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Florey Primary School

Annual School Board Report

2017

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This report supports the work being done in the ACT Education Directorate, as outlined in the ‘Education Capital: Leading the Nation Strategic Plan 2014-17’.

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© Australian Capital Territory, Canberra, 2017

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Contents

School Board Chair Report	1

School Context	1

Student Information	2

Student enrolment	2

Student attendance	2

Staff Information	3

Teacher qualifications	3

Workforce composition	3

School Review and Development	4

School Satisfaction	4

Overall Satisfaction	4

Learning and Assessment	7

Performance in Literacy and Numeracy	7

Early years assessment	7

NAPLAN	8

Performance in Other Areas of the Curriculum	8

Financial Summary	9

Professional Learning	10

Voluntary Contributions	10

Reserves	10

Endorsement Page	11

Members of the School Board	11

School Board Chair Report

During 2017, the School Board monitored progress against the Florey Primary School Plan (2016-2020) and ensured that governance requirements were met. The Board continued to discuss and review the Positive Behaviour for Learning (PBL) framework which moved into the classroom in early 2018. A number of policies and procedures were reviewed and updated including the Sun Smart policy, School Communication Guidelines, Video and Photo Guidelines and the Home Learning Guidelines. This included a post-amendment to the Home Learning Guidelines early in 2018 to incorporate changes to the Year 5/6 homework, at the request of the teaching staff, in order to better prepare students for the shift to High School. The Board also regularly reviewed the Term Overviews for each term and has ensured consistency across the school in the format of these documents. Members of the Board also participated in various consultations run by the ACT Education Directorate on “The Future of Education – An ACT community conversation”.

School Context

Over the past six years the demographics of Florey Primary School have shown a gradual increase in total numbers of students until 2017 when a slight drop has occurred. While the percentage of language background other than English (LBOT) students has remained relatively consistent. The number of students in the bottom quarter of the Index of Community Socio-Educational Advantage (ICSEA) has remained relatively consistent over the past three years, while the number in the top quarter ICSEA has continued to drop over the six years. The number of boys at the school is greater than the number of girls for the first time in six years.

Table: Student population changes in the primary school sector from 2012 to 2016

Group	2012	2013	2014	2015	2016	2017
ICSEA value	1064	1065	1053	1054	1051	1053
Female	190	212	212	222	223	212
Male	167	171	200	222	223	226
Indigenous	3%	2%	3%	3%	3%	2%
LBOT	38%	42%	43%	39%	39%	40%
Total	356	383	412	443	446	438

Source: myschool.edu.au May 2018

Table: Distribution of students by ICSEA

Quarter	2012	2013	2014	2015	2016	2017
Bottom	9	14	16	17	18	17
Middle	17	22	21	22	21	22
Middle	29	27	26	27	29	30
Top	46	37	36	35	32	31

Source: myschool.edu.au May 2018

Student Information

Student enrolment

In 2017 there were a total of 438 students enrolled at this school.

Table: 2017 Student enrolment

Student type	Number of students
Male	226
Female	212
Aboriginal and Torres Strait Islander	10
LBOTE*	175

*Language Background Other Than English

Source: Planning and Analytics, December 2017

Student attendance

The following table identifies the attendance rate of students by year level during 2017. Student attendance rate is the percentage of school days attended by students in each year level at the school. Student attendance is measured over two school terms; that is from the first day of the school year for students in term 1 to the last day of term 2.

Table: 2017 Attendance rates in percentages

Year level	2017 Attendance rate
K	93.0
1	89.0
2	92.0
3	91.0
4	93.0
5	89.0
6	86.0

Source: Planning and Analytics, December 2017

To manage attendance, Florey Primary School makes contact with all families immediately when a student is absent from school. When phone contact cannot be made and a student has been absent for more than six consecutive days, a letter is sent home to request immediate contact be made by the family to the school. When this proves unsuccessful, the school contacts families a second time to obtain the support of the Northside School Engagement Team (NSET).

Where students are reluctant attendees, the school has organised gradual return to school with the families to assist with the readjustment of students to school life. The use of a sensory space has also been employed to assist students with anxiety to manage the school day.

In the case of EALD students, the EALD teacher may contact/visit the family should the EALD teacher have greater knowledge and understanding of the family.

The school is currently working with NSET to support the attendance of a small number of students who are poor attenders.

Staff Information

Teacher qualifications

All teachers meet the professional requirements for teaching in an ACT public school. The ACT Teacher Quality Institute (TQI) has provided the following data based on teachers registered as at 16 December 2017.

The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate qualification is shown below.

Table: 2017 Qualification of teaching staff in percentages

Qualifications	Proportion of staff
Certificate/ Diploma/ Degree	100
Postgraduate	38

Source: Teacher Quality Institute, 16 December 2017

Further study is encouraged and supported for all staff.

Workforce composition

The 2017 workforce composition of Florey Primary School is highlighted in the following table. The data is taken from the school’s term 4 staff report. For reporting purposes it incorporates all school-based staff.

Table: 2017 Workforce composition numbers

Staff employment category	TOTAL
Teaching Staff: Head Count	36
Teaching Staff: Full Time Equivalent Permanent	26.50
Teaching Staff: Full Time Equivalent Temporary	4.00
Non Teaching Staff: Head Count	17
Non Teaching Staff: Full Time Equivalent	11.70

Source: This data is from the school’s term 4 2017 staff report. Data provided in previous years was sourced from the August census date and was calculated using the parameters provided by the ABS. As such, pre-2017 staffing figures may differ significantly from the above.

There are no Aboriginal and Torres Strait Islander staff members at this school.

Florey Primary School has a balanced range of teaching experience across the staff, with most experienced school leaders coaching and mentoring younger staff members. Planning is carried out in teams to ensure consistency of programming across the school. The school has a high proportion of male staff members with 26 per cent of teaching staff being male and 26 per cent of non-teaching staff. Non-teaching staff in classrooms are qualified for their role and support teachers with both student medical needs and learning.

School Review and Development

In 2017, the ACT Education Directorate’s Strategic Plan 2014-2017 provided the framework and strategic direction for the school’s Strategic Plan. This is supported by the school performance and accountability framework, ‘People, Practice and Performance: School Improvement in Canberra Public Schools, A Framework for Performance and Accountability’. This framework has school improvement at its centre, with the National School Improvement Tool (NSIT) as its core feature, providing support to achieve high standards in student learning, innovation and best practice in ACT public schools.

Prior to 2016 all ACT public schools participated in a four-year cycle of school review and development. In the fourth year schools underwent an external validation process. In 2016 this changed to a five-year cycle with an External School Review at the end.

Florey Primary School will be reviewed in 2020. A copy of the most recent validation report can be found on the school website.

School Satisfaction

Schools use a range of data collection tools to gain an understanding of the satisfaction levels of their parents and carers, staff and students. In August/ September 2017 the school undertook a survey to gain an understanding of school satisfaction at that time. Staff, parents and students from year 5 and above (with the exception of students in special schools) took part in an online survey.

Overall Satisfaction

In 2017, 85% of parents and carers, 98% of staff, and 66% of students at this school indicated they were satisfied with the education provided by the school.

Included in the survey were 14 national parent survey items and 12 national student survey items. These items were approved by the then Standing Council on School Education and Early Childhood (SCSEEC) for use from 2015. The following tables show the percentage of parents and carers and students who agreed with each of the national items at this school.

A total of 44 staff responded to the survey. Please note that not all responders answered every question.

Table: Proportion of staff in agreement with each national opinion item

National opinion item	Proportion of staff
Teachers at this school expect students to do their best.	100
Teachers at this school provide students with useful feedback about their school work.	98
Teachers at this school treat students fairly.	95
This school is well maintained.	89
Students feel safe at this school.	88
Students at this school can talk to their teachers about their concerns.	93
Parents at this school can talk to teachers about their concerns.	95
Student behaviour is well managed at this school.	75
Students like being at this school.	90
This school looks for ways to improve.	98
This school takes staff opinions seriously.	93
Teachers at this school motivate students to learn.	95
Students’ learning needs are being met at this school.	98
This school works with parents to support students' learning.	82
I receive useful feedback about my work at this school.	82
Staff are well supported at this school.	89

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 65 parents responded to the survey. Please note that not all responders answered every question.

Table: Proportion of parents and carers in agreement with each national opinion item

National opinion item	Proportion of parents and carers
Teachers at this school expect my child to do his or her best.	94
Teachers at this school provide my child with useful feedback about his/her school work.	84
Teachers at this school treat students fairly.	76
This school is well maintained.	91
My child feels safe at this school.	78
I can talk to my child’s teachers about my concerns.	95
Student behaviour is well managed at this school.	69
My child likes being at this school.	86
This school looks for ways to improve.	82
This school takes parents’ opinions seriously.	72
Teachers at this school motivate my child to learn.	91
My child is making good progress at this school.	86
My child's learning needs are being met at this school.	83
This school works with me to support my child's learning.	80

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 122 students responded to the survey. Please note that not all responders answered every question.

Table: Proportion of students in years 5 to 6 in agreement with each national opinion item

National opinion item	Proportion of students
My teachers expect me to do my best.	89
My teachers provide me with useful feedback about my school work.	61
Teachers at my school treat students fairly.	49
My school is well maintained.	55
I feel safe at my school.	51
I can talk to my teachers about my concerns.	54
Student behaviour is well managed at my school.	28
I like being at my school.	59
My school looks for ways to improve.	68
My school takes students’ opinions seriously.	40
My teachers motivate me to learn.	71
My school gives me opportunities to do interesting things.	60

Source: 2017 School Satisfaction Surveys, August/September 2017

This information can be considered alongside information available on the My School website (http://www.myschool.edu.au).

Florey Primary School has introduced Positive Behaviours for Learning as a means of addressing student behaviour across the school. This has led to a greater sense of shared values and approach between staff and the community. This includes the sense of a shared mission, rules, and processes. School spirit and pride along with a welcoming atmosphere, clear rules, and recognition of success are important aspects of school climate.

In 2017 at Florey Primary School 100% of staff reported Adequate or Excellent levels of Shared

Values and Approach. Less than 1% of staff reported low levels of Shared Value and Approach.

2016	2017	ACT
Excellent	44.2	72.7	74.5
Adequate	53.3	27.3	24.7
Needs improvement	2.3	0	0.8

Source: 2017 Australian School Climate and School Identification Measurement Tool

The proportion of Adequate to Excellent responses at Florey Primary School is greater than the ACT average (99%). Compared to 2016, more (28.54%) staff at Florey Primary School rated Shared Values and Approach as Excellent in 2017.

In 2017 at Florey Primary School 100% of parent/carers reported Adequate or Excellent levels of Shared Values and Approach. Less than 1% of parent/carers reported low levels of Shared Value and Approach.

2016	2017	ACT
Excellent	58.2	76.9	82.3
Adequate	38.8	23.1	16.1
Needs improvement	3	0	1.6

Source: 2017 School Satisfaction Surveys, August/September 2017

The proportion of Adequate to Excellent responses at Florey Primary School is greater than the ACT average (98%). Compared to 2016, more (18.71%) parents/carers at Florey Primary School rated Shared Values and Approach as Excellent in 2017.

These results, as well as the continual review of school performance, contributed to the evaluation of our Strategic Plan and the development of Annual Action Plans. The Strategic Plan is available on the school website.

Learning and Assessment

Performance in Literacy and Numeracy

Early years assessment

Students in kindergarten undertake an on-entry assessment of their early reading and numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student results are reported against five performance bands at the end of semester 1 and 2.

Table: Florey Primary School PIPS 2017 mean raw scores

Agency	Reading start	Reading end	Mathematics start	Mathematics end
School	47	110	37	54
ACT	51	124	39	55

Source: Planning and Analytics

The mean raw scores indicate that students enter Florey Primary School with a lower reading and writing level than ACT students in general. In 2017, students made greater growth than the ACT in mathematics but less in reading. In 2018 the school will focus on early literacy as a key area for improvement.

NAPLAN

Students in years 3, 5, 7 and 9 in all ACT schools participate in the National Assessment Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing, spelling, grammar and punctuation, and numeracy.

In 2017, 2.00 % of year 3 students and 0.00 % of year 5 students were exempt from testing based on nationally agreed criteria.

Results are not reported when there are fewer than five students with results. This rule is applied for reasons of statistical reliability, as well as to protect the privacy of students in small schools.

The following table shows the 2017 mean scores achieved by our students compared to the ACT.

Table: Florey Primary School 2017 NAPLAN Mean Scores

Test Domain	Year 3 School	Year 3 ACT	Year 5 School	Year 5 ACT
Reading	406	442	490	517
Writing	389	412	461	475
Spelling	403	411	489	494
Grammar & Punctuation	416	441	481	503
Numeracy	394	417	482	496

Source: Planning and Analytics

An analysis of our NAPLAN results can be found when reporting against our priorities.

Performance in Other Areas of the Curriculum

All areas of the Australian curriculum are taught at Florey Primary School. The school has developed integrated units of learning around a conceptual framework that provides differentiation at a minimum of three levels in every classroom. A combination of the arts, science and technology, history, civics and citizenship, economics and robotics are incorporated as appropriate in each integrated unit. Subjects not suited to these units of work are taught as stand alone units. Health and PE are also provided to all students and incorporate fundamental movement skills. Indonesian is the language taught at the school and all students K-6 participate in Indonesian language lessons provided by an Indonesian specialist teacher.

All subject areas are moderated against work samples provided by the Australian Curriculum Assessment and Reporting Authority (ACARA) and across all classes in a given year level.

The school provides the opportunity for interested students to participate in the International Competitions and Assessments for Schools (ICAS) annually.

Financial Summary

The school has provided the Directorate with an end of year financial statement that was approved by the school board. Further details concerning the statement can be obtained by contacting the school. The following summary covers use of funds for operating costs and does not include expenditure in areas such as permanent salaries, buildings and major maintenance.

Table: Financial Summary

INCOME	January-June	July-December	January-December
Self-management funds	196573.67	171940.67	368514.34
Voluntary contributions	13315.00	2870.00	16185.00
Contributions & donations	21319.93	0.00	21319.93
Subject contributions	6319.00	580.00	6899.00
External income (including community use)	11033.63	11889.09	22922.72
Proceeds from sale of assets	1928.24	0.00	1928.24
Bank Interest	8087.09	8679.73	16766.82
TOTAL INCOME	258576.56	195959.49	454536.05
EXPENDITURE
Utilities and general overheads	27990.79	60058.32	88049.11
Cleaning	38487.90	51878.62	90366.52
Security	602.00	318.00	920.00
Maintenance	43880.58	21732.35	65612.93
Administration	2325.49	7544.95	9870.44
Staffing	0.00	0.00	0.00
Communication	3765.45	3385.66	7151.11
Assets	17178.97	32635.77	49814.74
Leases	0.00	0.00	0.00
General office expenditure	4951.36	11490.67	16442.03
Educational	14391.47	26,022.67	40053.68
Subject consumables	5633.10	360.46	5993.56
TOTAL EXPENDITURE	159207.11	215067.01	374274.12
OPERATING RESULT	99369.45	-19107.52	80261.93
Actual Accumulated Funds	176351.34	176393.62	176393.62
Outstanding commitments (minus)	-24433.90	0.00	-24433.90
BALANCE	251286.89	157286.10	232221.65

Professional Learning

The average professional learning expenditure at the school level per full time equivalent teacher was $1,401.27.

Voluntary Contributions

The funds listed were used to support the general operations of the school. The spending of voluntary contributions is in line with the approved budget for 2017.

Primary School	$11,385
Preschool	$4,800

Reserves

Name and Purpose	Amount	Expected Completion
Painting Interior 2017 - Painting of the units throughout the year	$30,000	Payment was made in Feburary 2018
Staffing 2017 Extra teaching and LSA staff	$20,000	Reserves were not required and will be rolled over to 2018 reserves.
Furniture 2017 – This is for our 1/2 unit – teachers are in consultation with executive with regard to the furniture required	$20,000	08/2018

Endorsement Page

Members of the School Board

Parent Representative(s):	Petrina Olds,	Cath McCallum,	Nicole Inveen.
Community Representative(s):
Teacher Representative(s):	Adam Volamri,	David Kemp,
Board Chair:	Petrina Olds
Principal:	Felicity Bruce

I approve the report, prepared in accordance with the provision of the ACT Education Act 2004, section 52.

Board Chair Signature:	___________________________	Date:	_____ / _____ / _____

I certify that to the best of my knowledge and belief the data and information reported in this Annual School Board Report represents an accurate record of the school’s operations in 2017.

Principal Signature:	___________________________	Date:	_____ / _____ / _____