2017 Annual Report tothe School CommunitySchool Name: Croydon Primary School

School Number: 2900

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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 01 May 2018 at 02:17 PM by Julie Gilbert (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 04 May 2018 at 10:02 AM by Pearl Severinski (School Council President)

Croydon Primary School

About Our SchoolSchool Context

Established in 1888, the school is located in central Croydon on a bushland site of 4 hectares. Our community is made up of a diversity of cultural and linguistic backgrounds and we value and celebrate our inclusive culture. Croydon Primary School is dedicated to the academic and personal growth of every student and we strive to create a stimulating and motivating environment that promotes a love of learning. We encourage every student to reach their potential by providing a range of programs designed to develop and extend their skills. Great emphasis is placed on the core foundations for learning – literacy and numeracy. Our aim is to challenge students to be the very best that they can be. At Croydon Primary School, we aim to support a love of learning that goes beyond the classroom and develops the skills needed for the 21st century.

We are committed to offering learning opportunities that cater for individual learning styles, promote thinking and enquiry, engage and extend our students, develop independence, resilience and collaborative learning. We are supported by the work of 2 trained EAL teachers, 4 Multi Cultural Aides, a Social Worker, a Chaplain and trained Kids Hope mentors.We have a steady student population of 160 students who operate in 8 classes. This school has 14.2 equivalent full time staff, 1 Principal class, 10.6 teachers and 7 Education Support staff.

Specialist programs are offered in the areas of Physical Education, Visual Arts, Performing Arts and LOTE – Indonesian for Years F-4 and German Years 5-6. Information and Communication Technology is integrated into regular classroom programs with class sets of laptops and ipads available. Students from F- 2 have weekly perceptual motor programs and and finger gym is offered to students with an identified need. Literacy support is also offered for identified students fromF – 2. We provide a further range of support, extension and extra curriculum programs: Refugee Homework Club, Just Brass and Instrumental music, Junior School Extension program. participation in the State Schools’ Spectacular, our P-6 Outdoor Education program, Interschool Sport and the School Production.

We are fortunate to have a supportive school community who works closely with our staff and participate in School Council, Parents Association, classroom helpers, mentors, library volunteers, camps and excursions and maintenance of the school environment. Our Parent Satisfaction with the school is higher than the median of all Victorian Government Primary schools. Our school is further enriched by the tradition of partnerships we have with our local secondary college, hall hiring groups, community service groups and community sporting groups who use our oval and facilities.

The open plan design of our school facilities provides a secure learning environment and promotes a sense of belonging and identification with our school culture. All areas have an extra “flow out” space allowing for collaborative group work and large scale investigations. Extensive playground and sporting facilities enable our students to develop a broad range of sports skills.

Students at our school are taught the skills to work collaboratively with others, behave respectfully and to value diversity.

Framework for Improving Student Outcomes (FISO) The school’s priorities and initiatives as stated in the 2017 Annual Implementation Plan were

1. Building practice excellence2. Curriculum planning and assessment

Building practice excellence , developing detailed and consistent whole school curriculum planning and using effective assessment to target teaching and maximize growth are the key drivers for school improvement at Croydon P S . Since the beginning of the current Strategic Plan (2015-2018) significant work has been undertaken to build teacher capacity with the main focus in 2017 of improving student outcomes in Literacy and Numeracy.

All staff team plan and team teach to support professional growth and consistency of delivery. Curriculum experts David Hornsby, Deb Sukarna and Peter Bowers have been engaged to further develop the pedagogical content knowledge of all staff.

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Croydon Primary School

AchievementOur whole school results indicate that we are performing exceptionally well in English and Maths Years F – 6 and higher than schools with similar background characteristics. This demonstrates our teachers’ high expectations of their students and that the curriculum is delivered to the students’ point of need.

The Year 3 NAPLAN results in Reading, have increased significantly and are now well above the state median. These results have been achieved by particular importance being placed on developing the vocabulary and comprehension of our students. The implementation of the Language Experience approach F – 2 has ensured all students have a range of experiences and explicit language to draw upon to enhance their reading and writing.

The Year 3 NAPLAN results in Numeracy are exceptional and at the highest point they can be on the student outcomes graph for the state. They are well above the state mean. This improvement has come about through improved teacher pedagogical content knowledge, team planning and an understanding of the “Big Ideas’ in Mathematics.

The Year 5 NAPLAN results are all higher than similar schools. The reading results have moved into the state median band and the Numeracy results are above the state median.

The NAPLAN Learning Gain data is a positive indication of the improvement the students are making from Year 3 to Year 5 and the ‘value add’ that we provide for our students once they have been at Croydon P S for a time. In Reading 91% of the students are making medium to high growth, with 33% making high growth, Numeracy 100% of the students made medium to high growth with 50% high growth, and in our focus area of Writing 91% of the Year 5 students made medium to high growth with 33% in the high growth band across the 2 years. Spelling had 84% of the students making medium to high growth and Grammar and Punctuation 84%.

Teacher capacity continues to develop through targeted professional learning. Teachers have responded to student needs by undertaking professional reading and collaborative planning. Our staff have implemented a new writing approach using “Writers’ Notebooks” and are fostering a love of writing in all students. All staff have worked with David Hornsby to develop and implement the Language Experience approach in F – 2 and have spent time working on deeper comprehension for all levels.

The school has also implemented the matrix method of word study and the word sum. Students are taught etymology ( the historical formation of words) and orthographic grapheme-phoneme relationships ( correct pronunciation).Students are taught the three domains of orthography, explicitly integrating orthographic knowledge in purposeful learning contexts.

In 2017 a new reporting process was put in place where we have earlier contact with the parents to communicate social, emotional and academic student progress. A goal setting model is used in Term 1 and 2 with students from years 3 – 6 part of the 3 way conference. This increase in student voice through goal setting has also contributed to the improved results.

EngagementOverall our student attendance data indicates that for 2017 we had significantly higher levels of attendance than schools with similar background characteristics. This has also been a pleasing trend over the last 4 years. We have focused on tracking and following up student absences, developed individual and class (it’s cool to be at school weekly) awards, class reward systems and communication to families through the newsletter. This work is also supported by our Social Worker, Student Wellbeing Leader and the School Chaplain. We will continue to ensure that students, staff and parents work collaboratively to further improve attendance.

In 2017 we continued to implement a range of programs to build positive social skills and behaviours, including our valued leadership development program P-6, whole school multi cultural days and Better Buddies program. Our ON TRACK values and behaviours program which focusses on Organisation, Nurturing, Teamwork, Resilience, A positive Attitude, Caring Kids as well as our Learning to Learn Units will continue to form the basis of our culture and classroom routines.

We offer many extra –curricular activities such as the Just Brass Instrumental program, Instrumental music, gardening clubs, a P-6 House system, sports equipment and dress ups are available at lunch breaks, participation in State Schools Spectacular and Camps to engage our students and to build positive relationships, resilience, a sense of belonging and self esteem. The library and Art room are also available at breaks to offer students a variety of safe spaces.

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Croydon Primary School

WellbeingStudent wellbeing and achievement are inextricably linked – we build respectful relationships and resilience into every aspect of school life We believe that educating the whole child socially, emotionally, physically and academically gives our students the best chance for success. Our Student Attitude To School data, Connectedness to School and Perceptions of Safety has improved dramatically and is now not just higher than similar school, but well above the state median and in the top possible band. We have strong programs in place that address prevention, early intervention and restoring relationships. All classes use Restorative Practices to build positive relationships and create collaborative and safe classrooms. During the year we held whole school activities where the students worked in multi aged groups to further build inclusion. We are supported in our work by a Chaplain and a school employed Social Worker. There is plenty of room for our students to learn, grow and play within our extensive grounds. Students enjoy a huge oval, four full size basketball/ netball courts, junior tennis courts and two adventure playgrounds, protected with shade sails. They are able to build cubbies under the mature trees, play in the sand pit and borrow outdoor games at breaks, all contributing to their negotiation and cooperative skills. Vegetable and sensory gardens help the students interact and connect with the natural environment. All of these options contribute to the calm and gentle feel of the school.

The Resilience Project were sourced to partner with the school to develop gratitude, empathy and resilience in our students. Parents attended an evening to support the integration of the language at home. All students took part in weekly lessons by way of journal books and used the smiling mind app to centre themselves when they returned from play. Staff participated in professional learning around the Resilience Project delivery.

We have continued to be a part of the Better Buddies program and implement positive strategies and activities to promote wellbeing.

To promote personal growth, we offer many pathways and programs for students to strive and achieve success including our Biannual Production, and interschool sport. We have formed strong partnerships with local community organisations which allow us to offer a range of extra – curricular activities such as a Breakfast Club, Just Brass program, tennis and soccer clinics organised at lunchtimes and after school and Kids Hope Mentors.

We have strong transition programs in place for students moving across levels, into the school at the start of the year and during the year and for Preps and Year 6s. In 2017 we have also improved our transitions for students who enter the school during the year, allowing them to develop close bonds with their teacher and classmates as soon as possible.

We value feedback from our parents and will strive to improve communication and collaboration. We have implemented the COMPASS and CASES SMS systems to more efficiently and effectively communicate with our parents both for emergency alerts and curriculum activities alerts.

Multi cultural Aids ensure important notices are interpreted in each of the 4 main languages.

For more detailed information regarding our school please visit our website at[enter web address here]

Performance SummaryThe Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

Members of the community can contact the school for an accessible version of these data tables if required.

School Profile4

Croydon Primary School

Enrolment Profile

A total of 154 students were enrolled at this school in 2017, 79 female and 75 male.

64 percent were EAL (English as an Additional Language) students and < 10 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.

Performance Summary

Achievement Student Outcomes School Comparison

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Croydon Primary School

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.

Performance Summary

Achievement Student Outcomes School Comparison

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Croydon Primary School

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.

Performance Summary

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Croydon Primary School

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.

Performance Summary

Engagement Student Outcomes School Comparison

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Croydon Primary School

Average Number of Student Absence Days

Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays.

Absence from school can impact on students’ learning

School ComparisonA school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected.

Average 2017 attendance rate by year level:

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

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

Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

92 % 93 % 93 % 92 % 93 % 90 % 94 %

Performance Summary

Wellbeing Student Outcomes School Comparison

Students Attitudes to School -Sense of Connectedness

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

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Croydon Primary School

Students Attitudes to School -Management of Bullying

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

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

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

What does ‘Data not available’ mean?

Some schools have too few students enrolled to provide data. There may be no students enrolled in some year levels so school comparisons are not possible.

New schools have only the latest year of data and no comparative data from previous years.

The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

What does the About Our School section refer to?

The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future.                                         The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs.

The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to?

The Performance Summary reports on data in three key areas:

Achievement - student achievements in:

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

Engagement - student attendance and engagement at school

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

Wellbeing - Attitudes to School Survey (ATOSS)

- Sense of connectedness- Management of Bullying

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

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Croydon Primary School

What does School Comparison refer to?

The School Comparison is a way of comparing this school’s performance to similar schools in Victoria.

The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability and the size and location of the school.

The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities.

The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.

‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs.

‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

Financial Performance and PositionFinancial performance and position commentary

[Please refer to the 2017 Annual Report Guidelines for information on how to complete the ‘Financial Performance and Position Commentary’ section]

Financial Performance - Operating StatementSummary for the year ending 31 December, 2017 Financial Position as at 31 December, 2017

Revenue Actual Funds Available ActualHigh Yield Investment Account $586,374Official Account $11,176Total Funds Available $597,550

Student Resource Package $1,647,573

Government Provided DET Grants $519,051Government Grants Commonwealth $6,999Revenue Other $41,248Locally Raised Funds $104,983

Total Operating Revenue $2,319,855

Equity¹

Equity (Social Disadvantage) $459,712

Equity Total $459,712

Expenditure Financial CommitmentsOperating Reserve $82,907Asset/Equipment Replacement < 12 months $92,265Capital - Buildings/Grounds incl SMS<12 months

$333,000

Maintenance - Buildings/Grounds incl SMS<12 months

$49,000

Revenue Receipted in Advance $2,522School Based Programs $37,473Other recurrent expenditure $383Total Financial Commitments $597,550

Student Resource Package² $1,473,707

Books & Publications $80Communication Costs $4,731Consumables $37,857Miscellaneous Expense³ $76,672Professional Development $18,384Property and Equipment Services $241,560Salaries & Allowances⁴ $190,476

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Croydon Primary School

Trading & Fundraising $23,011Utilities $21,882

Total Operating Expenditure $2,088,360

Net Operating Surplus/-Deficit $231,495

Asset Acquisitions ($427)

(1) The Equity funding reported above is a subset of overall revenue reported by the school(2) Student Resource Package Expenditure figures are as of 05 March 2018 and are subject to change during the reconciliation process.(3) Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges.(4) Salaries and Allowances refers to school-level payroll.

All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.

Financial performance and position commentary In 2017 the school consolidated its financial position and achieved a strong surplus.During 2017 we received Social equity funding to be used for the best possible effect to support improved student outcomes and achieve our goals and targets. The funds were used in a variety of ways, including:Staffing to employ staff to provide reduced class sizes, literacy support,4 specialist teachers ( Physical Education, Performing Arts, visual Arts and LOTE), extra student support hours, a school chaplain and additional multi-cultural aides.Staff Professional Development: David Hornsby – Language Experience and Deeper Comprehension, Deb Sukarna – Writer’s Notebooks, Cued Articulation, Resilience, Rights and Respectful Relationships training (whole staff), Sue Larkey – ASD and other individual professional development as required. Student Support Programs: Literacy intervention, Finger Gym, PMP and EAL support ( 2 teachers).Resources: Coding equipment – BeeBots and Sphero, 3D printers, ne lease of ipads and touch screen laptops, developmental play resources and updated reading materials.

Surplus SRP funds were used to purchase new furniture for the Year 3 – 6 areas, to support best practice. The purchase of resources to enable the effective implementation of programs and to improve facilities around the school. The school has received approval to build an Outdoor Covered Learning Area over the rear 2 basketball courts to protect the students from sun and rain and allow PE to take place in all weather. We still rely on locally raised funds to support our programs and maintenance of the school for the long terms benefits of our students.

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