.

Class Assemblies Fundraising activities to support not for

profit community organisations.


Student Performance The school review process enables staff and the School Council to collect and review student performance data then make recommendations for improvement. The data that is analysed includes: National Assessment Program for

Literacy and Numeracy (NAPLAN) – years 3 and 5,

Reading and Spelling age standardised tests,

Reading Recovery levels, Teacher judgements collected from

reports, Behaviour and attendance records, Information from surveys of parents,

staff and students.

Committees are formed to review student performance and develop improvement plans.

Relative Assessment: Comparison to Like Schools One of the most important forms of data we look at is comparing our results to schools that are in the same socio-economic group. The graphs that follow show our NAPLAN results. Our average score is plotted against the average score of like schools. The school review process involves identifying trends in our data; investigating the reasons for those trends then implementing a plan to address identified needs.

Numeracy / MathsOur Year 3 average was very close to the average of like schools whereas the Year 5 average fell below like schools. Over the last 5 years our Year 3 results have an upward trend whilst the Year 5’s are flattening out on a downward trend.

We are continuing to focus on areas of concern that include mental maths skills, decimals (including money), number patterns, equivalent units of measure and the properties of shapes. Reading Reading results are similar to Numeracy. Overall our Year 3’s are on an upward trend, although in 2015 they fell just below the like school average. The Year 5’s have flat lined somewhat and are below the like school average. The issues we need to address for our Year 5’s are to do with inferential comprehension; or reading between the lines.

We continue to explore ways to determine and address the individual needs of each student then support them to develop the skills they are missing.

WritingOver a five year period, both the Year 3 and Year 5 groups have an improving trend in their results. The Year 3 group dropped under the like school average. However, the Year 5’s were slightly above the like school average. We continue to have a strong focus on teaching the format and requirements of fiction and non-fiction texts. We will continue our emphasis on moderation of student work to ensure consistent judgements are made within and across year levels so student report grades are reliable.

Upper Swan Primary School – 2015 Annual Report SpellingIn Year 3 you can see a generally upward trend that has been sustained over a 4 year period to 2014. In 2015 the results went down, but are still above the like school average.

In Year 5 our result is very close to the like school average and has been for four years. We’re gradually bridging the gap.

Our consistent approach to teaching frequently used words and use of common resources across the year levels (Words Their Way and Jolly Phonics) is contributing to an overall improvement in student performance.

Grammar and PunctuationFor the last five years there has been a reasonably good correlation between our average score and the like school score; although both groups were lower than the like school average in 2015.

Over a five year period, both year groups have a general upward trend.

Comparative Performance Summary 2014 The table below summarises our performance in comparison to like schools. Scores in the positive range put us ahead of like schools. Negative scores put us slightly below like schools. A score of 1.0 or greater is needed to be rated as above expected level.

“Yellow scores” are in the expected performance range.

Our students were in the expected range in 8 of the 10 tests. However, only one score is on the positive side of the middle range.

The Year 5 results in Reading and Numeracy are of great concern as they are well and truly in the negative range.

Choir Performance at the Baskerville Twilight Festival

Test Year 3

Year 5

Numeracy -0.3 -1.6 Reading -0.3 -1.7 Writing -0.4 0.0 Spelling +0.6 -0.9 Grammar & Punctuation -0.3 -0.4

Above Expected RangeExpected Range Below expected Range

Value AddedWith NAPLAN tests, we can measure the increase in scores between year 3 and year 5.

We can work out the rate of progress individual students make. We are able to identify and plan for students who are falling behind, those who require greater challenge and some who we think should be performing better than what was shown by the tests.

The teachers of these identified students are supported by our teacher leaders with the development of learning plans to address their needs.

Our Value Added The graph below has four quadrants. The top right is the best quadrant to be in. It is the High Progress / High Achievement section.

Our Year 5 results lay down a significant challenge for us. As you can see, four of the five results are in the low progress and low achievement. Even with Writing, our student achievement is high yet the progress they made was rated as low.

Upper Swan Primary School – 2015 Annual Report On Entry Assessment Several years ago the Education Department introduced an On Entry Assessment process for children in Pre Primary. It is compulsory for public schools to conduct the assessment in Pre Primary. It tests key elements of Reading, Writing, Oral Language Skills and Mathematics.

It is also available for Year 1 and Year 2. The assessment is optional, but we choose to conduct it as it provides valuable information on the strengths and needs of every student. We are also able to measure progress from one year to the next.

Pre Primary This is the only year level the Education Department enables us to compare with other W.A. schools.

The scores are a scaled mark. The expected average is 0.5.

Averages All Literacy Speak & Listen Reading Writing Numeracy

USPS 0.57 0.73 0.68 0.2 1.0State 0.41 0.46 0.54 0.2 0.96

Note: When examining our data, we need to remember our social index (ICSEA) rating is 1046, which is quite high. 1000 is the average. In most cases we are performing better than the state average and that is where we need to remain.

The data on these tables enables us to track improvement trends over time. Green scores are well above expectations, yellow scores are within expectations and red scores are well below expectations.

Pre Primary 2011 to 2015Speaking and

ListeningReading Writing Maths

Expected Sem 1 0.5 0.5 0.5 0.5PP 2012 0.80 0.49 0.13 0.90PP 2013 0.52 0.76 0.33 1.18PP 2014 0.50 0.65 0.42 1.15PP 2015 0.73 0.68 0.20 1.00

Year 1 2012 to 2015Speaking and


Expected Sem 1 1.25 1.25 1.25 1.25Year 1 2012 1.26 0.85 0.95 1.27Year 1 2013 1.18 0.96 0.82 1.35Year 1 2014 1.42 1.21 1.32 1.58Year 1 2015 0.94 1.12 1.18 1.50

Year 2 2013 to 2015Speaking and


Expected Sem 1 1.75 1.75 1.75 1.75Year 2 2013 1.60 1.95 2.02 Not availableYear 2 2014 1.96 1.65 1.54 1.83Year 2 2015 2.10 2.15 2.30 2.00

General Improving Trends and Observations Reading in all year groups. Writing in Years 1 and 2. Maths in Year 1 Speaking and Listening in Year 2. Investigation of lower than expected progress in Reading and Writing in the year of Pre Primary

(as measured by the Year 1 assessment). Where less than expected progress is made between the start of Pre Primary the start of Year 1;

a reasonable amount of catch up occurs in Year 1 (as measured by the Year 2 assessment).


What Do We Do To Improve?In term 3 of 2015 we embarked on a quest to research the best evidence based practice in teaching Literacy and Numeracy.

As we identify best practice, we will give our teachers the professional support they need to ensure they are well equipped to develop the knowledge, skills and understanding your children need.

Although they appear to be general, we will be focussing on strategies proven by research. They include:1. Lesson introductions that clearly state what

students will learn and how they will learn it. 2. Use of the “gradual release” teaching model;

where there is a high degree of “show and tell” / “show and share” by the teacher.

3. Explicit teaching of learning strategies, not just content.

4. Questioning for understanding5. Summarise new learning in graphic and

pictured ways so children can “see it”.6. Learning is spiralled, so there is plenty of

practice and revisiting of prior learning on which to build new learning.

7. Provide students with individualised specific and immediate feedback.

8. Acknowledge that learning pace varies from student to student.

9. Teach children the vocabulary they need so they can explain their learning.

What will be new in 2016?To address those 9 points all teachers will be undergoing a professional learning program that will build their knowledge of effective lesson structure. It is called iStar and has been developed by the W.A. Primary Principal’s Association.

In Literacy we will introduce a structured approach to the learning and teaching of letter, sound and word knowledge by implementing Diana Rigg’s Progressive Literacy Development program. This will complement existing programs we use: Words Their Way, Jolly Grammar and Jolly Phonics.

In Year 1 and Year 2 we will introduce the Mini-Lit reading program for children who need support to achieve the required standard.

Other Learning Areas

Science The W.A. Curriculum and Primary Connections Program are the major resources teachers use to determine the content of their programs.

Our focus was on investigation skills and teaching content by integrating Science with Literacy.

In 2016 we will be developing our own assessment skills so we can keep children on track to meeting prescribed standards.

Society and Environment 2015 was the final year for the S & E learning area. A curriculum review resulted in the development of an integrated approach to teaching History, Geography, Economics, Civics and Citizenship. Teachers call it HASS: Humanities and Social Sciences.

It will be a key focus for our Swan Valley Network of schools.

Technology and EnterpriseTechnology and Enterprise is process oriented with an emphasis on skills. Students use the “research – design – make – appraise” process to learn about the properties of, and uses for, various materials. The process approach is what we emphasise.

As the WA Curriculum develops and changes over the next few years, this learning area will be revamped. There will be two main emphases: development of enterprise skills and using digital technologies to explore and develop a wider range of learning opportunities.

LOTE / IndonesianStudents from years 3 to 6 participated in Bahasa Indonesian lessons with Ibu Panisilvam. In the junior years the focus is on speaking and listening with an increasing emphasis on written language in middle primary. In year 6 there is more emphasis on reading and comprehending Indonesian.


Physical EducationMr Andrew Taylor is our Physical Education specialist. In 2015 he was assisted by Mr Probert. Up to year 3 the program has a focus on fundamental movement skills. From year 4 upwards the emphasis changes to fundamental games skills.

Students are given the opportunity to participate in a number of sports at the school and interschool levels.

Year 4, 5 and 6 participated in both Summer and Winter interschool sports carnivals. These carnivals are for team sports.

At the school and interschool levels we compete in cross country running and athletics. We have a terrific record in the interschool cross country event, finishing first or second out of eight schools for the last eight years. Our students put a lot of effort into training – with the before school 100 Club being a big part of our school culture.

All children from Pre Primary to year 6 have the opportunity to attend swimming lessons.

The Arts

Music and DanceMr Andrew Taylor uses contemporary methods to teach a range of music knowledge and skills. Students use instruments to learn about rhythm; they play along with songs, learn how to play short pieces and do performances for their class. There is an appropriate mixture of theory and practice.

Instrumental Music The School of Instrumental Music provide lessons for students identified with musical talent. In 2015 we had students learning violin, guitar and clarinet. Students were given the opportunity to perform at school assemblies, the Awards Assembly and the Term 3 Talent Quest.

Visual ArtsMrs Cepo is our Visual Arts specialist. She teaches classes from years 1 to 6 for one hour per week. As well as developing the skills and processes of the visual arts, Mrs Cepo focuses on facilitating an appreciation of works completed by the great masters.

You often see art works on display in reception, in classrooms and the art room. The works demonstrate the creative talent our students have in drawing, painting, sculpture and clay work.

Non – Academic Outcomes

Student LeadershipWe provide leadership development opportunities to our senior students. The programs are coordinated by Miss Kongras. A group of 40 year 6 students were trained in conflict resolution skills as part of the Peer Mediation program. Peer mediators were rostered in the playground, alongside duty teachers, to solve minor disagreements. The mediators learned the importance of trust, teamwork and responsibility whilst enhancing their problem solving skills.

The Student Council is comprised of teacher nominated Year 6 students. They are responsible for running assemblies, coordinating charity fundraising events and student competitions – the Talent Quest and Chess Championships.

The Councillors were mentored by Miss Kongras; with a focus on organisation and leadership skills. The student councillors attended the annual Young Leader's Convention in the city to network with students from other schools, and be inspired by high profile guest speakers who shared their leadership experiences and secrets of success. Priorities for

Upper Swan Primary School – 2015 Annual Report Self Esteem Every two years we conduct surveys that measure self-esteem. We sample In 2014, three classes; one each of year 2, 4 and 6; completed a self esteem survey that asked children to rate themselves in each of the following areas: Appearance Achievement Friends Sport Confidence Security Worth Self-Image

Results Having friends and being a good friend had

the highest rating. Statements about personal safety and

security had the lowest rating. Overall, our students rated themselves

around average in all eight categories. When ratings are combined; Friends and

Worth came out as equal top. As students get older, their ratings get lower.

Attitude to SchoolStudents in the same classes were asked to rate their attitude to school by responding to statements in the following areas: Teacher Attitude Pastoral Care Family Attitude to School Personal Attitude to School Quality of Teaching Value of Education Quality of the Curriculum Perception of Safety Attitude to School Management Attitude to Other Students Attitude to Teachers Enjoyment of School.

Results All 3 groups rated themselves well above

average. Value of Education was rated highest by year

2’s and 4’s. Year 6’s rated Quality of Teaching the

highest. Teacher attitude was the next highly rated

area. Perception of Safety was the lowest rated

area. Attitude to School (continued)

As students get older there is less enjoyment of school and the perceived value of education tends to drop.

The safety statements children had to rate were: My belongings are safe at this school. I do not get picked on at this school.

SummaryOur students rate their self esteem and overall attitude to school at above average levels. This may be an indication that programs such as You Can Do It and the School Drug Education and Road Awareness are having a positive impact on how children feel about themselves.

The traffic light (green card) reward system may also have an influence on self esteem.

The most effective way of maintaining self esteem is for children to feel a sense of belonging and achievement. The work our teachers are doing to create a caring environment along with a learning program that meet individual needs helps maintain high self esteem.

Student Survey About TeachersIn 2014 a total of 32 year 5, 6 and 7 students were randomly selected to complete a satisfaction survey.

Summary of what our students said in response to the question: Think about the best teachers you have had. I want you to tell me what you think made them great teachers.

What makes a great teacher? Have enthusiasm and a sense of humour. Challenge students to improve. Provides feedback on what was done well

and how to improve. Encouragement Make learning interesting, fun and exciting. Really listens to, and understands, children. Strong personal relationships with children

that crosses into the social, emotional and behavioural health and well-being aspects. .

Cares about children – not just the academic side of things.

Helps us sort out friendship issues

Student Survey – About Our School

Upper Swan Primary School – 2015 Annual Report What do the students like most about Upper Swan? The teachers – especially those who are

listen to us and help us out, Teachers who are kind and care about us, Senior sport, Opportunities like camp, Peer Mediation,

Student Council, Caring for the environment, Incursions and excursions, Assembly items, Visual Arts, Drama and Music, Opportunities beyond normal classroom

work, Teachers who trust us to ‘step up’ and take

responsibility to carry out our roles, Our school is small enough for us to know

everyone, All my friends are at this school and most

kids are friendly,

What is one thing students would change? Quality of relief teachers, A larger oval – with soccer goals / a soccer

pitch, Clean up the litter and rubbish children

leave behind, The toilets aren’t very nice, Rough and bossy students, Each class to have its own class pet.

Parent Survey

National School Opinion SurveyIn October and November of 2014 all families were given the opportunity to complete an online survey about our school. It is a generic survey that schools are able to use to get feedback.

Ratings are out of 5.

School Leadership RatingThis school has a strong relationship with the local community.

4.2

This school is well led. 4.1I am satisfied with the overall standard of education achieved at this school.

4.4

I would recommend this school to others.

4.6

Various Elements of School Rating

OperationsTeachers at this school expect my child to do his or her best.

4.6

Teachers at this school provide my child with useful feedback about his or her school work.

4.2

Teachers treat students with fairness. 4.2This school is well maintained. 4.7My child feels safe at this school. 4.5I can talk to my child’s teachers about my concerns.

4.6

Student behaviour is well managed at this school.

3.9

My child likes being at this school. 4.6This school looks for ways to improve. 4.4This school takes parents’ opinions seriously.

4.1

Teachers at this school motivate my child to learn.

4.4

My child is making good progress at this school.

4.5

My child's learning needs are being met at this school.

4.4

This school works with me to support my child's learning.

4.4

Behaviour ManagementIn the parent survey, behaviour management was clearly rated as the element with the least degree of satisfaction.

A general invitation was offered to all families to attend two behaviour forums to gain further information about the concerns people have and identify ways to alter our practice.

Eight families were represented. Based on their input, the following changes have been made.

Teachers continue to run their own class reward system.

Teachers need to link their class system to the green card whole school reward system.

The links must be specific and clearly communicated to students.

Children are to be treated as individuals and given an appropriate level of challenge for earning class rewards and green cards. This means that not all children have to be treated the same. We’re looking for equal outcomes, not equal input.

Children can have their own individual goals to achieve in order to get a green card.

This year we’re going to give children who lose green cards the opportunity to earn them back by setting good behaviour periods.

Upper Swan Primary School – 2015 Annual Report Teaching Staff Survey Approximately one third of the teaching staff took the opportunity to complete the school satisfaction survey.


4.4


4.4

I would recommend this school to others. 4.7Various Elements of School

Operations Rating

Teachers at this school expect students to do their best.

4.6

Teachers at this school provide students with useful feedback about their school work.

4.1

Teachers at this school treat students fairly.

4.5

This school is well maintained. 4.5Students feel safe at this school. 4.4Students at this school can talk to their teachers

4.4

Parents at this school can talk to teachers about their concerns.

4.4


4.2

Students like being at this school. 4.5This school looks for ways to improve. 4.7This school takes staff opinions seriously.

3.9

Teachers at this school motivate students to learn.

4.3

Students’ learning needs are being met at this school.

4.3

This school works with parents to support students' learning.

4.4

I receive useful feedback about my work at this school.

4.1

Staff are well supported at this school. 4.4

Inclusivity and Feedback The elements that require further investigation are:

Providing everyone with the opportunity to contribute to decision making and policy development.

Ensuring there is a clear rational and purpose for change.

Developing the ability of teachers to provide meaningful feedback to students on a daily basis. What they are doing well What they need to do to improve.

Support Staff Survey Support staff is everyone in the school apart from teachers. Approximately half of the support staff completed the survey.


4.4


4.4

I would recommend this school to others.

4.8

Various Elements of school Operations

Rating

Teachers at this school expect students to do their best.

4.8

Teachers at this school provide students with useful feedback about their school work.

3.8

Teachers at this school treat students fairly.

4.9

This school is well maintained. 4.5Students feel safe at this school. 3.9Parents at this school can talk to teachers about their concerns.

4.4


4.3

Students like being at this school. 4.5This school looks for ways to improve. 4.8This school takes staff opinions seriously.

4.0

Teachers at this school motivate students to learn.

4.3

Students’ learning needs are being met at this school.

4.4

This school works with parents to support students' learning.

4.6

I receive useful feedback about my work at this school.

3.6

Staff are well supported at this school. 4.0Job Satisfaction

How would you rate your job satisfaction? 4.4

FeedbackThe elements identified for attention by support staff are:

Managing student behaviour Receiving feedback on their performance Developing the ability of teachers to provide

meaningful feedback to students on a daily basis. What they are doing well What they need to do to improve.


1 17,656.00$ 17,935.00$ 2 64,543.50$ 65,037.90$ 3 -$ -$ 4 25,166.92$ 25,167.18$ 5 500.00$ 410.45$ 6 -$ -$ 7 -$ -$ 8 1,455.00$ 1,454.96$ 9 -$ -$

10 289,353.70$ 289,543.78$ 11 7,943.00$ 7,943.00$

406,618.12$ 407,492.27$ 53,753.84$ 53,753.84$

460,371.96$ 461,246.11$

Locally Generated Revenue108,550.53$ DoE Grants -$ Other Govt Grants1,454.96$ Other 289,543.78$ Transfers 7,943.00$

407,492.27$

1 9,421.00$ 8,722.52$ 2 2,400.00$ 2,167.64$ 3 57,100.00$ 44,070.69$ 4 31,030.59$ 20,255.52$ 5 11,003.00$ 11,003.00$ 6 113,584.97$ 73,990.46$ 7 119,304.52$ 109,282.55$ 8 26,361.52$ 18,078.83$ 9 -$ -$

10 40,000.00$ -$ 11 19,304.00$ 16,991.76$ 12 18,300.00$ 18,300.00$

447,809.60$ 322,862.97$

Bank Balance 193,848.04$ Made up of: -$

1 General Fund Balance 138,383.14$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Reserves 64,714.70$ 5 Suspense Accounts 3,410.80-$

193,848.04$

Total

Voluntary ContributionsCharges and FeesGovernment AllowancesP&C Contributions

Commonwealth Govt Grants

Total Funds Available

Actual

Upper Swan Primary SchoolFinancial Summary as at

Actual

4 January 2016

Internal Transfers

BudgetRevenue - Cash

Trading ActivitiesOther

Fundraising/Donations/SponsorshipsDoE GrantsOther State Govt Grants

Opening Balance

Cash Position as at:

Other Transfers to Reserves

Total

Assets and ResourcesEducation ServicesOther Specific Programs

Salary Pool Payments to Central Offi ce

BudgetExpenditure

Trading Activities

AdministrationLeasesUtilitiesRepairs/Maintenance/GroundsBuilding Fabric and Infrastructure

0

50

100

150

200

250

300

350

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Locally Generated Revenue

27%

DoE Grants0%

Other Govt Grants0%Other

71%

Transfers2%

Current Year Actual Revenue Sources

0

20

40

60

80

100

120

140

$000

Expenditure Purpose

Expenditure - Budget vs ActualBudget Actual

10

30

50

70

90

110

130

150

$000

Cash Position


Student Centred Funding Model In 2015 a new funding model was introduced to all schools. It’s called the Student Centred Funding Model and is often referred to in schools as the one line budget. In simple terms, every child is worth a precise amount of money depending on the year level they are in.

Students with diagnosed learning disabilities, indigenous students and those with English as a second language or dialect attract additional funding.

Approximately 96% of our budget is spent on salaries. The other 4% is spent on all the day to day costs involved in the running of the school; from reading books and maths equipment right through to gas, water and electricity.

For the first time we were able to make occasional savings on salaries by not replacing certain staff when they are on leave. Essentially this is staff who do not work in classrooms: eg - principal, manager of corporate services (Wendy), library officer.

When this happens we are now allowed to transfer that money to our operational budget.

In 2015 we used some of that money to run special projects.

Special Project Funding Each project received a maximum $6000 budget. The projects were:1. Establishment of outdoor classrooms in the

Kindergarten and Pre Primary area. 2. Remodelling and repurposing of the central

activity area in the Junior Block.3. Mrs Slater’s Cooking Club. 4. Mrs Salomon and Miss Kongras developing

a structured, skills based approach to the learning and teaching of History.

5. Mrs Slater investigating evidence based approaches to learning and teaching in order to arrest the slide in Year 5 outcomes.

6. Rock and Water physical/social program that increases self-confidence, self-respect, boundary awareness, self-awareness and intuition.

7. “Free play” equipment for use by Year 1, 2 and 3 children.

Projects 2 and 7 are essentially complete. The others are ongoing in to 2016.

Concluding RemarksI trust that, by reading this report, you have gained insight to the various elements that make up our school. In particular, both the academic and non-academic programs we run in order to maximise your children’s potential. The performance information contained within enables you to judge how successful we have been in our endeavours.

Stephen Green J Booth

S. Green Mrs Jenelle Booth(Principal) (Chairperson)

School Council MembersMrs Louise Cepo (Staff)Mrs Belinda Condo (Staff)Mrs Karen Corica (Parent)Mrs Theresa Bancroft (Parent)Mrs Nicolette Ward (Parent)Mrs Jenelle Booth (P & C)Mrs Ingrid Everett (Parent)

Special Projects

2010 was a successful year for upper swan primary …€¦ · web viewpictured here are the...

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