Weetangera 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	6

Performance in Literacy and Numeracy	6

Early years assessment	6

NAPLAN	7

Performance in Other Areas of the Curriculum	7

Financial Summary	8

Professional Learning	9

Voluntary Contributions	9

Reserves	9

Endorsement Page	10

Members of the School Board	10

School Board Chair Report

Throughout the year Weetangera Primary School has continued to develop and embed improvements across all three strategic priorities of the School Plan, particularly around whole school approach to literacy and numeracy through dedicated committees and advancing teacher expertise through coaching and mentoring. There has been further enhancements around broadening the use of digital technologies and Google for Education (GAFE) and the introduction of the Bounce Back program for social and emotional learning. During the year, the SeeSaw learning Journal application was introduced and the feedback provided from the teachers and parents involved in the trial have reported that the tool would be valuable in keeping up to date with student progress.

In February 2017, the Future of Education Conversation was launched by the Minister for Education and Early Childhood, which will ultimately result in a longer term strategy for Education in the ACT. As a result of community conversation from key stakeholders including school communities, parents and carers, teachers, students and community organisations, there have been a number of themes which have emerged around ways to pursue equity and improve the future education system. The school leaders attended the 2017 Minister’s student congress with ACT public school students as part of the Future of Education conversation to provide advice on issues and responding to questions around “expectations of the education system and what might need to change”, “how do students know when they are doing well” and “what helps students do well and feel included”. The leaders response to the board was that furthering the use of technology would be helpful and that students would benefit from more one on one time with teachers for individual learning.

Engagement with the community has continued with the commencement of the new Fresh Tastes Community Vegetable Garden, completion of the bike rack upgrade and continuing strategic partnerships including carbon neutral school through Greening Australia and fostering connections with Belconnen High School.

Around the school we have seen enhancements across various areas with the replacement of student furniture as well as maintenance on the grounds due to damage but financially, Weetangera Primary School is tracking well and have seen some savings made across general expenses.

Overall, 2017 has been a fantastic year for Weetangera Primary School and on behalf of the board, I would like to thank staff and teachers involved in the school and community through 2017 and for those who have moved on, I wish you the very best in the future. A thank you also to those who have volunteered and dedicated time to assist with activities throughout the year, some of which may not have been possible without your support.

Yvonne Gray, Board Chair

School Context

Weetangera School is situated in Belconnen in the north of the Australian Capital Territory. It caters for students from preschool to year 6. The school community consists of approximately 473 students with around 45 staff employed to cater for the needs of our students. Our priority enrolment area is Weetangera and our shared enrolment areas are Page and Scullin. Of our student population over the past 5 years, on average, 2 percent identified themselves as Indigenous and 19 percent had a language background other than English.

Student Information

Student enrolment

In 2017 there were a total of 408 students enrolled at this school.

Table: 2017 Student enrolment

Student type	Number of students
Male	207
Female	201
Aboriginal and Torres Strait Islander	8
LBOTE*	87

*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	Attendance rate
K	94.0
1	95.0
2	93.0
3	95.0
4	95.0
5	93.0
6	93.0

Source: Planning and Analytics, December 2017

The school manages non attendance in a consistent manner which includes open and prompt communication between school and home. Parents are requested to send a note to classroom teachers following a child’s absence. Repeated unexplained absences result in a call and/or a letter from the Principal to home to clarify the situation. Student attendance is recorded on each student file at the end of every term.

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	32

Source: Teacher Quality Institute, 16 December 2017

Workforce composition

The 2017 workforce composition of Weetangera 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	31
Teaching Staff: Full Time Equivalent Permanent	22.60
Teaching Staff: Full Time Equivalent Temporary	5.00
Non Teaching Staff: Head Count	7
Non Teaching Staff: Full Time Equivalent	5.44

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.

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.

Weetangera School will be reviewed in 2019. 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, 88% of parents and carers, 100% of staff, and 90% 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 28 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.	96
Teachers at this school treat students fairly.	100
This school is well maintained.	100
Students feel safe at this school.	100
Students at this school can talk to their teachers about their concerns.	100
Parents at this school can talk to teachers about their concerns.	100
Student behaviour is well managed at this school.	86
Students like being at this school.	96
This school looks for ways to improve.	96
This school takes staff opinions seriously.	86
Teachers at this school motivate students to learn.	96
Students’ learning needs are being met at this school.	100
This school works with parents to support students' learning.	100
I receive useful feedback about my work at this school.	79
Staff are well supported at this school.	93

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 78 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.	99
Teachers at this school provide my child with useful feedback about his/her school work.	87
Teachers at this school treat students fairly.	87
This school is well maintained.	95
My child feels safe at this school.	94
I can talk to my child’s teachers about my concerns.	95
Student behaviour is well managed at this school.	79
My child likes being at this school.	95
This school looks for ways to improve.	90
This school takes parents’ opinions seriously.	87
Teachers at this school motivate my child to learn.	85
My child is making good progress at this school.	85
My child's learning needs are being met at this school.	83
This school works with me to support my child's learning.	82

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 119 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.	96
My teachers provide me with useful feedback about my school work.	82
Teachers at my school treat students fairly.	77
My school is well maintained.	82
I feel safe at my school.	82
I can talk to my teachers about my concerns.	69
Student behaviour is well managed at my school.	60
I like being at my school.	79
My school looks for ways to improve.	88
My school takes students’ opinions seriously.	63
My teachers motivate me to learn.	85
My school gives me opportunities to do interesting things.	85

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).

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: Weetangera Primary School PIPS 2017 mean raw scores

Agency	Reading start	Reading end	Mathematics start	Mathematics end
School	57	136	41	58
ACT	51	124	39	55

Source: Planning and Analytics

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: Weetangera Primary School 2017 NAPLAN Mean Scores

Test Domain	Year 3 School	Year 3 ACT	Year 5 School	Year 5 ACT
Reading	456	442	540	517
Writing	415	412	476	475
Spelling	398	411	486	494
Grammar & Punctuation	444	441	517	503
Numeracy	423	417	500	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

Weetangera School offers a wide range of programs including Science, French, Music, Arts and Physical Education. In addition to this children have the opportunity to participate in a great range of lunchtime clubs including chess, art and drama.

Children can participate in junior or senior choir, and the school employs a Music specialist teacher to teach Music across the school. In 2015 the school initiated an instrumental music program for students in years 5 and 6.

Children also had numerous opportunities to participate in interschool sport, representative sport and sports clinics including Australian Football League (AFL), rugby union, baseball, tennis, touch football, volleyball and basketball.

Students at our school have the opportunity to participate in a number of national and international competitions. In 2017, across years 3 to 6, 52 students took part in the International Competition and Assessment for Schools (ICAS) in English. In relation to the ICAS Mathematics assessment a total of 53 students took part from years 3 to 6. In the ICAS Science assessment 50 students participated from years 3 to 6.

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	189678.74	169050.44	358729.18
Voluntary contributions	13718.00	6864.00	20582.00
Contributions & donations	400.00	0.00	400.00
Subject contributions	40945.50	4613.50	45559.00
External income (including community use)	11571.65	20158.13	31729.78
Bank Interest	5823.91	5979.70	11803.61
TOTAL INCOME	262137.80	206665.77	468803.57
EXPENDITURE
Utilities and general overheads	43203.01	54454.78	97657.79
Cleaning	38920.25	45582.36	84502.61
Security	891.36	1042.00	1933.36
Maintenance	16156.24	17510.63	33666.87
Administration	12275.10	15928.06	28203.16
Communication	10038.04	4154.26	14192.30
Assets	39401.19	28969.13	68370.32
Leases	0.00	0.00	0.00
General office expenditure	2690.87	12993.70	15684.57
Educational	41683.35	98941.24	140624.59
Subject consumables	6290.91	487.28	6778.19
TOTAL EXPENDITURE	211550.32	280063.44	491613.76
OPERATING RESULT	50587.48	-73397.67	-22810.19
Actual Accumulated Funds	234814.98	242314.98	234814.98
Outstanding commitments (minus)	-10410.95	0.00	-10410.95
BALANCE	274991.51	168917.31	201593.84

Professional Learning

The average professional learning expenditure at the school level per full time equivalent teacher was $6557.47.

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.

Reserves

Name and Purpose	Amount	Expected Completion
ICT upgrades, one to one digital devices for ongoing succession plan to devlop digital technology to support improved student outcomes across all learning areas	$63 000	February 2020
Advance teacher expertise in literacy and numeracy through coaching to improve student outcomes	$50 000	December 2019

Endorsement Page

Members of the School Board

Parent Representative(s):	Janinne O’Keefe	Alex Nockells
Community Representative(s):	Tomasi Wainiqolo
Teacher Representative(s):	Erwin McRae	Isabel Dunn
Board Chair:	Yvonne Gray
Principal:	James Barnett

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:	_____ / _____ / _____