Annual Report 2017 - wildcherry.vic.edu.au · East Gippsland Steiner Education Group Inc. Annual Report 2017 4 Enrolments In 2017 Wild Cherry offered Prep through to Class 5. Enrolments

Annual Report 2017

East Gippsland Steiner Education Group Inc.

ACN A0033601U ABN 67 979 556 082

We acknowledge the Gunaikurnai people of East Gippsland, who have walked this land and cared for it for thousands of years as the traditional owners of the land on which today our school community gathers.

We pay our deepest respect to their Elders past, present, and those who will come in the future.

East Gippsland Steiner Education Group Inc. Annual Report 2017 2

Information about the School

Our Vision

At Wild Cherry School we continually strive to educate and support the development and potential of each individual child, whilst fostering a creative and ethical community.

Our Values

• Fostering a desire in our students to aim for academic and artistic excellence, by providing them with a rich, diverse, and integrated curriculum.

• Inspiring the children with a lifelong love of learning, a morality that strives for goodness, an appreciation of beauty, and a pursuit of truth.

• Developing trust and respect for themselves, each other, the broader community, and the earth.


Our Story

Established in 2013, Wild Cherry School offers a balanced and holistic education for Prep through to Class 6 children using the Australian Steiner Curriculum Framework based on the education principles devised by the Austrian Antroposophist Rudolf Steiner.

In addition, the School also runs weekly Playgroup sessions and is affiliated with a 3- and 4-year-old Kindergarten managed by Uniting Gippsland.

The School is situated in Bairnsdale, commercial capital of East Gippsland and gateway to the Gippsland Lakes and Alpine Country, in a beautiful iconic, heritage-listed building surrounded by lovingly nurtured gardens.

In recognition of the School’s spiritual impulse, which came from parents, Wild Cherry School’s core task is to provide a curriculum that is relevant and meaningful as well as flexible and adaptable to suit the needs of the children preparing them to take their place in our modern world.

Our vision is to educate and support the development and potential of each individual child, whilst fostering a creative and ethical community.

One of the fundamental principles of Steiner/Waldorf education is the role of the class teacher. It is the task of the teacher to recognise the child as a spiritual being who brings his or her gifts into the world and to foster these gifts by helping the child become his or her true self. For this reason, class teachers remain with their class throughout their primary school years. The relationships developed during this time foster a deep knowledge and understanding that supports the child’s growth throughout their early years of education.

Steiner/Waldorf education strives to provide an environment, physical, emotional and intellectual, where not only thinking, but also the will, the striving towards a purposeful destiny, and the feelings of the child can grow and truly reflect the whole person.

Artistic academic excellence continued to flourish in the School’s non-competitive environment. Our focus in 2017 was once again the delivery of a curriculum that reflects the developmental stages of the child on physical, emotional, intellectual, and spiritual levels. It is a fully integrated curriculum that engages the child’s imagination and strengthens his or her will, through balanced academic and artistic learning.

Our children develop a deep and sequential knowledge base in the main lesson, which is imbued with creative, artistic, and rhythmic elements. Music, movement, performance, and seasonal festivals play an important part every day and provide balance to the more formal aspects of learning.

Our teachers also work closely with our community of parents with whom they share the task of educating and nurturing the children. All parents support the values and intentions of our teachers, who bring education to life at Wild Cherry School. This bond is what makes us unique as a school and as a community.


Enrolments

In 2017 Wild Cherry offered Prep through to Class 5. Enrolments increased by 6% compared to the previous year. All figures are taken from the August census.

2017 2016 2015 2014 2013

Prep 15 16 14 8 6

Class 1 13 10 11 3 9

Class 2 9 9 3 9 -

Class 3 5 5 10 - -

Class 4 4 10 - - -

Class 5 7 - - - -

Class 6 - - - - -

Total 53 50 38 20 15

% Growth 6% 31% 90% 33% -


Chairperson Report

“Receive the children in reverence, educate them with love, and let them go forth in freedom.” Rudolf Steiner

It is with great pleasure and reverence I am able to take the time to reflect on another year for Wild Cherry School.

Although 2017 was a challenging one with a number of competing demands for the school, I am proud that Wild Cherry School has been able to rise to the challenge and meet these demands.

Early in 2017 we were advised that the school was required to participate in accreditation administered by the Victorian Registrations and Qualifications Authority (VRQA) against a range of minimum standards.

Participating in an accreditation process comes with an enormous amount of preparation to ensure that we demonstrate compliance by providing the required evidence.

Following this review, we were deemed compliant with the following minimum standards:

• Democratic principles

• Probity

• Philosophy

• Not for profit status

• Student enrolment numbers

• Register of enrolments

• Student learning outcomes

• Monitoring and reporting on students’ performance

• Emergency bushfire management

• Discipline

• Attendance monitoring

• Attendance register

• Teachers’ requirements

• Compliance with the Working with Children Act 2005

• Buildings facilities and grounds

• Educational facilities

• School governance (Structure)

• Enrolment policy

• Curriculum framework

• Care, safety and welfare of students

• Managing the risk of child abuse

• Information about school performance

The outcome is a great testament to our small school, the commitment of leadership and all staff. In particular I would like to acknowledge the preparatory work done by Emma Gaskin in her role in administration leading up to the review. The reviewers were very impressed with the way information was presented and made their job much easier.


Post the review, Wild Cherry went through a challenging time, as happens so often with young organisations. There comes a time when change outgrows the capacity of the team and this is what occurred.

After five years, both Administration Leader Cath Lanigan and later Education Leader and Class 4/5 Teacher Julia Karas resigned from their roles, leading to multiple changes across the school.

We were fortunate to secure the expertise of Uli Hasel and Debra Herberton, to provide leadership in the school and continue to realise the Wild Cherry School vision of continually striving to educate and support the development and potential of each individual child, whilst fostering a creative and ethical community.

The end of school concert at Lucknow was a great community gathering and the entertainment provided by the children was a beauty to behold. We are all so blessed to be able to support children to grow and develop and to be witness to their individual talent when we gather as a community.

In November 2017 the school again participated in the National School Opinion Survey, which provided rich feedback and insights to improvement opportunities from the parents of the children we are here to serve. This information will inform all planning for the school. We appreciate that parents take the time to provide invaluable feedback.

As the chairperson of the Wild Cherry School Board for the past five years I have been fortunate to interact with the families who choose a Steiner/Waldorf education and the very talented staff at Wild Cherry School. I have also worked with a group of amazing people who have volunteered their time and commitment to the diligent governance of Wild Cherry School. To each and every one of the people who have been members of the Wild Cherry School Board over the past five years I am in awe of your willingness to share your knowledge and expertise to support the growth of Wild Cherry School to the place it is today.

As most of you will already know, I am stepping down from the Board. It is time for me to take a little bit more time for myself and not have to juggle as many balls. I will continue to maintain an interest in the growth and development of Wild Cherry School.

Robyn Browne Chairperson April 2018


Child Safe Standards

Wild Cherry School continues its commitment to the child safe standards. With all teaching staff and volunteers including the Board undertaking online training in relation to these standards.

At Wild Cherry School our commitment is

• We want children to be safe, happy and empowered.

• We are committed to the safety, participation and empowerment of all children.

• We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our robust policies and procedures.

• We have legal and moral obligations to contact authorities when we are worried about a child’s safety, which we follow rigorously.

• Our school is committed to preventing child abuse and identifying risks early and removing and reducing these risks.

• Our school has robust human resources and recruitment practices for all staff and volunteers.

• Our school is committed to regularly training and educating our staff and volunteers on child abuse risks.

• We support and respect all children, as well as our staff and volunteers. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability.

• We have specific policies, procedures and training in place that supports our leadership team, staff and volunteers to achieve these commitments.”


Acting School Leader Report

It is with much pleasure that I provide a report for the Annual Report in my role as Acting School Leader for Term 4, 2017.

Curriculum Development:

Over the course of the term, within College of Teacher meetings, we explored a range of topics and spent time looking closely at the Australian Steiner Curriculum Framework developed by Steiner Education Australia for curriculum planning. This has proved a valuable source for teachers. We also looked at reading assessment and individual learning plans and held Open Classrooms across the school, which were well attended by parents.

Staff Appointments:

During this term we also conducted a staff selection for a School Leader position and were pleased to announce the appointment of Uli Hasel as school leader for a 3-year term.

Two Year 1 teachers were also appointed welcoming Johanna Camm and Sarah Connally into the school community. They formed a teaching partnership to work in the newly formed Class 1 starting in early 2018.

Interviews were also held for the Class 4/5/6 Teacher and we were pleased to appoint Ingrid Wimbury to the role.

Early Childhood:

Both the Playgroup and 3- and 4-year-old Kindergarten program – the latter externally managed by Uniting Gippsland – were running well with an additional playgroup session on Monday afternoon being investigated as a possibility for 2018. The quality Early Childhood program is a credit to all the staff involved.

Extra Classroom:

An additional classroom was planned for to commence in 2018 and some relocations of rooms were required.

Building Upgrades:

After 6 months of working around temporary fencing within the school playground due to the issue of loose slate roof tiles, we were thrilled to hear that the repairs would be conducted over the Christmas holiday period.

Spring Fair:

The annual Spring Fair was an outstanding success with great support from the whole school community celebrating the coming of Spring. The children performed a number of wonderful music pieces and Class 1 and Class 2/3 presented the traditional Maypole Dance, which was the highlight of the day. There were many stalls and entertainment for all ages. The success of the Fair was due to the small group of parents and staff who formed the organising committee being well supported by the school community.


Community Board Meetings:

The Board met with the wider school community twice in the term to address any issues the community had and to take on board feedback for future planning. These meetings were very well attended and would be planned for in 2018.

Class 6 Graduation:

A Class 6 Graduation was held at the school for the first two graduating students, Eva Diepeveen and Paige Lord. The theme was a Greek Festival and the feast was thoroughly enjoyed by the Class 4/5/6 children and parents along with staff. This was a real credit to Class Teacher Ingrid Wimbury and parent representative Kirsty Diepeveen, who coordinated the event.

End of Year Concert:

The End of Year Concert was held at the Lucknow Hall and our community enjoyed a meal together and were then entertained by the classes who presented wonderful music and plays for us all to enjoy.

I would like to wish the Wild Cherry School the very best for the future and sincerely thank them for their support.

Debra Herbertson Acting School Leader Term 4, 2017


Teacher Standards and Qualifications

All our teachers were registered with the Victorian Institute of Teaching. Full details of annual registration for teachers at Wild Cherry are set out in the Victorian Institute of teaching record of Annual Registration 2017.

Many of our staff members hold multiple qualifications, some are currently studying, and many are active artists, performers and musicians.

Advanced Diploma in Rudolf Steiner Education 1 Bachelor of Arts 1 BA Fine Arts – Painting 2 B Applied Art & Design 1 B Applied Science 1 B Education – Primary 2 B Education – Music & Drama 1 B Visual Arts 1 Certificate in Rudolf Steiner Education 2 Certificate 4 Adult Education & Work Place Training 1 Certificate 3 Agriculture 1 Grad Dip Education 1 Grad Dip Primary Education 1 Grad Dip Fine Arts 1

Workforce Composition

In 2017 our School had an equivalent of 8.2 full-time staff, 4 Classroom Teachers including Education Leader, 4 Admin including Administration Leader/Acting School Leader, 2 Support, and 5 Specialists including 1 Aboriginal and Torres Strait Islander Staff.


Student Attendance

All figures in %.

2017 2016 2015 2014 2013

Prep 89.3 91.2 98.7 91.0 n/a

Class 1 86.1 93.2 85.9 n/a n/a

Class 2 93.3 92.4 94.2 n/a -

Class 3 96.1 93.3 90.9 - -

Class 4 88.3 92.0 - - -

Class 5 84.1 - - - -

Class 6 - - - - -

Average 91.2 92.4 92.4 91.0 n/a

All our students are expected to attend school during normal school hours every day of each term, unless their parents have sought an approved exemption from the school. Approved exemptions include doctors’ certificates and special requests. We actively promote attitudes and habits that lead to punctuality and responsibility. Arriving at school late disrupts classroom routines and lessons. For this reason, we seek the support of all parents in ensuring their children arrive on time for the start of each school day.

Non-attendance

• Parents are asked to timely notify the school with a phone call or text message if a

child will be absent and provide an explanation for the absence.

• Class Teachers record attendance twice daily and relay this information promptly to

the school office.

• If a child is recorded absent and the parent has not notified the school, we follow up

with a phone call to ensure the child’s safety.

• Voluntary absences, e.g.

family holidays, are to be

discussed with the class

teacher in advance so the

impact of the absence on

the child’s learning

progress can be considered

and a learning plan

developed.


National School Opinion Survey

In 2017 Wild Cherry School again participated in the National School Opinion Survey. All parents and staff were invited to complete the survey. We had a response rate of 18 compared to 26 in 2016 and 7 in 2015.

The survey results provided rich data and highlighted again several areas for improvement. These include strengthening our governance framework, better communication, kinder and playgroup at the school site, more Steiner trained teachers, more marketing and presence in the community, more playground equipment and landscaping, playground safety, and a clearer vision for the future.

The key messages to be taken from the survey are improving communication between Board, School and parent community and building and grounds maintenance. These will be priorities for the coming year.

During 2017 and in response to the 2016 and 2017 surveys, improvements were made to the School newsletter, parent/teacher conversations, Board/Community communication through the introduction of all school meetings, weekly sharing, and a more frequently updated School website. Overall, the survey feedback was again primarily positive.

Comparison table of questions

Strongly Disagree / Disagree

Neither Agree nor Disagree

Agree / Strongly Agree

2017 2016 2017 2016 2017 2016

Teachers at this school expect my child to do his or her best.

- 4 11 15 83 81

Teachers at this school provide my child with useful feedback about his or her school work.

6 8 17 12 72 81

Teachers at this school treat students fairly.

0 8 11 8 83 84

This school is well maintained. 39 19 28 8 33 73

My child feels safe at this school. 17 16 6 19 72 65

I can talk to my child’s teachers about my concerns.

28 8 - 8 67 85

Student Behaviour is well managed at this school.

11 31 28 19 56 50

My child likes being at this school.

- 4 17 4 73 92

This school looks for ways to improve.

23 8 17 - 61 92

This school takes parents opinions seriously.

39 19 - 4 55 77

Teachers at this school motivate my child to learn.

- 4 11 8 83 88

My child is making good progress at this school.

6 4 11 8 77 86

My child’s learning needs are being met at this school.

6 12 22 4 66 84

This school works with me to support my child’s learning.

11 8 39 23 45 70


Parent Feedback

“We love the school community – the values, the people. The children receive such a rich education that inspires them and encourages a curiosity and love of learning. The school team (teachers and staff) are so wonderfully committed and passionate about the difference they make in the children’s lives.” Anonymous feedback from NSOS 2017

“I enjoy watching the children so happy at school, flourishing and growing at their own pace. I enjoy the fact that my children have another family, their class, teacher, and indeed the whole school. I feel a part of that community. I feel that we all share similar values and I can see my children learning those values like compassion, kindness, strength, resolve and open mindedness.” Anonymous feedback from NSOS 2017

“The building of friendships with likeminded people. The absence of computer screens in class. The discipline and routine. The art and craft skills that are being taught. The non-condescending education. The peacefulness and gentleness of the school people – students and teachers. I have learned a lot and feel reassured to have such a good school in our region.” Anonymous feedback from NSOS 2017

Parent, student and teacher satisfaction

No education can be effective unless the relationship between all members of the school community, children, teachers and parents, are real and meaningful. This is one of the reasons why our teachers stay with their class from Class 1 to Class 6, if possible. During these years strong relationships are formed between the child, teacher and family.

Parent/Teacher conversations are held twice a year to share the work done in class. In addition, parents can contact teachers at any time to discuss learning progress or concerns. Each class has an assigned class carer that acts as liaison person for class or community activities.

Our parents support the school in many ways and we value their contribution greatly. We have an active Parent Engagement Group that meets regularly and assists the School where needed. Parents are involved with working bees, small maintenance jobs, weekly craft sessions, fundraising activities, making items for the school shop, organising talks and workshops as well as plan and manage the annual Spring Fair and help with other festivals and events.


National Assessment Program

Every year the National Assessment Program – Literacy and Numeracy (NAPLAN) is offered in all government and non-government schools for students in years 3, 5, 7, and 9. This program, which is run at the direction of the Education Council, is designed to assess the literacy and numeracy learning of students in all Australian schools.

As major funding contributor, the government expects all students in years 3, 5, 7, and 9 (and only those students) to participate in NAPLAN tests. All children in those grades, for Wild Cherry School this means Class 3 and Class 5 children, whether they will sit the test or not, must be registered for NAPLAN.

The test is meant to be a snapshot in time; therefore, results are not a comprehensive assessment of the children’s abilities, but rather how they perform in a test environment when compared with children from the same year level.

Steiner Education Australia (SEA) and its member schools for the most part do not support mandatory testing because both, the nature and the content of testing do not fit within the Steiner educational approach and philosophy. Our approach to testing is through observation of material drawn out of Main Lessons and practice lesson work relevant to the children’s learning experience, the level of comprehension and debate of curriculum content, research, and oral presentation.

With the standardised Australian Steiner Curriculum Framework (ASCF) endorsed in 2011 by the Australian Curriculum, Assessment and Reporting Authority (ACARA), the government acknowledges that children in Steiner schools, particularly those in lower grades, rate differently in literacy compared to mainstream schools. This is due to the emphasis placed on process rather than product, which has implications in relation to assessment and the way skills are measured.

By the time children reach upper classes learning outcomes are fully convergent with the national curriculum, according to a comparison study conducted by SEA in 2014.

7 children participated in 2017 in NAPLAN. Of this 6 partook in all four tests and 1 in only the numeracy test. The remainder of parents chose to withdraw their children from the test. Therefore, test results are not available.


Finance Report

The final figures for East Gippsland Steiner Education Group Inc. profit and loss resulted in a net loss of $47,894.27 compared to a surplus of $62,671.95 in 2016. It should be mentioned that this loss is a paper loss only. Depreciation amounted to $52,602.49 in 2017. Without it we would have recorded a net surplus of $4,708.22.

Income was $936,562.45, an increase from last year by $59,267.61. Increase from 2016 was seen in Commonwealth funding and Student Fees due to an increase in student numbers. Expenses, however, also increased compared to 2016 at $984,456.72, an increase of $169,833.83.

There were significant unbudgeted costs in legal fees, plus an increase in building works, class fittings, IT contractors, furniture and equipment under $1,000, lease and wages. One thing to note is that bursary, sibling and early payment discounts are now shown as expenses. In 2016 this was deducted from the student fees in income.

The balance sheet reflects the loss experienced along with the expensing of assets following a thorough asset audit; this lead to a decrease of total equity from $425,357.92 in 2016 to $357,525.72 in 2017.

Current assets showed a decrease along with fixed assets. Total assets were $467,192.07 in 2017 whereas in 2016 it was $532,572.38. Total liabilities only showed a slight increase from $107,214.46 in 2016 to $109,666.35 in 2017.

One thing to note is that annual leave was changed from a long-term liability to a current liability, which is the correct placement for this. Current assets still surpassed current liabilities by $255,611.21, which shows that the school is in a strong position regarding cash liquidity.

The cash flow results were that our cash amount decreased in 2017 however we are still in a good financial position with $354,472.61.

Christopher Axe Finance Manager 13 April 2018

Income broken down by funding source

Building Levy 3,118.16

Commonwealth Govt Grants 621,581.00

Camps, Sports and Excursion Fund 1,789.00

Fundraising 7,266.15

Donations 345.59

Interest Received 2,532.72

ISV Grants 1,022.00

Other income 580.38

Playgroup Fees 3,016.30

Rent 13,256.14

State Govt Grant 134,874.55

Student Fees 147,180.46

936,562.45


Schedule 1

Regulation 15

Form 1

Associations Incorporation Reform Act 2012 Sections 94 (2)(b), 97 (2)(b) and 100 (2)(b)

Statement by the Board of Governors

We, Debra Herbertson and Hayden Diepeveen being members of the Board of

Governors of East Gippsland Steiner Education Group Inc. certify that:

“The statements attached to this certificate give a true and fair view of the financial

performance and position of the above-named association during and at the end of the

financial year of the association ending 31 December 2017.”

Signed: ...............................................................................................................

Date: 24 April 2018

Signed: ..............................................................................................................

Date: 24 April 2018

Documents

Annual Report 2017 - wildcherry.vic.edu.au · East Gippsland Steiner Education Group Inc. Annual Report 2017 4 Enrolments In 2017 Wild Cherry offered Prep through to Class 5. Enrolments