school name: pascoe vale primary school (3081)

2019 Annual Report to

The School Community School Name: Pascoe Vale Primary School (3081)

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 10:34 AM by Anne Naughton (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 13 March 2020 at 03:55 PM by Paul Wise (School Council President)

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

Pascoe Vale Primary School (3081)


About Our School

School context

At Pascoe Vale Primary School, our vision is to provide quality, stimulating programs in a safe, collaborative and

supportive environment. Students are encouraged to become 21st Century thinkers, problem solvers and reflective

learners who are flexible in their approach to their education. Our programs aim to develop behaviours that encourage

a healthy, balanced lifestyle, lifelong learning and responsible citizenship in a multi-cultural society.

School Values Respect Resilience Responsibility Inclusion

Pascoe Vale Primary was established in 1891 approximately 8 kms north of Melbourne. The main two storey building

was erected in 1927 and is heritage listed. We have 5 Mod 5 relocatable buildings installed in the four years (10

classrooms). It is an historic site and restrictive in space and layout. This has resulted in huge pressure on play space

with the number of children now attending the school. The school has grown rapidly since 2010 when the student

population was just over 200. In 2019 we had 573 students, with 35 percent of students with English as an additional

language. An enrolment ceiling was established in 2018 of 625. During 2019 the school undertook the first stage of the

master plan, with a focus on the refurbishment of the heritage building and an extension housing a new administration

facility.

In 2019 there were 26 classes: Foundation x 4, grade 1 x 5, grade 2 x 5, grade 3/4 x 7, grade 5/6 x 5. The school has a

had decreasing SFOE with a gentrifying of the population. In 2010 our SFO was 0.4752, in 2019 our SFOE 0.2657

(low) which has stabilised over the last few years after a significant fall. With this change, we are catering for our

community by being future focused, developing 21st century learning, high expectations, innovative practices which

support the whole child and building strong home, community and school connections.

With the review of the School Strategic Plan in 2020, our 2019 Annual Implementation Plan continued to focus on

student growth, with a particular focus on English and Maths. We further developed our teacher’s pedagogy and

worked on gaining deeper understanding and consistent delivery of quality teaching in all classrooms. We continued to

prioritise planning time for teachers with their Professional Learning Teams.

Also a further focus was to improve our student wellbeing and outcomes through informing our parents more explicitly

in regards to their child’s learning. We continued to further enhance and refine home school communication by

increasing the use of Compass and School Dojo. The Open Classrooms @ PVPS Program took place three times last

year, inviting families to see the classrooms' learning in action. We continued the implementation of the 21st Century

Learning Program, driving our inquiry based learning with an emphasis on digital technologies and science,

technology, engineering, arts and math (STEAM). Specialist programs were provided in languages other than English

(Italian), Visual and Performing Arts, Physical Education and Library for all students. Social, Emotional and Educational

Learning (SEEL) is provided to all students in a weekly program, which promotes mental and emotional well-being.

Sustainability education was delivered at all grade levels through the school. We had 44.4 equivalent full time staff.

This was broken into 3 principal class (1 Principal & 2 Assistant Principals), 34 teachers (2 Learning Specialist) and 11

education support staff. We are committed to maintaining a culture of continual improvement by reflecting on our

performance. We value our great students, committed staff and our supportive community.

Framework for Improving Student Outcomes (FISO)

In 2019, the School Improvement Initiatives were Building Practice Excellence and Community Engagement in

Learning.

*Building Practice Excellence, Key Improvement Strategies focused on developing teacher pedagogy and assessment

practices to ensure that the progress of each student is closely monitored. Assessment practices also identified

students working above and below expected standards and informed planning to meet each student’s learning needs

ensuring maximum learning growth. We worked on agreed high impact teaching strategies that underpin effective

teaching and learning, including innovative, engaging practices which have an emphasis on student agency

(demonstrating initiative, acting with purpose, independence and autonomy).

During 2019 the range and quality of data sets have been collected across the school has been improved. There was

professional learning and time given not only to the selection of data collected (assessment schedule), but the analysis

of the data. The data was given priority in planning time, with teachers planning collaboratively and differentiated their



instruction. Teachers have worked in teams using the data as the basis of the FISO improvement/inquiry cycle.

Leadership has privileged planning time and provided support through coaching and mentoring.

The staff have undertaken professional learning in the Big Ideas in Number as well as continued development of

Reading and Writing practices. Student agency has increased through the implementation of a school wide unit planner

based on 21CLD principles. We have implemented the student survey, Pivot, with all staff undertaking a cycle of

inquiry based on their student PIVOT data. High impact pedagogical practice and High Impact Teaching Strategies

have been further implemented across the school and included and evidenced in the teacher's professional

development plans (PDP).

*Community Engagement in Learning, Key Improvement Strategies focused on informing our parents more explicitly in

regards to their child’s learning.

Parent communication methods were refined to include frequent Class Dojo and Compass contact, with a focus on

student learning. Learning Progress Reports (LPRs) were further refined using parent feedback, giving more detail

around student achievement and effort against the expected. Open classroom sessions for parents were implemented

across the school each semester and student led midyear conferences strengthened the home school partnership.

Achievement

Student learning data outcomes for Pascoe Vale Primary School in 2019 indicate a high level of growth in all key

areas. The 2019 NAPLAN reading achievement in both grades 3 and 5 was above state achievement across the top

three bands and also above similar school results. The 4 year trend in NAPLAN reading achievement was above like

schools in grade 3 and similar in grade 5. The 4 year Reading achievement trend exceeds that of the state, particularly

in grade 3. 2019 Numeracy achievement in both grades 3 and 5 was above state achievement across the top 3 bands.

Grade 3 Numeracy outcomes were above that of like schools and similar to like schools in grade 5. The 4 year trend in

Numeracy outcomes is above that of the state. The overall trend for 2019 indicates a significant upward trend in all

NAPLAN areas. In 2019 the school continued to expand assessment practices to refine the identification of individual

student and cohort learning needs, triangulating NAPLAN outcomes with a range of school wide benchmark &

formative assessment data sets. School wide professional learning continues to build the data literacy skills of staff

along with the ability to consistently deliver high impact teaching and learning programs. Team planning effectively

supports this process. NAPLAN learning growth data from grades 3 to 5 indicates 79% of students achieved medium or

high growth in Reading. In Numeracy 87% of students made medium or high growth and 96% achieved medium or

high growth in Writing. It remains evident that teachers are judging some student achievement conservatively when

reporting to parents. Out staff promote high expectations for student learning and increasingly nurture student voice

and agency through developing personalised learning approaches.

Engagement

Attendance has remained similar to past years and similar to like school comparison. For 2019 the average number of

absences were below state median. The main reason for absence was illness and a number of families taking

extended vacations.

A fulltime Student Wellbeing position was continued in 2019. Services of a psychologist on site was also continued in

2019 with increased time allocation to an average of two days per week.

The Communication officer has enhanced communication processes and improved communication across the school.

In 2019, the school has extended the use of Compass and School Dojo to inform parents, complete reporting

procedures and along with the use of the fortnightly newsletter, whole school assemblies, open days and also parent

teacher conferences, has strengthened home school connections.

The school continued to provide opportunities to build student voice and agency: -

*Peer Leadership, Better Buddies and Positive Communities Programs continued to run with community building focus.

*Students have been given a variety of opportunities to develop their leadership skills such as School Captains or

portfolio leaders (Sport, Community, Environment and The Arts).

*Students also lead fortnightly assemblies, run sport competitions and fundraising activities.

*A student survey pivot implementation was undertaken in second semester in 2019.

*Students were given opportunities to self-assess, give and receive teacher feedback and make choices about their

learning in routine and planned activities.



A diverse range of activities are offered at lunchtimes to engage students. These included choir, recorder, band, chess,

dance, gardening, coding, games, sport and art.

Wellbeing

The Social Emotional Education Learning Program has continued in 2019 to be central to wellbeing at PVPS. At the

start of 2019, all grades engaged in the PVPS Start Up Program. This program sets the grade and school tone for the

year ensuring that we are all on the same page and have similar expectations in relation to our own Rights and

Responsibilities and those of others. These are underpinned by our school values; an integral part of our school life

and are apparent in all classrooms and in the school yard across the school year. Through 2019 the school values

were redeveloped with consultation across the school:-

School Values

Respect

Resilience

Responsibility

Inclusion

Through the SEEL program the school has focused on mental health, resilience and restorative practices. Respectful

Relationships, Peer support, Better Buddy Program and the Positive Communities Program all support the building of

close relationships between students and increase their feeling of safety. Individual behaviour management plans are

in place when required and regular meetings are held with parents to support these plans (Student Support Groups

SSG). We have comprehensive transition programs supporting students starting foundation, moving onto secondary

education and moving between year levels. All these aspects, we believe have attributed to our Sense of Student

Connectedness student data.

Financial performance and position

Pascoe Vale Primary School maintained a very sound financial position throughout 2019. The 2017-2020 School

Strategic Plan, along with the 2019 Annual Implementation Plan, continued to provide the framework for school council

allocation of funds to support school programs and priorities.

The Financial Performance and Position report shows an end of year surplus of $323,167. The school received a small

amount of Equity Funding, which contributed towards the salary of our Assistant Principal/Welfare Co-Ordinator. The

school is intending to replace approx. 100 ipad/surface pros at a cost of $80,000. We will also need to allow funds to

be available when the new building is finished to finish off landscaping and Maker Spaces.

The following revenue was carried over from 2019 into the 2020 school year which contributes to the surplus.

• Junior School Council (Icy Poles) $ 3,451.25

• SSV Coburg District (Banker School) $ 3230.68

• World Vision Aayush for 2020 $605.35

• Parent Payments for 2020 $ 131,560.00

• Gr 6 Tops for 2020 paid in 2019 $5,316.00

For more detailed information regarding our school please visit our website at http://www.pvps.vic.edu.au

http://www.pvps.vic.edu.au/

Pascoe Vale Primary School

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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 568 students were enrolled at this school in 2019, 270 female and 298 male. 33 percent were EAL (English as an Additional Language) students and ND 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

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.

Student Outcomes

Similar School Comparison


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Performance Summary

Achievement

Student Outcomes


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.


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Performance Summary

Achievement

Student Outcomes


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’.

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)


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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

Average 2019 attendance rate by year level:

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

93 %

92 %

93 %

94 %

92 %

92 %

91 %

Similar school comparison not available


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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 $315,291

Official Account $74,768

Other Accounts $0

Total Funds Available $390,059

Student Resource Package

$4,425,547

Government Provided DET Grants $423,647

Government Grants Commonwealth $357,180

Revenue Other $21,447

Locally Raised Funds $655,232

Total Operating Revenue

$5,883,052

Equity¹

Equity (Social Disadvantage) $40,084

Equity Total

$40,084

Expenditure

Financial Commitments

Operating Reserve $178,273

Other Recurrent Expenditure $5,516

Funds Received in Advance $146,121

Funds for Committees/Shared Arrangements

$3,230

Asset/Equipment Replacement < 12 months $65,300

Capital - Buildings/Grounds < 12 months $100,000

Maintenance - Buildings/Grounds < 12 months

$19,892

Maintenance - Buildings/Grounds > 12 months

$50,000

Total Financial Commitments $568,333

Student Resource Package²

$4,317,883

Books & Publications $21,403

Communication Costs $23,689

Consumables $111,159

Miscellaneous Expense³ $310,377

Professional Development $36,570

Property and Equipment Services $347,926

Salaries & Allowances⁴ $340,872

Trading & Fundraising $32,007

Travel & Subsistence $19

Utilities $17,979

Total Operating Expenditure

$5,559,885

Net Operating Surplus/-Deficit

$323,167

Asset Acquisitions

$645,104

(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: pascoe vale primary school (3081)

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