2010 Annual Report to the School Community

Ashby Primary School School Number: 1492

Government School Performance Summary 2010 What our school is doing

Ashby Primary School
The Ashby School Community actively strives to provide a safe, caring and inclusive environment where mutual respect and the pursuit of personal excellence form the basis for life long learning and future success. We encourage students to become socially competent and responsible citizens. Ashby is committed to a sustainable future through the education programs and the way the school operates. We believe that all students can learn given enough time and support and will benefit from a worthwhile and challenging curriculum. We have a strong commitment towards continuous improvement in English, and have a reputation for high achievement in Mathematics. We provide quality learning programs in all other curriculum areas that are designed to cater for the indivdiual needs of a diverse range of students. Our values are embedded in out motto of "Strive to Excel" and demonstrated by behaviours that are supported by T.E.R.R.I., Thinking, Engagement, Respect,Resilience and Inclusion. An emphasis upon critical and analytic strategies and a strong commitment to the development and integration of Information and Communication technologies across the curriculum further combine to provide exciting and flexible learning programs. The school has a principal, 7.7 teaching staff and 2.96 EFT ES staff.

Student Learning

Student Engagement and Wellbeing

Our student attendance data indicates that we achieved the State average, but we will continue to promote the It's Not Ok to be Away policy to decrease the number of absences taken due to family holidays. The Attitudes to School survey has been maintained in the 60% of Victorian Government Schools. Our clearly outlined Engagement policy supports a whole school behaviour management strategy that has a focus on respect for people and property, and learning in the classrooms. Each student is aware of behaviours and habits supported by T.E.R.R.I. The behaviours of thinking, engagement, respect, reflection. resilience and inclusion underpin the teaching and behaviour throughout the school. In 2011 we will continue to strenthen our Engagment Policy with the provision of curriculum that engages all students.

Student Pathways and Transitions

Ashby Primary School has had strong programs in place to support the various transition students make. Our "Getting Started" Program assists our incoming Prep students in preparing them for school over an extended period of time. This results in a positive start to school for these new students. This program builds relationships, and provides information about students to help students feel positive and confident in school. Our Buddy system program throughout the school helps build confidence and allow students throughout the school to experience a variety of activities with multiaged groups. Our grade 6 Graduation, plus emphasis on Personal Development in term 4, connections to past pupils, and building strong relationships with secondary feeder schools enable our students to make successful transitions. Our transition program may be adapted to suit individual needs to support all students to make a positive start to a new environment..

Ashby Primary School has achieved strong results in student learning: We achieved within the middle for 60% of Victorian Government schools. Our data from the National Assessment Program indicates success in the grade 3 areas of numeracy and reading achieving in the top 20%, and in grade 5 in the 60% with improvement required in the grade 5 area of numeracy. A continual focus on developing capabilities of our students has resulted in improved learning for students. The school has a strong focus on using assessment and diagnostic tools that help identify student starting points for learning, and teachers have developed more strategies to develop programs to support students to achieve their best learning. In 2011 the focus will be on learning intentions, tasks,success criteria and feedback and the instructional core in order to improve student learning.

For more detailed information regarding our school please visit our website at
[enter school URL/website here]

or view our 2010 Annual Report online at http://www.vrqa.vic.gov.au/SReg/

Government School Performance Summary 2010

Ashby Primary School
How this school compares to all Victorian government schools
Key:
Range of results for the middle 60% of Victorian government schools: Result for this school: Median of all Victorian government schools:

This page provides the overall picture of this school's performance in the past year. The following pages provide more detail on each of these measures.

O Overall M ll Measures

Student Outcomes St d t O t
Results achieved by students at this school compared to students at other Victorian government schools.

School Comparison S h lC i
Whether this school taking into account its school, students, is performing higher than, lower than, or broadly similar to other schools, taking into account their students.

1. Student L 1 S d Learning i Combining teacher assessments from the Victorian Essential Learning Standards ( ) (VELS) and the results from the National Assessment Program Literacy and Numeracy (NAPLAN) tests.

Lower Outcomes O t

Higher Outcomes O t

Lower

Similar

Higher

2. Student Engagement and Wellbeing Combining student attendance rates and results from the annual student Attitudes to School survey.

Lower L Outcomes

Higher Hi h Outcomes

Lower

Similar

Higher

School Profile
Average level of parent satisfaction with the school, as derived from the annual Parent Opinion survey. The score is reported on a scale 7, here of 1 to 7 where 7 is the highest possible score. 1 7 Average level of staff satisfaction with the school, as derived from the annual Staff Opinion survey. The score is reported on a scale of 1 to 5 where 5 is the highest 5, here possible score. 1 5 Overall socio-economic profile
low low-mid mid mid-high high

Based on the school's Student Family Occupation index which takes into account parents' occupations occupations. Proportion of students with English as a second language
low low-mid mid mid-high high

All Victorian government school teachers meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au).

147 students (62 female 85 male) were enrolled at this female, school in 2010.

For more information regarding this school, please visit www.vrqa.vic.gov.au/sreg

1492 Version 1 February 2011 1,

Ashby Primary School

How this school compares to all Victorian government schools Student Learning
3. Teacher assessments from the Victorian Essential Learning Standards
(VELS)

Key: y
Range of results for the middle 60% of Victorian government schools: Result for this school: g Median of all Victorian government schools:

Student Outcomes
Results: English and Mathematics 2009 0 Results: English and Mathematics 2007 - 2009 (3-year average) 0 Results: All other subjects 2009 j 0 Results: All other subjects (3 year 2007 - 2009 (3-year average) 0 100 100 100 100

School Comparison

Percentage of students in Years Prep to 6 with a grade of C or above in: English and Mathematics All other subjects The grades are the same as those used in your child's end of year report report. A C rating means that a student is at the standard expected at the time of t d d t d t th ti f reporting.

Lower

Similar

Higher

Lower

Similar

Higher

Lower

Similar

Higher

Lower

Similar

Higher

4. 4 NAPLAN Year 3 Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year. Year 3 assessments are reported on a scale from Bands 1-6. Bands represent different levels of achievement. For Year 3, the National Minimum Standard is at Band 2.

Results: Reading 2010

Band 1

Lower

Similar

Higher

Results: Reading 2008 - 2010 (3-year average)

Band 1

Lower

Similar

Higher

Results: Numeracy 2010 y

Band B d1

Lower

Similar

Higher

Results: Numeracy 2008-2010 (3-year average)

Band 1 5. NAPLAN Year 5 Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year. Year 5 assessments are reported on a scale from Bands 3-8. Bands represent different levels of achievement. For Year 5, the National Minimum Standard is at Band 4 4.

Lower

Similar

Higher

Results: Reading 2010 g Band B d3

Lower

Similar

Higher

Results: Reading 2008 - 2010 (3-year average) Band 3

Lower

Similar

Higher

Results: Numeracy 2010 Band 3

Lower

Similar

Higher

Results: Numeracy 2008-2010 y (3-year average) Band 3

Lower

Similar

Higher

Version 1, February 2011

Ashby Primary School

How this school compares to all Victorian government schools Student Engagement and Wellbeing
6. Student tt d 6 St d t attendance Average attendance rate of all students in g the school. Common reasons for nonattendance include illness and extended family holidays. 0

Key: y
Range of results for the middle 60% of Victorian government schools: Result for this school: g Median of all Victorian government schools:

Student Outcomes
Results: 2009 R lt 100

School Comparison

Lower

Similar

Higher

Results: 2006 - 2009 (4 R lt (4-year average) ) 0 100

Lower Similar Higher

Average 2009 attendance rate by year level:

Prep Yr1 94% 93%

Yr2 93%

Yr3 95%

Yr4 94%

Yr5 90%

Yr6 91%

7. 7 Student attitudes to school Derived from the Attitudes to School survey completed annually by Victorian government school students in Years 5 to 12. 12 It includes questions about students engagement in and enjoyment of school. The schools average score is reported school s here on a scale of 1 to 5, where 5 is the highest possible score. 1

Results: 2010 5
Lower Similar Higher

Results: 2007 - 2010 (4-year average) 1 5

Lower Similar Higher

Version 1, February 2011

How t read the to d Gov vernme Sch ent hool Perform e Summ 2010 mance mary
The Govern nment Schoo Performanc Summary provides an overview of how this sc ol ce y n f chool is perfo orming, and how it comp pares to all o other Victorian governmen schools. nt All schools acknowledge the partner e rship and sup pport of their parents and the commu r d unity in working together to improve o outcomes for children an young peo nd ople. By sharing t this information with the c community, our goal is to identify whe we need to improve and to work o ere d a together to achieve exce ellence in ev very school.

The first p page outline what es your scho is doing to improve ool o its results.

The secon page sum nd mmarises your schoo performa ols ance.

The third a fourth pa and ages provide a de etailed break kdown of each of th result are he eas.

What are st tudent outc comes? Student out tcomes show the achieve w ements of students in this school in English, Mathematics a n and other subjec They als show resu in nationa cts. so ults al literacy and numeracy te ests and, for secondary r colleges, the Victorian C Certificate of Education (VCE) exam minations. Th provide im hey mportant information about student attendanc and ce engagemen at school. nt For seconda colleges, the Government School ary , Performanc Summary also provide information ce es n about how m many studen at this sch nts hool go on to o further studies or full-tim work after leaving school. me r You can see these results for the lat e test year, as well as the avera of the last four years (where age s available). The Govern nment Schoo Performanc Summary ol ce y also allows you to comp pare student outcomes fo or students at this school w the outco with omes of students in all other Vict torian govern nment schoo ols.

What is a School Comparison? The School comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school. A School comparison takes into account the schools academic intake, the socio-economic background of students, the number of Indigenous students, the number of non-English speaking and refugee students, the number of students with a disability, and the size and location of the school. The School comparison measures show that most schools are doing well and are achieving results that are similar to what we would estimate given the background characteristics of their students. Some schools are doing exceptionally well with the students they have, and have higher performance. Some schools have lower performance after taking into account their students characteristics these schools will receive targeted support to ensure that there is improvement. Looking at both the student outcomes and school comparisons provides important information about what a school is doing well and the areas that require further improvement. More information on school comparison performance measures can be found at: www.education.vic.gov.au/aboutschool/

What is the meaning of Data not available? For some schools, there are too few students to provide data. For other schools, there are no students at some levels, so school comparisons are not possible. Newly opened schools have only the latest year of data and no averages from previous years. The Department also recognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools where school comparisons are not appropriate.

What is this school doing to improve? All schools have a plan to improve outcomes for their students. The What our school is doing statement provides a summary of this schools improvement plan.

Financial Performance and Position

Ashby Primary School

Financial Performance Operating Statement Summary for the year ending 31st December, 2010
Revenue Departmental Grants Commonwealth Government Grants State Government Grants Other Locally Raised Funds Total Operating Revenue Expenditure Salaries and Allowances Bank Charges Consumables Books and Publications Communication Costs Furniture and Equipment Utilities Property Services Travel and Subsistence Motor V hi l Expenses M Vehicle E Administration Health and Personal Development Professional Development Trading and Fundraising Support/Service Miscellaneous Total Operating Expenditure Net Operating Surplus/-Deficit Capital Expenditure 2010 Actual $136,756 $33,318 $1,987 $28,320 $105,720 $306,101

Financial Position as at 31st December, 2010

Funds Available High Yield Investment Account Official Account Other Bank Accounts( listed individually) Parent Payment Account (insert) (insert) (insert) (insert) (insert) Total Funds Available 2010 Actual $56,066 $2,963 $ $32,136 $ $ $ $ $ $91,166

$77,037 $123 $18,827 $3,963 $2,870 $25,149 $6,850 $53,271 $ $ $6,853 $238 $7,995 $16,556 $36,675 $27,546 $283,953 $22,148 -$93,978

Financial Commitments 2010 Actual School Operating Reserve $32,516 Assets or Equipment Replacement 12 months $ Capital Building/Grounds including SMS 12 $ months $ $28,306 Maintenance Building/Grounds including SMS 12 months th $ Beneficiary/Memorial Accounts $ Co-operative Bank Account $ Revenue Receipted in Advance $2,995 School based programs $15,014 Region/Network/Cluster Funds $10,665 Provision Accounts $1,670 Repayable to DEECD $ Other Recurrent Expenditure (Accounts Payable) $ Assets or Equipment Replacement 12 $ Capital Building/Grounds including SMS 12 $ months Maintenance - Building/Grounds including SMS 12 months Total Financial Commitments $ $91,166

Please note that the above amounts do not include any credit revenue or expenditure allocated or spent by the school through its Student Resource Package

Financial performance and position commentary

T he Building Education Revolution grant of $820,000, commenced in August 2010, is be used to re- stucture the learning environment to support learning throughout the school. The library is being upgraded to house an information and communication centre, other works are a classroom kitchen, a performing arts stage, open planned classrooms, office refurbishment, furniture for class rooms., upgrade of toilet facilities, natural light throughout the building, and repairing of the school roof. Resources for literacy and numeracy were purchased through school funds, and information technology with upgrade of computers for use in the senior school. Resources were also spent on extra integration support for students in need of support.