school name: braybrook college (7645)

2019 Annual Report to

The School Community School Name: Braybrook College (7645)

• 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 13 March 2020 at 12:36 PM by Arlene Bailey (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.

To be attested by School Council President

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

Braybrook College (7645)


About Our School

School context

Braybrook College is a multicultural, single campus, Year 7-12 school supporting families in the inner western suburbs

of Melbourne. We are located 15 minutes from Melbourne’s CBD with ready access to all forms of public transport. In

2019 the college had 1409 students including 42 International students, all from Vietnam. Our workforce consists of

one Principal, three Assistant Principals, 110.4 equivalent full time Teaching staff and 25.2 Education Support staff.

Our purpose is to ensure that all students work to not only achieve their individual best but to also strive to build

community connectedness. We have a clear focus on student achievement in a disciplined, orderly and structured

environment.

Facilities are constantly being upgraded to optimise student learning outcomes. In recent years we have either built,

purchased, installed, refurbished or upgraded the following:

• A Technology Centre

• A Music Centre

• A VCE Study Centre

• A 21st Century Science Centre

• A synthetic turf, Soccer Oval

• The Year 12 Corridor and Lockers

• The change rooms, foyer and façade of our Gymnasium

• Locker Bays and Outdoor Tables

• A modern, stylish Art Precinct

• A double portable classroom fitted out as a Numeracy Centre

• A ‘Doctors in Schools’ portable

• The foyer and façade of our Library

We look forward to work on our Auditorium beginning during 2020.

Accelerated learning opportunities are available for students in Year 10 to study a VCE subject and Advanced Classes

operate from Years 7-10.

The college prioritises its use of ICT to underpin student achievement. We have a ‘Bring Your Own Device’ program

across all year levels and continue to expand the use of Compass as a means of communication for use by teachers,

students and parents.

Teachers are required to attend Professional Learning programs designed to deepen their curriculum knowledge and in

particular to hone their skills in the teaching of Literacy, Instructional Practices, the use of differentiated learning and

the use of ICT. Moving into 2020, we will continue to concentrate much of our Professional Learning around the High

Impact Teaching Strategies.

Our motto is ‘Pride in Achievement’.

Framework for Improving Student Outcomes (FISO)

Improvement Initiative:

Building practice excellence

Key Improvement Strategy:

Improve level and quality of differentiation via the use of HITS



In 2019, we employed the following strategies to improve our use of High Impact Teaching Strategies (HITS), across all

classes:

• Numerous HITS Professional Learning sessions delivered to all staff

• Faculties continued this work and uploaded samples of Explicit Teaching/Worked Examples on a Google Doc

• Faculty Coordinators reported back to Curriculum Committee on their faculty’s work (show and tell on Google

Doc)

• The Teaching and Learning Coordinator, Learning Specialist Coordinator and six Learning Specialists

delivered Professional Learning on HITS to all teachers

• There was a very positive teacher response to the Learning Specialist Team's work

• The Learning Specialists opened up their classrooms for teacher observations.

• The Learning Specialists conducted colleague observations around the use of HITS in the classroom and were

mentors to all newly employed teachers

• All teachers included a goal on HITS in their 2019 PDP and progress on HITS was discussed with their

Leading Teacher Mentor during the End-cycle Review

Achievement

Naplan

All Year 7 and 8 students continue to participate in an individualised Literacy program, with an emphasis on writing

skills.

Medium or high learning gain, from Year 7 to 9 was above 77% in all areas – reading, numeracy, writing, spelling and

grammar and punctuation.

Clearly, value adding has occurred during our students’ junior years at Braybrook College. To support this work there

has been significant school wide Professional Learning around Instructional Practices and differentiation to ensure

individual student needs are met.

VCE

All study median of 30

99% of students satisfactorily completed their VCE

43 students received ATARs above 80

Our Dux achieved an ATAR of 99.7

7% of Study Scores over 40

These outstanding VCE results affirm our ongoing efforts to refine our processes and practices across the College.

For example:

- Homework Clubs at all Sub-schools (including two EAL Homework programs)

- Annual Work Ethic Timeline

- SEEK program at Years 7 to 10

- A strong International Program

- Semester 1 and 2 Exams across Years 8 to 12

- Extensive Mentoring Programs including Year 12 Action Planning

Program for Students with a Disability (PSD)

2019 - 23 students funded were under this program, all but two of whom made satisfactory progress against their

Individual Learning Plans.

Engagement



Student Attendance

Average attendance at every Year Level was 91% or above. Strategies in place to further improve attendance rates

include:

• A Compass program that tracks all student movement

• A Youth Support Officer who works with disengaged students to re-connect them

• An Administrative Assistant at each Sub-school who contacts families of all absent students on the day of the

absence

Transitions

From the time students arrive at Braybrook College until they leave us to embark on the next phase of their life journey,

we ensure that they are well-prepared for what lies ahead. In 2019, some of the ways we achieved this were:

- A three day Year 7 Induction Program

- A Twilight Expo for prospective families

- Year 7 Sleepovers

- All students at Year 10 or above had a Managed Individual Pathways Plan and had at least one interview with

a MIPs Officer

- All Year 10 students did a week of Work Experience at the start of Term 3

- Years 9 to 12 students were involved in a year-long program of Motivational, Goal Setting and Study Skills

activities

- A successful VCAL Program operated at Foundation (Year 10), Intermediate (Year 11) and Senior (Year 12)

levels, including a specialised EAL Senior VCAL

- 97.99 of students who completed a VTAC application for tertiary studies received an offer

- There were 169 University offers made to our students including 17 for the University of Melbourne, 25 for

Monash University, 17 for La Trobe University, 58 for RMIT, 13 for ACU, 5 for Deakin University, 14 for Victoria

University and 17 for Swinburne University.

Vocational Education and Training (VET) units were offered in a number of pathway areas including: Furnishing,

Hospitality, Sport and Recreation, Automotive, Community Services, Business, Music and Laboratory Skills.

Wellbeing

Student Attitudes to School

2019 and 3 year average data around student sense of connectedness and student perceptions of management of

bullying are both above the State median.

The College Student Wellbeing Team, including a Student Wellbeing Coordinator, a Community Nurse, A Social

Worker, 2 Psychologists, a Provisionally Registered Psychologist, a Speech Pathologist and a Doctors in Schools

Program GP and nurse, ensure all students have ongoing access to the physical, social and emotional support they

require.

We have made every effort to ensure that all students feel part of the College Community. For example we have run:

• Connectedness programs at each Sub-school (eg. Year 7 Links Soccer; Year 9 City School Experience; Year

12 Study Days)

• Co-curriculum Program including the House system, Debating, Music and Drama Performances

• Peer Support Program

• Camps Program

• Student Leadership Programs (eg. Leaders of Leadership, SRC)

Parent Satisfaction

The Parent Opinion Survey results were above the State.

A range of opportunities were offered for parents to be involved in the life of the College. For example:

- Vietnamese Parents' Association

- Student Achievement Awards and Performance Evenings

- Parent Information Evenings at each Sub-school



Staff - School Climate

In 2019, staff endorsement of the school’s climate was above the state.

Financial performance and position

School Council continued to ensure that the financial position of the college remains strong in order to provide students

with an educational experience that supports learning for the 21st century. Council also continued its commitment to

improving facilities, teaching and learning spaces as well as maintaining data projectors in all rooms.

Additional revenue in 2019 was received for programs such as Advance, Program for students with Disability and

Social Disadvantage and Catch Up (Equity funding). These funds were targeted towards improving student outcomes

including the funding of innovative curriculum programs, resources and equipment. Furthermore, locally raised funds

supported our Professional Learning Programs and Key Learning Areas respectively.

The College’s High Yield Investment Account remained high because of Council’s anticipated expenditure on Capital

Works – the College Auditorium which the VSBA is assisting the school to manage in 2020.

For more detailed information regarding our school please visit our website at [email protected]

Braybrook College

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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 1407 students were enrolled at this school in 2019, 664 female and 743 male. 76 percent were EAL (English as an Additional Language) students and 1 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: 99% Year 12 students in 2019 undertaking at least one Vocational Education and Training (VET) unit of competence: 48% VET units of competence satisfactorily completed in 2019: 89% Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2019: 91%

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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

94 %

91 %

93 %

92 %

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 $7,248,265

Official Account $137,448

Other Accounts $0

Total Funds Available $7,385,713

Student Resource Package

$16,230,691

Government Provided DET Grants $4,052,540

Government Grants Commonwealth $9,118

Government Grants State $14,071

Revenue Other $138,755

Locally Raised Funds $333,133

Total Operating Revenue

$20,778,308

Equity¹

Equity (Social Disadvantage) $3,225,338

Equity (Catch Up) $79,424

Equity Total

$3,304,763

Expenditure

Financial Commitments

Operating Reserve $487,560

School Based Programs $400,000

Asset/Equipment Replacement < 12 months $320,000

Capital - Buildings/Grounds < 12 months $5,948,153

Maintenance - Buildings/Grounds < 12 months

$230,000

Total Financial Commitments $7,385,713

Student Resource Package²

$14,390,440

Books & Publications $13,485

Communication Costs $31,913

Consumables $355,154

Miscellaneous Expense³ $681,347

Professional Development $87,984

Property and Equipment Services $879,695

Salaries & Allowances⁴ $848,355

Trading & Fundraising $103,985

Travel & Subsistence $3,774

Utilities $109,465

Total Operating Expenditure

$17,505,599

Net Operating Surplus/-Deficit

$3,272,709

Asset Acquisitions

$309,689

(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: braybrook college (7645)

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