Gleneagles Secondary College

2018 Annual Report to

The School Community

School Name: Gleneagles Secondary College (8869)

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About Our School

School context

Gleneagles Secondary College is a modern, purpose-built school situated in the south-eastern Melbourne suburb of Endeavour Hills. We have a harmonious student population (1357) that comes from diverse cultural backgrounds and the socio-economic background of our community is varied, with parents in professional occupations, trade and family businesses. 41% of our students had English as an additional language and 31.9% of our current families qualify for a Health Care Card.

Gleneagles Secondary College has the advantage of operating as one of an Alliance of schools in the region. This Alliance is based on the sound principles of co-operation among the schools. Gleneagles has a clear VCE focus for senior studies. Students who wish to complete VET or VCAL studies pursue these at another school in the alliance by moving to the school or by travelling for certain studies. At Year 10, approximately 40% of our students commence their VCE studies.

Our Select Entry Accelerated Learning (SEAL) Program is well subscribed and students in this cohort have measured academic abilities in the top 8% of the population. There is one SEAL group at each Year level from 7 to 10. Additionally, we have a High Achievers Program for students who need to be challenged in specific areas. We have a literacy centre and a numeracy intervention program for all Year 7 and 8 students that enables students to develop their skills in small groups and receive explicit instruction in the concepts they are ready to learn.

The Pedagogy Team focuses on Professional Learning, Pedagogy, Curriculum Assessment and Reporting, Data analysis and individiualised learning. In 2018 we consolidated Ongoing reporting across the school which was a significant change of practice for all staff. Staff were re-designing assessment tasks, creating other resources to support students and adapting to a new way of reporting. They provided explicit and detailed feedback to students on how they performed on Common Assessment tasks and what they needed to do next to improve. There was a significant change in the documentation around reporting and the process for making it visible to students and parents. Staff were accountable and for some this has been stimulating and for others challenging. The Professional Learning Team structure we implemented had overwhelming support from teachers. It provided quality learning time together with a clear focus on identified learning needs and success indicators. We continue to review and strengthen the structures and processes we put in place to support teachers on this journey. There is a great deal of commitment and energy from both teams to developing our programs so that we can improve the educational outcomes for our students.

The Wellbeing and Engagement team is led by two Assistant Principals and an experienced social worker. The Sub-School teams work in partnership with all teachers developing and implementing processes that streamline and maximise resourcing, reflective of a school of increasing size. The leadership profile underpins the design and implementation of a system wide approach in student wellbeing and engagement, with clear processes to ensure each student’s needs are being met appropriately, communication processes are efficient and staff are provided with important professional development and timely support.

At Gleneagles, we continually strive to improve our teaching and learning program and professionally challenge each other with the goal of continual improvement. Teaching is and should be a profession that requires dedication, commitment and passion. This our teachers have in abundance. What they do need more of is time to process change, to reflect and professionally develop.

We continue to strengthen our ties with parents, providing opportunities for them to be involved in the school community through our volunteer program, school council and parent focus groups including classes in English as a second language. Their contribution is highly valued and the school benefits from the many hours of volunteer work across the school.

2018 was our year of Review. An external reviewer was appointed by the Region and together with the review panel we assessed our school performance over the last fours years and then set goals and targets that will underpin the next four year strategic plan. It was a rigorous and demanding process that ran over 5 days. The work was guided by agreed terms of reference and multiple data sets. The self evaluation process asked us to assess ourselves against four key dimensions: Excellence in Teaching and Learning, Professional Leadership, Positive Culture for Learning, Community Engagement in Learning. We evaluated a number of key data sets, observed many classes and heard from student, teacher and parent focus groups. The process provided an opportunity to celebrate the many successes we have had over the last four years, whilst highlighting what we need to focus on in the next strategic plan to ensure continual improvement.

Gleneagles is very much a school of choice and we are proud of the staff and students that continue to represent us in many facets of school life both within and beyond our local community.

The following data and commentary should be viewed in the context of large secondary college with low-mid socio-economic profile and with mid-high proportion of students with English as a second language in a year of significant change for all teachers.

Framework for Improving Student Outcomes (FISO)

2018 saw the launch and implementation of the Student Congress, an avenue for all students to contribute their ideas and work with Student Leaders to promote positive school improvement. The congress was designed and led by Student Leadership to play an important role in empowering students to make recommendations through the democratic process. The forum gave students a platform to voice their ideas, lead the decision making process, develop greater insight into the issues and practical experience in how to best enact change. Students across 7-12 were offered a number of opportunities through our standing partnership with Monash University that included 1:1 mentor program for aspirational VCE students, the Year 10 Champions program for potential student leaders and Campus visits for both year 8 and 11. We also formed a very positive partnership with Casey Tech where many of our students were able to interact with state of the art equipment in modern purpose built facilities, generating great excitement for science and mathematics.

The second year of the Learning Enrichment Centre (LEC) saw further development and refining of the program which offers small groups of students at year 7 and 8 with low literacy and numeracy skills the chance to work with peers in a safe and dedicated environment.The program continues to deliver timely intervention programs in literacy and numeracy for students identified through our comprehensive testing schedule. Led by our Leading teacher in Learning Growth it also has two teachers specialising in Literacy and Numeracy as well as 7 education support staff trained to deliver targeted programs at the student’s point of need. The success of this work also led to the refinement and implementation of a new program called Literacy Plus at year 9. Adopting similar strategies to the LEC, this program provided over 75 students with explicit support in closing the literacy gap and improved feelings of self-worth and confidence as learners.

The data from 2018 continues to support the work being done within the LEC suggesting that of the 240 students who accessed the centre most made significant progress in literacy and numeracy as well as developing greater confidence as learners. Recommendations from the evaluation have been implemented for the commencement of 2019 and the team continues to meet regularly and review and refine processes to ensure we get the best possible outcomes for students.

Parents continue to have confidence in the schools’ program and values as reflected in the parent opinion survey. The data shows that we are in the top 20% of parent satisfaction across the state and above the state median.

Achievement

VCE/VET The GSC VCE outcomes as measured by the average study score has us above the state median for 2018 and for the four-year average. 99% of VCE students satisfactorily completed their certificate. It should be noted that GSC does not directly deliver VCE VET but our students can access these units through the Alliance with most units being undertaken at Hallam SSC. The Alliance ensures our students have access to a huge number of VCE and VET subjects and supports all students in their chosen academic pathways.GSC VCE results continue to be very positive when compared to like schools in terms of the median study score and percentage of students achieving a score over forty. The 2018 Gleneagles Dux of year 12 achieved an ATAR of 98.55

POST COMPULSORY PATHWAYSA well-established VCE program in partnership with an experienced and proficient Careers Team supports student pathways post school. It is very pleasing to note that the percentage of students from our Senior program going on to further studies or full time employment (4-year average) is in the higher category.

PATHWAY DESTINATIONS 2018-19* 91% of students who applied through VTAC received an offer* 79% were offered Bachelor degrees* 5% have been offered Associate Degrees* 16 % have been offered TAFE certificates, Diplomas or Advanced Diplomas

TOP 6 DESTINATIONSMonash UniversityRMIT UniversityDeakin UniversitySwinburne UniversityLa Trobe UniversityFederation University

TOP 10 COURSESScienceHealth & NursingBusiness & CommerceInformation TechnologyArt & DesignLaw & JusticeSportEngineeringTeachingFilm & Media

NAPLAN is a snap shot of achievement through a testing program in May each year and should be balanced against the numerous rich learning opportunities throughout the year. We ensure that students have the opportunity to sit for the NAPLAN and do not seek to exclude students to protect our data. The percentage of year 9 students in the top 3 bands of testing in Reading for 2018 and the 4 year average, are recorded as similar in the school comparison results. At Gleneagles 41% of our students were from non-English speaking backgrounds in 2018. The percentage of year 9 students in the Top 3 bands of testing in Numeracy were recorded as Similar in the school comparison and above State median for 2018 ( 47.2% compared to 44.4%) We note that GSC year 9 Numeracy was above state median by 4.1% and so it is hard to explain the notation as being lower to similar schools. It is unclear which schools we are being compared with and the other data does not provide comparison with state or "like" schools. Further investigation of the anomaly is required.

The Teacher Judgement of student achievement for 2018 were considered to be similar in the school comparison for both English and Mathematics. This is a pleasing outcome with the move to ongoing reporting, increased moderation across domains and ongoing evaluation of curriculum and assessment practices.

Literacy outcomes have improved on last year and will reflect the high proportion of students with English as a second language. Reading remains a high priority for all students. It is important to note that we continued to enrol a number of refugees, Asylum seekers and families from non English speaking backgrounds. These students often had limited English language skills and had experienced interrupted schooling. Their achievements are reflected in the data collected in 2018, when some had only been in an Australian school for a short time.

The College has invested significant resources into our new Learning Enrichment Centre as well as the year 7 and 8 Numeracy and Literacy programs. However, this work will not influence NAPLAN results until 2019 when year 7 students from 2017 reach year 9. The College will invest in developing strategies to ensure that student relative growth improves but we do not want NAPLAN to be the only focus of our education program.

Engagement

Gleneagles is a member of the Alliance, an established and highly successful Senior School Program. Our year 10 students have the option of choosing from over 40 VCE and VET subjects across three Colleges. This provides our students with the widest possible selection of subjects and pathways, improving their engagement and chance of success at the senior level. Transition to Senior School involves a number of activities, information sessions and resources for students and parents, to assist them in making an informed decision. The user friendly online course selection program and parent, student and teacher counselling session, enables everyone involved to participate in the decision making.Our experienced Careers Team work with students as they plan their pathway through school and beyond. All students over 15 have a Managed Individual Pathway plan. All Year 12 students meet regularly with the Careers Coordinator as they map out their future study or work options. All students in Year 10 have the opportunity to try a careers pathway through Work Experience and then have the option to select a program at either Gleneagles or Hallam for year 11 and 12.

Our links with local primary schools continue to strengthen. Our priority is to develop a comprehensive profile of the Grade 6 students, through conversations with their teachers, a range of testing and other evidence. Based on this information we build on what the students already know and what they are on the verge of learning. This enhances engagement at this important point of change and transition.Engagement for new Year 7 students begins early with Orientation Day and continues through to the Welcome Year 7 BBQ for students and parents in first term. Parents meet their child's Home group teacher and the connection with school begins. Additional Orientation Day programs are offered for specific year 7 groups including SEAL, students with Integration funding or special needs and those coming from schools sending small numbers to the College. This means they have the opportunity to make new friends in a supportive environment. Students joining the College at the start of the year in year 8 – 12 participate in an induction program so that they are well prepared for the year to come.

ATTENDANCEOur average number of absence days is significantly better than the state median for 2018 (15.9 compared to 20.6) and the four year average, (17.2 versus 20.2). Improved processes, better communication with parents and students that "its not okay to be away" and a consistent approach across 7-12 have all contributed to this very pleasing outcome. A number of our families come from overseas and for cultural and family reasons will visit their home country for a significant period of time. The issue for us as a multicultural school is how to get the balance right.

2018 was our third year in implementing Compass, a program for monitoring attendance and pastoral care. Reports from compass are regularly analysed by the student engagement teams in their weekly meetings and used to identify and prioritise students at risk. Clear protocols have been established and enacted. Where appropriate students with significant absences or patterns of absences are followed up by the student Wellbeing Manager. The two Education Support staff in 2018, have continued to streamline the process with the implementation of the new absence contact protocols. With Compass data accessible to parents we anticipate our attendance data will continue to improve.

RETENTIONStudent retention data needs to be read with caution as it is does not take into account the nature of the Alliance programs and the number of year 8 SEAL students successfully applying for Select Entry schools. Students seeking trade or sport pathways are supported to transfer to Hallam Senior Secondary College at the end of year 9 and 10. At the end of 2017, 54 year 9 students selected a transfer to Hallam to pursue a specific pathway. At the end of 2016, 6 year 8 students transferred to a select entry school. This translates into 61 students or 22% of the cohort who have moved to appropriate pathways and did not complete year 10 at Gleneagles. These pathways are positive outcomes for our students and if reflected as such in the graphs, the YR 7-10 student retention result would display above state median and indeed be close to the higher category.Program for Students with a Disability students showed progress at satisfactory or above in achieving their individual goals.

EXIT DESTINATION The student exiting to further studies or full time employment data was extremely pleasing again in 2018. The data statistic of the Gleneagles School median of 99.6 versus the State median of 91.7 should be celebrated . This pleasing data can be confirmed as an ongoing trend with the 4 year average being recorded as Higher in the school comparison results and still significantly above the State Median . There are many factors that contribute to such positive results but the main levers have been: *High expectations of all teachers across 7-12 *Aligning more resources to priority areas*Well established course counselling processes strengthened by collaborative work across multiple teams.*Improved student engagement processes and interventions over time that have resulted in better communication and understanding between key stakeholders

Wellbeing

Our student engagement and wellbeing team provide timely responses and implement consistent protocols to address presenting issues and support students so that they can gain the greatest benefit from the school programs. In 2018 the referral processes were consolidated and allowed for greater identification of student needs and an ability to address individual as well as cohort issues. All members of the Student Engagement team continued to attend further training to build individual capacity in dealing with complex student issues. Student Support Group (SSG) meetings continued to evolve in 2018 with staff using this information to write Individual learning Plans (ILP's) and establish more specific teaching and learning objectives for students with additional needs. The continued collaboration between wellbeing and pedagogy in this space has seen a smooth and measured implementation that is having a positive impact on students self-efficacy. Compass has continued to underpin a lot of the wellbeing processes, making the communication timely and more purposeful for all involved.

The College continues to develop positive student behaviours through proactive programs and staff development. In 2018 we identified the need for a whole school system as reflected in the AIP and applied for and were successful in, joining the School Wide Positive Behaviour System SWPBS. We spent 2018 investigating the program, developing an understanding of its scope and consulting staff. We developed an outline of an implementation plan, established a training group and made use of the Professional development opportunities provided by DET. We believe this will continue to strengthen our approach to the wellbeing of all members of the school community.The continued development of home group and mentor sessions has provided more targeted support for students focusing on wellbeing, time management and organisational skills, cyber-safety, anti-bullying programs and effective study habits. Parents communicate easily with the Home Group teacher or Mentor, who follows up students with a range of issues and supports social and academic progress. Compass provides an accessible portal for parents to support efficient and timely communication with teachers.

We have an established, experienced and responsive Wellbeing Team coordinated by our full time Student Wellbeing Manager. The multi-disciplined team consists of a GSC employed full time social worker, Speech Pathologist (2 days per week), a DET Adolescent Health Nurse (2 days per week) and DET student support services officers as available(psychologist, speech pathologist and social worker).

In 2018 we have consolidated the GP in Schools service and have seen an improved connection to external services through referrals. One day a week we have a GP and practice nurse attend and see up to 6 students per day. Community groups were established in 2018 with the intention of offering parenting sessions, culturally specific groups and English language programs.

Financial performance and position

Prudent management requires that a College of this size has a sizeable reserve, indeed a reserve related to average monthly expenditure is a DET requirement.

Building a surplus in turn allows us to respond to unexpected outlays (e.g. termite damage) and to plan for significant projects that enhance our buildings and grounds (e.g. soccer pitch development).

Some of the surplus relates to financial commitments for 2019 and include:• extensive ground works to improve access and help to combat flooding• revenue receipted in Advance (parents paying for 2019 in 2018)• Audio/Visual fit out for the Community Shed• ICT backbone upgrades including Fibre replacement, increased WAPs and Core switch• revenue receipted in Advance (parents paying for 2019 in 2018)• 3 year cycle for Asset replacement including computers, photocopiers, servers

These financial commitments are endorsed by College Council and are fully accounted for in the College’s 2019 operational budget.

The College receives equity funding which is used to fund the Gleneagles School Assistance package, the Wellbeing program, additional supports in the learning program, purchase of resources and professional development activities.

The College received a DET grant of approximately $150,000 for instrumental music but had to significantly subsidise this from other revenue sources support our quality music program.

The College received the Advance grant of $9725 This was used to support Gleneagles Cup program and the associated student leadership program. This funding was fully expended to support the program.

For more detailed information regarding our school please visit our website at http://www.gleneagles.vic.edu.au

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Gleneagles Secondary College (8869)

Gleneagles Secondary College (8869)

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Performance Summary

The Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

Members of the community can contact the school for an accessible version of these data tables if required.

School Profile

Enrolment Profile

A total of 1357 students were enrolled at this school in 2018, 674 female and 683 male.

41 percent were EAL (English as an Additional Language) students and 1 percent ATSI (Aboriginal and Torres Strait Islander) students.

Overall Socio-Economic Profile

Based on the school's Student Family Occupation and Education index which takes into account parents' occupations and education.

Parent Satisfaction Summary

Measures the percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

School Staff Survey

Measures the percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

Performance Summary

Achievement

Student Outcomes

School Comparison

Teacher Judgement of student achievement

Percentage of students in Years 7 to 10 working at or above age expected standards in:

         English

         Mathematics

For further details refer to How to read the Annual Report.

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Year 7

The percentage of students in the top 3 bands of testing in NAPLAN at Year 7.

Year 7 assessments are reported on a scale from Bands 4 - 9.

Being the first year of secondary school, Year 7 NAPLAN is not used for the School Comparison.

NAPLAN Year 9

The percentage of students in the top 3 bands of testing in NAPLAN at Year 9.

Year 9 assessments are reported on a scale from Bands 5 - 10.

Performance Summary

Achievement

Student Outcomes

School Comparison

NAPLAN Learning GainYear 5 - Year 7

Learning gain of students from Year 5 to Year 7 in the following domains: Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.

NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two year prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

NAPLAN Learning Gain Year 7 - Year 9

Learning gain of students from Year 7 to Year 9 in the following domains: Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.

NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

Victorian Certificate of Education (VCE)

Mean study score from all VCE subjects undertaken by students at this school.

This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including government and non-government schools) is set at 30.

Students in 2018 who satisfactorily completed their VCE: 99%

Year 12 students in 2018 undertaking at least one Vocational Education and Training (VET) unit of competence: 13%

VET units of competence satisfactorily completed in 2018: 84%

Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2018: N/A

Performance Summary

Engagement

Student Outcomes

School Comparison

Average Number of Student Absence Days

Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays.

Absence from school can impact on students’ learning

School Comparison

A school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected.

Average 2018 attendance rate by year level:

Few absences <------> Many absences

Few absences <------> Many absences

Yr7

Yr8

Yr9

Yr10

Yr11

Yr12

94 %

90 %

90 %

93 %

94 %

92 %

Student Retention

Percentage of Year 7 students who remain at the school through to Year 10.

Exit Destinations

Percentage of students from Years 10 to 12 going on to further studies or full-time employment.

Note: This measure uses data from the previous year. Data excludes exit destinations recorded as 'Unknown'.

Performance Summary

Wellbeing

Student Outcomes

School Comparison

Students Attitudes to School -

Sense of Connectedness

Measures the percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Students Attitudes to School -

Management of Bullying

Measures the percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Financial Performance and Position

Commentary on the financial performance and position is included in the About Our School section at the start of this report

Financial Performance - Operating Statement

Summary for the year ending 31 December, 2018

Financial Position as at 31 December, 2018

Revenue

Actual

Funds Available

Actual

High Yield Investment Account

$2,058,612

Official Account

$51,629

Other Accounts

$3,275

Total Funds Available

$2,113,516

Student Resource Package

$13,331,119

Government Provided DET Grants

$1,841,655

Government Grants State

$9,725

Revenue Other

$120,630

Locally Raised Funds

$891,468

Total Operating Revenue

$16,194,596

Equity¹

Equity (Social Disadvantage)

$1,114,938

Transition Funding

$10,862

Equity (Catch Up)

$90,312

Equity Total

$1,216,112

Expenditure

Financial Commitments

Operating Reserve

$349,447

Funds Received in Advance

$212,341

School Based Programs

$297,511

Funds for Committees/Shared Arrangements

$12,718

Asset/Equipment Replacement < 12 months

$400,499

Capital - Buildings/Grounds < 12 months

$465,000

Maintenance - Buildings/Grounds < 12 months

$376,000

Total Financial Commitments

$2,113,516

Student Resource Package²

$12,651,898

Books & Publications

$25,660

Communication Costs

$19,543

Consumables

$285,196

Miscellaneous Expense³

$1,038,292

Professional Development

$39,020

Property and Equipment Services

$467,590

Salaries & Allowances⁴

$296,198

Trading & Fundraising

$28,798

Travel & Subsistence

$18

Utilities

$103,289

Total Operating Expenditure

$14,955,503

Net Operating Surplus/-Deficit

$1,239,093

Asset Acquisitions

$200,281

(1) The Equity funding reported above is a subset of overall revenue reported by the school

(2) Student Resource Package Expenditure figures are as of 15 March 2019 and are subject to change during the reconciliation

process.

(3) Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs

and taxation charges.

(4) Salaries and Allowances refers to school-level payroll.

All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.

How to read the Annual Report

The School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance.  Some schools have ‘Lower’ performance than expected and receive targeted support to ensure that there is improvement.

More information on School Comparison performance

measures can be found at:

http://www.education.vic.gov.au/school/parents/involve/

Pages/performance.aspx

What does ‘Data not available’ or 'ND' mean?

Some schools have too few students enrolled to provide data. There may be no students enrolled in some year levels so school comparisons are not possible.

New schools have only the latest year of data and no comparative data from previous years.

The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities.

The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.

‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs.

‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

What does the About Our School section refer to?

The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future.

                                         

The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs.

The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to?

The Performance Summary reports on data in three key areas:

Achievement

- student achievements in:

- English and Mathematics for National Literacy and

Numeracy tests (NAPLAN)

- English and Mathematics for teacher judgements

against the curriculum

- all subjects for Victorian Certificate of Education (VCE)

examinations (secondary schools)

Engagement

- student attendance and engagement at school

- how many students leaving school go on to further

studies or full-time work (secondary, P-12 and

specialist schools)

Wellbeing

- Attitudes to School Survey (ATOSS)

- Sense of connectedness

- Management of Bullying

Results are displayed for the latest year, as well as the average

of the last four years (where available).

What does School Comparison refer to?

The School Comparison is a way of comparing this school’s performance to similar schools in Victoria.

The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal 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.

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