victor harbor r-7 school annual report 2014...2015/03/23 · attachment: rebuilding victor harbor...

Victor Harbor R-7 School

Annual Report

2014

School Name: Victor Harbor R-7 School School Number: 0453

Prin Principal: Brenton Robins Partnership: Fleurieu and Kangaroo Island

Context: 2014 will go down in our school’s history as the year of ‘Resilience’. After a devastating fire that completely

destroyed the Middle Schooling building, all staff, students and community worked together to re-allocate classes.

This enabled all staff and students to remain ‘on site’. The teamwork and support that eventuated played a significant

part in the resilience and optimism shown by all. There will be, however, significant challenges in 2015 and 2016 until

a new building is constructed and in use.

Brenton Robins, is the school principal and Julie Kelly is the deputy principal. A Special Education Unit catering for

students with moderate to severe disabilities from across the region is also part of the school. There are 16- 20

students attending the unit from across the region. The Special Education Unit is led by a coordinator in conjunction

with the Principal as line manager. In 2014 the school employed 42 permanent teachers and 12 contract teachers

[including full-time and part-time], 25 SSO’s which included a groundsperson and a gardener. There were 8 Junior

Primary [Reception-Year 2] classes,12 Primary [Year 3-7 classes] and 3 teachers in the Special Education Unit. The

canteen has one manager and one assistant manager. The school has an AEU [Australian Education Union] branch,

a PAC [Personnel Advisory Committee] and Governing Council. There is a full time school counsellor position. The

school has two Christian Pastoral Support Workers [Chaplains]. The school also has a network of volunteers.

The vision for the school is for a dynamic, forward thinking educational environment which continues to develop

children’s skills in numeracy, literacy, information technology and social skills. The Victor Harbor R-7 School pursues

and promotes success for all learners within their unique learning environment. Victor Harbor R-7 School delivers a

curriculum, which is consistent with the Australian Curriculum in the areas of Mathematics, English, Science, History

and Geography and has been recognised as a leading school in this area. Students are encouraged to achieve their

potential and the school actively promotes self-esteem and wellbeing. The Victor Harbor R-7 School’s aims are to

present quality learning experiences and to value the community.Victor Harbor R-7 School is an inaugural member of

the South Australian Sustainable Schools network. Education for Sustainable Development and reconciliation are

embedded into all aspects of the curriculum. The shared Values of Victor Harbor R-7 School are: Respect,

Responsibility, Safety, Honesty, and Trust.

We’re all on the same wave !

At Victor Harbor R-7, we believe good teaching is…….

● providing all children with a solid foundation to build life skills, making their learning journey relevant,

consistent, fun and memorable

● developing the whole child [emotional, physical, educational, wellbeing, spiritual]

● providing opportunities for each student to reach their individual potential

● developing relationships based on mutual respect between all stakeholders – students, teachers and

home

● fostering in students a curiosity, creativity and an enthusiasm for the world they live in and a joy and love

of lifetime learning

Report from Governing Council

Chairperson’s Report, Governing Council for Annual Report 2014

The 2014 school year was a busy one for Governing Council. After undertaking Governance Training

in May, we focused on setting a vision for our school for the next ten years to help guide the school’s

strategic plan. The value of having a vision drafted became apparent when the fire occurred in

November. It focused our thinking and helped us look for opportunities in rebuilding. We have been

working with our staff, the Department of Education and Child Development (DECD), City of Victor

Harbor and the broader community to feed in ideas to the design and use of the new building. A copy

of the draft document that was forwarded to the successful architects is attached, upon which we

welcome feedback.

As devastating as the fire was, it served to highlight the caring and generous nature of our community

and the strong local ownership of Victor Harbor R7. I would like to especially acknowledge the

support of the Victor Harbor community and thank those involved in the incredible fundraising efforts

that are still on-going. As part of strengthening our community partnerships, we have welcomed

Councilor Nicholas Hayles as a community member and look forward to continue to work with City of

Victor Harbor as the building process unwinds.

Governing Council will be establishing a Fundraising Committee in 2015 to guide expenditure of

donations and any future fundraising events. So far we have used donations for: replacement hats for

Years 5-7, the Year 7 graduation dinner, hard-drives and USB sticks for backing up school work and

‘open-class’ training for the four teachers using the old gym. Our focus for using the remaining

donations will be to add value to the rebuilding process and making up for any losses that might not

be covered by insurance or are needed in the interim.

Key achievements for the year

Governance Training for members

Hosting visits by Governor Le, Minister Rankine and Mayor Philp after the fire

Responding to high levels of TV and print media interest

Drafting a vision for the next 10 years of VHR7

Preparing a vision document for the new senior primary (Yrs. 5-7) building

Preparing and approving the annual budget

On-going training for Governing Council KidsMatter Action Team members

Review of school operations and policies, including relevant delegations to the Principal

Completion of the sensory room in the Special Education Unit

Expansion of the Literacy and Numeracy intervention programs

Continued development of an Indonesian sister school program

Installation of the indigenous rock garden, pulgi and wetland garden as part of increasing nature play opportunities

Southern Fleurieu OSHC 2015

Continued commitment to community-run OSHC at all three campuses (Victor Harbor - VOSHC, Port Elliot - POSHC and Goolwa - GOSHC). The commencement of Before School Care at POSHC and extended operating hours at all sites (open at 6:30am daily).

On-going staff training and development, including the TAFE Children’s Services Qualifications for 8 staff and the Director of SFOSHC attaining an Advanced Diploma in Community Sector Management

Over 144 new families were enrolled in SFOSHC during 2015. Utilization rates at VOSHC dramatically increased during Vac Care, increases at POSHC and GOSHC have reduced.

Improved nature play equipment and gardening facilities through partnerships with the Nutrition program and OPAL.

On behalf of Governing Council, I would like to thank our members, the Leadership team, staff,

SFOSHC staff, contractors, volunteers, families and carers for their continued support and

commitment to Victor Harbor R7.

Dr. Kerri Love, Chair

Attachment: Rebuilding Victor Harbor R7 School – a design brief for the new building(s)

Prepared by: Victor Harbor Governing Council (ratified 18th February 2015)

Our vision: to create a learning environment that is future-thinking, sustainable and designed to best

suit the needs of Year 5, 6 and 7 classes (whilst enhancing the whole school), foster community

ownership and link with our natural environment.

Theme Guidelines

School as a

whole

Demonstrate school values in the design and use of the building (Respect, Responsibility, Trust, Honesty, Safety)

An impressive street presence that is state-of-the-art and fosters school pride across the community

Links to nature in and around the campus

Includes community and open space to increase interaction with community and enhance community ownership

Highly adaptable to changing/multiple use of spaces and includes flexible, shared spaces

Design considers child safety in terms of connections to street

Includes new uniform shop and new ICT facilities

Involves the kids, school and broader community in design and guidelines for use

Governance Increased autonomy by Governing Council and staff being involved in designing and developing guidelines for use of the new building

Areas of

excellence

Consider current & include future spaces for:

Teaching 8 classes x ~30 students (Yrs. 5-7: 10 to 13 years old)

Water efficient toilets and hand washing

Science laboratory

ICT integration

Teachers’ resources

Teacher preparation (two areas)

Art & craft

Home economics – preparing food, cooking and eating facilities

Nature play and food garden integration

Withdrawal (two areas)

Small group discussions/extension/focus groups

Storage

Connections Uniform shop

Food gardens

Small business training/community skills transfer

Car parking (especially if we increase community visitation)

Connected to the riverine and marine environments

Connection to the City of Victor Harbor

Grounds Front of school upgrade – importance of façade & paths, blend with existing administration building

Restore geological trail: Goolwa (limestone), Middleton (ironstone) and Victor (granite)

Indigenous story walk (expand on rock garden and pulgi)

Theme Guidelines

Maintain Indonesian hut and gardens

Upgrade ‘big kids’ playground

Food/Community gardens

Give kids areas to relax in – connected indoor/outdoor areas

Buildings Passive heating and cooling suited to Victor’s climate

Enable murals to be attached to new building(s)

Shared spaces – Future Classrooms

Alternate power sources – wind, solar power and lighting

Healthy spectrum lighting

Life cycles Consider building waste, materials and eventual demolition or repurposing in the design

Waste reduction, recycle and reuse

Rainwater, food, canteen, waste, compost, gardens, river and marine environment all interconnected and all need to be considered in Ecologically Sustainable Development

Water Design phase and use guidelines:

Use of town’s recycled water

Rainwater tanks and solar pumps

Water conservation and healthy re-use (greywater capture and use?)

Water cycle: rain, river, marine, groundwater, evaporation

Environment Links to design and use:

More involvement with the adjacent wetlands

Understanding how the Hindmarsh River works

Native vegetation names and functions

Protecting the ocean, beach and river

Connected to the river

School Improvement Planning

2014 Priorities (Please feel free to ask any of our Leaders for further information if needed)

Teaching & Learning: The Australian Curriculum – Familiarisation & Implementation

HASS (Humanities & Social Sciences)

Geography Leader - Kylie Simon

Teaching & Learning Co-ordinator – Australian Curriculum: Geography

This year all staff were teaching the geography curriculum in their classrooms. Staff attended focused

geography staff meetings once a term and school closures run by the coordinator and other leaders in

the field, as well as their own professional development to familiarise themselves with the curriculum

and available resources.

In 2014, this has involved:

- All staff received and used the latest version of the Australian Curriculum: Geography for their year level

- Staff received professional development relating to current geography pedagogy and resources through 1-2 staff meetings a term run by Kylie Simon (Geography Coordinator) as well as a half-day session with Malcolm McInerney (Immediate Past Chair of the Australian Geography Teachers' Association (AGTA) 2008-2013)

- Staff were also given a copy of the curriculum, scope and sequence and achievement

standards chart R-10. Further information was given focusing on the key geographical skills,

key concepts and inquiry questions relevant to their year level. Time was allocated to work

within year level teams to develop lesson sequences and to unpack the curriculum.

- Both planning and geography tools to use with the students were purchased this year. These

included:

Staff used the 7 ACARA geographical concepts for their year level in their planning as a means to

develop geographical understanding (see below)

Staff also began to connect the geographical knowledge and understanding and geographical inquiry

and skills through their planning including using spatial technologies such as Google maps and

Google Earth in their teaching. Training was offered to staff by Kylie Simon on the Tour Builder tool

which creates a virtual tour using Google Earth. Staff accessed websites with Australian Curriculum

aligned content including www.geogspace.edu.au and http://www.acleadersresource.sa.edu.au

Literacy and Numeracy Week in 2014 had a Geography focus as well. Together the Numeracy Coach,

Reading Support Teacher and Geography Co-ordinator, planned and executed an ‘Amazing Race’

around the school, using an aerial map of the school and clues that were literacy, numeracy and

geography related. This served to build the ‘enjoyment’ of geography.

http://www.geogspace.edu.au/

http://www.acleadersresource.sa.edu.au/

A front office display was compiled with assessment tasks from a range of year levels to show the

fantastic geography teaching and learning that has happened at Victor Harbor R-7 in 2014.

Continuous Improvement in Literacy & Numeracy

Literacy: Leader - Jess Morris - Reading Support Teacher

Some of the events/activities/programs classes have been involved in this year have included:

Paws for Reading: The Scholastic Classrooms Care program involved reading every day, so

classrooms could help to donate books to children in need across Australia who normally have little or

no access to books.

Minutes for Minutes: The more Reading Minutes logged the more minutes a less fortunate child was able to get to enjoy reading, with the books donated by Scholastic in partnership with The Footpath Library, Murdoch Children’s Research Institute and The Smith Family.

Young Writers’ Award 2014: The Young Writers’ Award was open to all South Australian students. It

was free of a topic. Students were able to write poetry or prose, up to 1000 words. There were

categories from Reception to Year 12.

Mayors’ Short Story Challenge 2014:

Our school was invited to participate again in the Mayors’ Short Story Challenge for 2014. The

challenge was run throughout term 2 and entry was open to all school aged children.

World Book Day 6th

March:

National Simultaneous Storytime:

National Simultaneous Storytime was an important annual campaign that aimed to encourage more

young Australians to read and enjoy books. In its 14th successful year, this colourful, vibrant and fun

event promoted the value of reading and literacy using an Australian children's book that explores age

appropriate themes and addresses key learning areas of the Australian Curriculum for Years 1 to 6.

This year’s book was “Too Many Elephants in This House” written by Ursula Dubosarsky and

illustrated by Andrew Joyner.

Reading Level Cards: Reading level cards were distributed. These cards are

a great initiative to help keep parents informed about where their child is with their reading,

what to expect at that reading level and some strategies parents could use to help their children

with their reading at home.

Reading Army:

This intervention program to support junior primary students increase their reading levels, was implemented in 2014. Under teacher supervision identified students read to Year 7 ‘buddy’ students during the week in our library before school. The buddies were trained by a junior primary teacher.

From a total of 53 students who attended Reading Army throughout the year 51 improved (see below).This program will continue in 2015.

COMPARATIVE DATA from FEBRUARY 2014 to NOVEMBER 2014 Improved by 1 level 5 students Improved by 2 levels 5 students Improved by 3 levels 5 students Improved by 4 levels 4 students Improved by 5 levels 6 students Improved by 6-10 levels 14 students Improved by 11 or more levels 12 students Professional Development for staff included: Strategies for Effective Reading and Writing- Sheena Cameron: A workshop on “Strategies for Effective Reading and Writing” where Sheena explored how to develop students’ deeper thinking about reading and writing through the implementation of a range of strategies. “The Writing Book” Louise Dempsey Training: implementing/elements of an effective writing program based on her book Running Record Training: Running record training was held over two sessions for the R-3 staff . Genre Maps Overview: Overview of the key genres evident in the Australian curriculum for each of

the learning areas.

Westbourne Park Primary School visit and observation: Staff visited Westbourne Park PS to

observe how they implemented the Daily 5 literacy program.

Margaret Menner Writing training: implementing the elements of a writing program, writing genre

across the curriculum & differentiation in a writing program.

Literacy: Library / Wulk-urmi Report, Margaret Wilkinson, Teacher Librarian

May Gibbs Children’s Literature Trust Creative Time Fellow partnerships with VH R-7 school

continues to be a valued and respected addition to the time table enhancing student learning and

providing a purpose for writing

Ian Trevaskis was our resident author for the week. He not only read from his published work but

spoke to the students about the importance and benefits of reading with assisting with spelling and

letting the story take you on a magical imaginary journey as well as a discussion point with family,

friends, or class group. Ian also shared different strategies with the staff and students to assist them

with their creativity. He also stressed the importance of research to make the settings and characters

more authentic.

Through community links with the City of Victor Harbor Public Library and local business our reception

students were treated to author, singer, songwriter Craig Smith, year 4 students visited Port Elliot

Primary School to meet and hear author Jacqueline Harvey. A year 7 and a year 6 class attended a

workshop facilitated by Mandy Foote the classes researched a character Trim (the cat) and Matthew

Flinders prior to the workshop. A mural is to be created in the City of Victor Harbor Public Library.

All our classes participated in the Premier’s Reading Challenge. There is a strong correlation with

classes that have a regular borrowing session with their teacher and Premier’s Reading Challenge

results. It is very evident from the class results this year those teachers who encouraged students to

record their reading from the beginning of the year reaped the rewards. 379 students successfully

completed the challenge.

55 students participated for the first time and they each received a Participation Certificate. 22

students received ‘Reader for life’ Certificates (8 of those students were from year 6). A highlight for

2014 was the Disability Unit was one of five winning schools to receive recognition for 100%

participation. The students were presented with their individual awards by the Principal. This capped

off a very successful literacy appreciation program with the younger students. In 2014 the percentage

of Aboriginal student participation rate increased dramatically.

One of the more successful displays was achieved working collaboratively with the coordinators in the

areas of literacy, numeracy and geography using the book week theme ‘Connect to Reading’.

Displays in the Wulk-urmi support whole of school events, themes, and special days as well as

student work. Books for Babies ‘program’ initiated in 2012 with the ‘Love to Read’ promotion

continues to be well received by our families. All babies born to families of our school community

receive a book. Lunchtime in the Wulk-urmi is very busy. Computer usage is male dominated. With a

day dedicated to girls once a fortnight has encouraged a few more girls to access on their respective

year level day. Reading Eggs and Cool Maths are the two most popular programs accessed during

the lunch break. Girls by far minority group – younger students making /putting together jigsaws,

quiet reading by a few older girls from the middle years classes. A group of boys from years 4 and 5

regularly use the area as a social area for chatting, drawing, and playing games.

Numeracy: Leader - Lauren Cole, Numeracy Co-ordinator

Below is a summary of numeracy strategies used to work with staff and some of the outcomes from this work

Strategy Outcomes

Coaching Cycle

Collaborative planning

Deprivatised practice

Increased curriculum knowledge

Better able to self-reflect on practice

Staff Meeting PD Time

Sharing information about Mathematics regularly, for example detailing and developing understanding with all staff around “Sullivan’s Six Principles”

Facilitating and supporting staff learning with educational consultant Rosslyn Shepherd from “Let’s Talk Learning”

Student Free Day

Half a day session introducing staff to Sullivan’s Six Principals for Effective Teaching of Mathematics.

This has helped us to develop a common language when talking about improvement in mathematics practice

Staff were asked to try one aspect for a term and report back to their line manager at their next performance development meeting

Thursday Think Sessions /

Information Sessions

Weekly 45 minute before school sessions offered to all staff

Examples of the topics covered are “Sullivan’s Six Principles” and “The QuickSmart Intervention program”.

Teachers were able to open their practice and receive constructive feedback from their peers

Literacy and Numeracy Week

Newsletter

During National Literacy and Numeracy Week a special newsletter was produced to celebrate this occasion.

Each teacher wrote a paragraph on what Maths and Literacy means to them and their class. They also detailed what they had been working on during the term.

Literacy and Numeracy Week

Activity

During National Literacy and Numeracy Week a team collaborated and planned a special “Amazing Race” around our school.

This activity was featured as a post on “Fleurieu Teacher Talk”. This is a Facebook page with over 1,200 followers (mainly teachers). It aims to connect teachers in School with Curriculum and Pedagogy.

Examples of Numeracy teaching practice:

Photo – Full House. An example of another powerful learning experiences that connect learning for student in

Numeracy and Mathematics was when the coach and teacher introduced and built upon students understanding of

fractions. There was again a focus of prior knowledge that students had and the class completed a new “Our Maths

Language” anchor chart. After this we again used a piece of literature to engage and consolidate mathematical

concepts. This was a fractions story that ended with guests in a motel sharing a cake. As a result we had organised

a cake to share with the students. They had to work out how we would need to divide the cake into enough pieces

for each student and which fraction they would receive. End of year report comments from this class strongly

feature this concept as a popular topic and enjoyment and engagement was very high. Many students said this was

their favourite lesson in maths during the year.

The photos above are examples of work undertaken with Alex Ball and her Year 7 classes. How will I survive

“Money Smart” rich task (investigation based).

Targets for Numeracy at Victor Harbor R-7 were adopted by staff and displayed on the Numeracy board in the staff

room throughout the year. The overall target was to improve student engagement and achievement through explicit

teaching, student achievement and understanding and pedagogy targets (see below)

Numeracy work across the Fleurieu Partnership:

Our school established a great connection with fellow Numeracy coach, Ashley Foote (Goolwa Primary School). Our goal was to develop consistent practice and understanding in the teaching of Mathematics across our schools that incorporates what we have learnt to be “effective teaching of Mathematics”. We were able to establish a clear picture of how different schools/teachers operate. The coaches were able to take their skills and understanding of PAT-Maths Data to Port Elliot Primary School (no Numeracy coach) and work with staff at an after school meeting to analyse their testing results. They used the information to discover areas of strength and weaknesses and were able to commit to an action from the data.

Maths Ambassadors Project:

This project proposed assembling an action team of four Year Seven leaders from various Fleurieu schools who love mathematics, enjoy working with others and want to help raise the profile and engagement around Mathematics. These students became leaders and were set the task of improving attitudes at their site around Mathematics. An invitation was extended to all schools in our area to take part and Victor Harbor High School, Port Elliot Primary, Goolwa Primary School and Victor Harbor R-7 took part. We hosted a forum at Victor Harbor and students developed action plans to undertake at their schools. The co-ordinator also connected with and organised an excursion to the Australian Science and Mathematics School, and again invited schools from across the coast.

Wellbeing: Leader – Liz Edwards, School Counsellor

Focus areas for Wellbeing in 2014 included:

National Safe School Framework:

Teachers incorporated the following units of work within their lessons as appropriate: Healthy

Relationships/Managing Feelings/Bullying/Drug & Alcohol Awareness/Child Protection Curriculum/Growth

& Development

Attendance:

Targeted students supported to improve attendance. (A grant enabled us to use one of our school buses

to pick students up each morning )

Incentive(s) for all students to increase attendance (A grant was used to purchase an iPad and students

with high attendance went in a draw to win it for their family)

Community Connections:

Parents were active members of the ‘KidsMatter’ Action Team

Links were made with Flinders University with a focus on Yr 6/7s to explore positive future pathways

through workshop activities

Space and time was made available throughout the school to Improve community access to services that

are needed by our school community ( e.g. Counsellor, Social Worker, Chaplains, SA Health Services,

Aboriginal Community Education Officer, Families SA, Psychologists)

Students At Risk:

Several student support programs were put in place including: Girls’ Group, Boys’ Group, JP Social Skills

Group, Friendship Circle, ‘Tree of Life’ program, Transition programs)

Student Wellbeing:

‘KidsMatter’ training for staff (components 2 & 3 – ‘Social & Emotional Learning for Students’; ‘Working with

Parents & Carers’.)

The ‘Kidsmatter’ Action Team (consisting of the school counsellor, the chaplains, an SSO, both a specialist and a classroom teacher, the Deputy Principal and 2 parents) have provided ongoing training in ‘Kidsmatter’ Primary, to raise awareness and improve practice around mental health. The latest component has been about Social and Emotional Learning which fits with the Australian Curriculum's 'Personal and Social Capability'.

Student Voice and Anti-Bullying Survey(see below): The Wellbeing Action Group, consisting of Year 6 and 7

students, wanted to look at students’ perceptions about being safe at school. They looked at a variety of wellbeing

surveys and selected a picture survey for the junior school and 2 other multiple choice surveys of increasing

complexity for the middle and upper primary students. The Wellbeing Action Group collated the surveys and they

presented their results to staff at a staff meeting (see charts). The Action Group had picked an anomaly in the

results and asked staff for their perceptions about why the majority of students might state that they were happy in

the class and the yard and yet still believed that bullying was an issue and that not enough was being done about

bullying. Staff had responded by suggesting that all students were aware of those few who did bully, and that was

why there would be an agreement about bullying occurring. Staff also suggested that not all students would know

how the bullies were dealt with and that might account for them thinking that not enough was done about bullying.

The Action Group also asked staff to revisit the anti-bullying policy with their students on a regular basis.

The positive results of the survey indicate that our school is perceived as a safe and happy place for most students

to be at.

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Percentage of students

Students' perceptions about their personal safety at school

Series1

Whole School Behaviour Trends

The chart below shows a summary of the responses to behaviour incidents for 2014. (47 Suspensions;2 exclusions;62 take

homes; 15 Internal Suspensions)

The 47 Suspensions were attributed to 24 students.

The 62 Take Homes were attributed to 29 students

16 students had both Take Homes and Suspensions

Number of Behaviour Incidents for 2014

The trends indicate that the behaviour of a high proportion of our students (approx.. 540 students) reflect our

school values. Several of the students above were new to our school.

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Category 1

Suspensions

Exclusions

Take Homes

Internal Suspensions

Time Outs

Other (Counselling)

Student Achievement

NAPLAN

Student Mean Scores - Mean scores for Years 3, 5 & 7 are as follows:

Year 3

Year 5

Year 7

The mean scores reflect the outcome of our whole school agreement in Spelling. ‘Jolly Phonics’

is the basis of this work in junior primary and ‘Sound Waves’ follows from Year 3-7.

Previous whole school work on Writing will need to be consolidated in 2015.

Year 7 results above both schools in our region and schools with the same ‘Index of

Disadvantage’ reflect the commitment and consistency of all staff to take a long-term view of

the learning and improvement of all students in the school.

NAPLAN School Growth: Year 3-5 in Reading

NAPLAN School Growth: Year 3-5 in Numeracy

NAPLAN School Growth: Year 5-7 in Reading

NAPLAN School Growth: Year 5-7 in Numeracy

NAPLAN School Growth:

The previous charts reflect positive growth from Year 5 to 7 in Reading and a growth in the

Upper 25% from Year 3 to 5 in Reading.

Although other growth rates are not as positive, every student who sits the NAPLAN tests in

our school is individually tracked for growth.

2015 targets will reflect the focus on improving the numbers of students achieving in the higher

bands.

Running Records – Reading (November 2014 data)

Reception Students

Reading between Levels 9-11 [or above] 27

Reading between Levels 6-8 14


We have three students who are still at the Emergent stage and are not include above.

From the 19 students achieving between Levels 1-5, 8 have either an NEP (Negotiated Education Plan) or an

identified learning difficulty. This group will be the target group for 2015 for Reading Army and other support.

Year 1 Students




Of the 18 students reading between levels 1-10, seven either have an NEP or an identified learning difficulty. As for

the Receptions these students will be our target group for 2015. At Year 1 We have three students still at Emergent

stage.

Year 2 Students




Of the 8 in reading at level 14 or less, four are on either an NEP or have an identified learning difficulty.

Concentrated, consistent intervention over time indicates that our data achieved in Year 2 could be compared to

NAPLAN data in that our year 7 data shows our students achieving more as expected than Year 5 or Year 3.

Attendance

School Attendance Rate Summary: While the attendance rate is below the DECD target of 93%, strategic programs have been implemented to increase attendance (see Wellbeing)

Staff

Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of

Qualifications

Graduate Degrees or Diplomas 60

Post Graduate Qualifications 5

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff. Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0 32.2 0.51 15.96

Persons 0 38 1 25

Destination

Table 10: Intended Destination

Leave Reason 2013

School Index DECD

No % % %

Employment 4.7% 3.0%

Interstate/Overseas 12 9.2% 8.1% 10.1%

Other 1.2% 1.4%

Seeking Employment 4.3% 3.6%

Tertiary/TAFE/Training 4.9% 4.6%

Transfer to Non-Govt Schl 7 5.4% 7.9% 9.7%

Transfer to SA Govt Schl 110 84.6% 49.6% 47.4%

Unknown 1 0.8% 19.3% 20.1%

Financial Statement

[see attached]

Appendix #1: Wellbeing: KidsMatter – Staff Survey

Survey results indicate the need to support parents & carers to connect with each other and to provide resources

for parents. This will be a Wellbeing focus area for 2015.

victor harbor r-7 school annual report 2014...2015/03/23 · attachment: rebuilding victor harbor...

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