school name: baimbridge college (8814)

2019 Annual Report to

The School Community School Name: Baimbridge College (8814)

• 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 Registration 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 2019 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 17 November 2020 at 05:31 PM by Warwick Price (Principal)

The 2019 Annual Report to the school community:

• has been tabled and endorsed at a meeting of the school council • will be publicly shared with the school community.

Attested on 18 November 2020 at 10:47 AM by Mr. Emsley (School Council President)

https://www.vit.vic.edu.au/

Baimbridge College (8814)


About Our School

School context

Baimbridge College, Hamilton, is a co-educational Secondary School. The college retains the best aspects of the

schools from which it was created: Hamilton High School and Hamilton Technical College. Hamilton is situated in the

Western District of Victoria and is a rural city on the rich agricultural plain between the Grampians and the South West

Coast. We pride ourselves on being able to offer a wide range of subjects and cater for all students in the community in

both academic and vocational studies. The school has been based on two campuses adjacent to each other and 2020

confirmed that extensive demolition on East and building works on West will be occurring for most of 2021. This will

both further consolidate our school onto the West campus and also allow a huge reduction in our large excess capacity

of buildings. This further revised plan still has the project in 3 stages. We have funding for Stage 1 confirmed of $8.4M.

The school community has an enrolment of approximately 425 students coming from Hamilton and the surrounding

district. The school has an annexe known as the Hamilton District Skills Centre which operates for students in the

surrounds and delivers certificate 1 and 2 in a range of trade based vocational subjects.

The values of the school are Courage, Pride and Respect and these have been further embedded across the school in

association with our School Wide Positive Behaviours Koori Inclusive programs. Our students and student leaders

model these values and associated behaviours during this year.

All teachers at the school meet the registration requirements of the Victorian Institute of Teaching and the prescribed

minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority. The school is

complaint with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing

Risk of Child Abuse in School.

School staff is comprised of 2 Principal class 36 Teaching Staff, 13 Educational Support staff. 39 staff are full time and

12 staff are part time.

Framework for Improving Student Outcomes (FISO)

The focus of the 2019 Annual Improvement plan was drawn directly from the strategic plan and focused on improving

student outcomes by creating the environment for inspirational leadership across the school and on fostering greater

collaboration and engagement at the community, staff and student levels. The school focused intently on two areas

during 2019. One was to build up the operational flow chart for the leadership team and to build capacity for them to

lead in the identified areas across the school. A coach was employed who worked with the entire team and with

individuals to identify strengths and support gaps in knowledge. Staff found this a positive experience that build

capacity throughout the year. The second area was a concentrated focus on reading and writing across the school and

ensuring staff were clear in the use of the instructional model. There was an expectation that thorough documentation

of lessons was available on Compass for anytime learning and this was backed up by unit plans and quality scope and

sequence. Learning Specialists had increased contact with new and returning staff in supporting a larger number of

new staff to bed down the basics using the instructional model and efficient planning. It was also identified through a

range of data sources that many students were enrolling well below expected levels in both literacy and numeracy and

so targeted intervention programs sourced in 2017 and introduced with successful results throughout 2018 were

delivered in 2019 with trained staff. These programs include Macqlit (English) and Quick smart (Math). The Wired .5

program continued its development and was delivered during the year with strong results continuing to have an impact

on reading data. This has been a continued shift in the 7-9 reading data as measured by relative growth in Naplan.

The data for both intervention programs of Macqlit and Quick smart have shown real improvement with targeted

students and we aim to continue this in 2020 and augment where possible into feeder primary schools. Coaching for

Leadership Teams (Bastow) was implemented to build the capacity of staff to work collaboratively to be part of the

decision making process in all areas across the school. Student voice remains a focus and the SRC and other

programs have been targeted to build upon in 2020 with the implementation of School Wide Positive Behaviours and

the DET publications as support around building agency and advocacy.

Achievement



The achievement data for 2019 has some clear messages for us as a school focused on improvement. Our English

teacher judgements for students from 7-10 has only 51.4 percent of students at or above age expected levels and only

23.8 percent for Mathematics.

The year 9 achievement and trend data however where we can measure the impact our school is having, is extremely

positive especially given the point at which students are entering the school. Improvement is shown in reading, writing

and number. The 2019 Year 7 data is lower than we would like but there were steps including intervention and teaching

at point of need that were implemented to address this cohort. Explicit direction instruction in the classroom is the focus

for the 2020 AIP to give teachers the skills and scaffolding support to introduce more vocabulary, embed concepts and

practise strategies at a manageable pace. The Math Pathways program has been in place for 2 years now and is

scheduled for review during 2020. Difficulty attracting some difficult to staff positions has resulted in a more rigourous

focus being available for 2020 year 7 and 8 on both literacy and numeracy to lift this curve. The Mean VCE score

remains an area of focus with some excellent results in 2019 but no real increase in the median outcomes. With a

focus on a middle years program with greater flexibility and rigor, the planning completed in 2019 with hopefully drive a

new wave of engagement and improvement in students outcomes and connections to pathways beyond school. Our

mean study school in 2019 was 22.9 and needs to get up towards the state mean of 27. The 4 year average is closer

at 25.1 but still well below the goal set by the strategic plan. We continue to focus further down the school with

intervention programs, professional development and the upskilling of staff to cater for the growing breadth of

achievement coming into our school. We are very confident that with the right levers we will arrest the decline in Year

12 mean as seen with the impact of growth at year 7-9.

Engagement

Student retention and student exit data is similar to comparable schools but with a continued focus on attendance in

2019, the 4-year average for student attendance shows strong growth, being well above similar school comparisons

particularly for students from 7-10. The lowest attendance range continues to be Year 9, but at 84% it is still very good

overall. The percentage of students from years 10-12 going on to further studies or full time employment is higher than

the average across the state. We have identified that as part of student engagement we need to develop a more

contemporary subject selection that is based on student interest, teaching the skills identified in the Victorian

Curriculum and ensuring each student is catered for in a personalised learning environment. During the course of the

year we commissioned working parties to try to address the challenge of staff working across both the Skills Centre

and Baimbridge College which had caused subject and timetable limitations. Year 9/10 electives have been

implemented and staff will continue to reflect on these and it is expected there will continue to be further fine tuning for

next year. We will review how the changes have been viewed by students at mid-year and gain critical feedback before

making any further major changes. The option of unscored VCE for those students not in the VCAL stream who are

looking to maintain growth options and pathways other than University continues to be implemented and serves to

reduce pressure but keep students engaged in continual learning for longer.

Wellbeing

Student connectedness and attitudes to bullying as measured by the Attitudes to School Survey data. Our sense of

connectedness is similar to like schools and our positive endorsement of the management of bullying is above similar

schools.

In 2019 the College piloted a number of initiatives to support the engagement and wellbeing of students in the

classroom and across the college. The school’s values of Pride, Courage and Respect were promoted and woven into

the student management and behaviour response processes. School-wide Positive Behaviour Support Tier 1

strategies were developed; matrices were displayed in different locations around the school, reward systems were

trialed and reflected upon and restorative practices were implemented as a framework for responding to student

behaviour. The whole staff group undertook training in restorative practices provided by a local expert (Jane Langley)

in this approach to managing student/teacher relationships. The focus on teaching and learning in the classroom was

supported with the use of a Restorative Practices withdrawal space for students whose behaviour was impacting upon

the teaching and learning occurring in the classroom. An ES staff member oversaw the collation of data pertaining to

the students and teachers ulitizing this space and provided it to Coordinators and Administration for support.

The Baimbridge Engagement Support Transition Program (BEST) was piloted as an alternative education context for

students who completely disengaged from schooling or were transitioning into school after a period of disengagement



from education. This program provided a social and emotional curriculum and hands-on practical learning to help

equip students with the skills needed to transition back into mainstream school. The wellbeing of students was

supported by an ES staff member who worked on both First Aid and Counselling support. A psychologist began

working at the college one day a week and a number of students with mental health and anxiety issues are able to

access services.

Financial performance and position

There continues to be a net operating deficit as the school due to employing staff who work in the Hamilton and District

Skills Centre but are paid out of central payroll. The funds are then recouped at the end of the cycle as this program

receives no recurrent funding. With the possibility of the last year of delivery in remote areas of Northern Australia,

other avenues will need to be explored to ensure the viability and continuation of the Skills Centre in the future. More

accurate estimations of costs v’s income have been put in place to ensure programs are not running at a loss and

added pressure to the overall financial impact for the centre. Cost saving measures across all areas of the school are

still being employed including the exploration of student levies to families next year to attempt to ensure faculties are

able to deliver quality services with adequate budgets. Equity funding has been allocated to address social

disadvantage across a range of programs, upskilling staff and building overall capacity. Programs such as Macqlit and

Quicksmart were allocated extra hours to deliver to more students in need. These have been detailed in the AIP.

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Performance Summary

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

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

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

School Profile

Enrolment Profile A total of 421 students were enrolled at this school in 2019, 195 female and 226 male. ND were EAL (English as an Additional Language) students and 5 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). Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

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

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Performance Summary

Achievement

Student Outcomes

Similar School Comparison

Teacher Judgement of student achievement Percentage of students in Years 7 to 10 working at or above age expected standards in:

• English

• Mathematics

For further details refer to How to read the Annual Report.

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Performance Summary

Achievement

Student Outcomes


NAPLAN Year 7 The percentage of students in the top 3 bands of testing in NAPLAN at Year 7. Year 7 assessments are reported on a scale from Bands 4 - 9.

Being the first year of secondary school, Year 7 NAPLAN is not used for the School

Comparison.

NAPLAN Year 9 The percentage of students in the top 3 bands of testing in NAPLAN at Year 9. Year 9 assessments are reported on a scale from Bands 5 - 10.

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Performance Summary

Achievement

Student Outcomes


NAPLAN Learning Gain Year 5 - Year 7 Learning gain of students from Year 5 to Year 7 in the following domains: Reading, Numeracy, Writing, Spelling & 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 year 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’.

There are no Similar School Comparisons for Learning Gain. The statewide distribution of Learning Gain for all domains is 25% Low Gain, 50% Medium Gain, 25% High Gain.

Statewide Distribution of Learning Gain (all domains)

NAPLAN Learning Gain Year 7 - Year 9 Learning gain of students from Year 7 to Year 9 in the following domains: Reading, Numeracy, Writing, Spelling & 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’.

There are no Similar School Comparisons for Learning Gain. The statewide distribution of Learning Gain for all domains is 25% Low Gain, 50% Medium Gain, 25% High Gain.

Statewide Distribution of Learning Gain (all domains)

Victorian Certificate of Education (VCE) Mean study score from all VCE subjects undertaken by students at this school. This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including government and non-government schools) is set at 30.

Students in 2019 who satisfactorily completed their VCE: 100% Year 12 students in 2019 undertaking at least one Vocational Education and Training (VET) unit of competence: 24% VET units of competence satisfactorily completed in 2019: 86% Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2019: 82%

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Performance Summary

Engagement

Student Outcomes


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 Similar School Comparison A similar school comparison rating of ‘Above’ indicates this school records ‘less’ absences than expected, relative to the similar schools group with similar characteristics. A rating of ‘Below’ indicates this school records ‘more’ absences than expected.

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

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

Yr7

Yr8

Yr9

Yr10

Yr11

Yr12

89 %

87 %

84 %

86 %

93 %

94 %

Average 2019 attendance rate by year level:

Similar school comparison not available

Student Retention Percentage of Year 7 students who remain at the school through to Year 10.

Exit Destinations Percentage of students from Years 10 to 12 going on to further studies or full-time employment. Note: This measure uses data from the previous year. Data excludes exit destinations recorded as 'Unknown'.

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Performance Summary

Wellbeing

Student Outcomes


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

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

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Financial Performance and Position

Commentary on the financial performance and position is included in the About Our School section at the start of this report

Financial Performance - Operating Statement Summary for the year ending 31 December, 2019

Financial Position as at 31 December, 2019

Revenue

Actual

Funds Available Actual

High Yield Investment Account $1,164,180

Official Account $373,039

Other Accounts $62,719

Total Funds Available $1,599,937

Student Resource Package

$4,828,843

Government Provided DET Grants $859,820

Government Grants Commonwealth $193,746

Government Grants State $24,150

Revenue Other $427,018

Locally Raised Funds $1,424,974

Total Operating Revenue

$7,758,550

Equity¹

Equity (Social Disadvantage) $216,326

Equity (Catch Up) $43,979

Equity Total

$260,305

Expenditure

Financial Commitments

Operating Reserve $375,640

Funds Received in Advance $27,890

School Based Programs $858,986

Beneficiary/Memorial Accounts $127,065

Maintenance - Buildings/Grounds < 12 months

$81,081

Total Financial Commitments $1,470,663

Student Resource Package²

$5,152,331

Books & Publications $3,175

Communication Costs $23,941

Consumables $162,186

Miscellaneous Expense³ $639,836

Professional Development $58,807

Property and Equipment Services $385,113

Salaries & Allowances⁴ $706,229

Trading & Fundraising $125,728

Travel & Subsistence $105,880

Utilities $137,016

Total Operating Expenditure

$7,500,241

Net Operating Surplus/-Deficit

$258,309

Asset Acquisitions

$0

(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 26 February 2020 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.

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How to read the Annual Report

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 socio-economic background of students, the number of non-English speaking students and the size and location of the school.

The Similar School Comparison will identify if a school’s result is ‘Similar’, ‘Above’, or ‘Below’ relative to the similar schools group with similar characteristics and is available for latest year data only.

What does ‘Data not available’ or 'ND' mean?

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

What is the Victorian Curriculum?

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

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

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

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

Engagement - student attendance and engagement at school

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

Wellbeing - Attitudes to School Survey (ATOSS)

- Sense of connectedness - Management of Bullying

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

school name: baimbridge college (8814)

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