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Kananook Primary School
2014 Annual Report to the School Community
Kananook Primary School
School Number: 5418
Rob Kinniburgh
Name of School Principal:
Name of School Assistant Principal:
Stuart Gilchrist
Jenny McCulloch
Name of School Council President:
Date of Endorsement:
21st May 2015
All Victorian government school teachers meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au).
This school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform Act 2006, inclusive of those schools granted an exemption by the VRQA under the 'Student enrolment numbers' and/or 'Curriculum framework for schools - languages program' minimum standards until 31 December 2014.
Today’s Learning
Tomorrow’s Future
Kananook Primary School
About Our School
School Context
Kananook Primary School opened in 1958 in the suburb of Seaford. It is located in a residential area between the Kananook Creek
and Frankston Freeway. The Kananook Preschool is located next door and beneficial links exist between the two schools. Kananook
Primary School is a small school; our 2014 Census Day enrolment was 205 students. The school community embraces families from
a wide range of cultural and socio economic backgrounds. Kananook aims to create a caring, inclusive and student-centered learning
community. There are high expectations that the whole school community will work together according to the core values of
excellence, integrity, responsibility and tolerance. The ‘You Can Do It’ foundations are central to student learning and restorative
practices are used to address inappropriate behavior and to facilitate dialogue to repair harm. Parental involvement is actively sought
and vital to the success of a wide range of extra-curricular activities. Kananook is committed to continuous improvement in teaching
and learning. Our recent professional learning culture has been facilitated by international educational consultant, James Ferguson.
James has been assisting the school leaders and teachers to develop a whole school approach to teaching literacy. Our motto in
literacy and numeracy is ‘stage’ not ‘age’ and diverse learning needs are catered for through flexible groupings, team teaching and
variable learning environments. There is significant focus on explicit teaching practices based on relevant student achievement data.
As we are educating students for the future the use of current information technologies is also an ongoing priority.
Achievement
The 2014 Year 5 NAPLAN results show Kananook students are achieving above the State average in Numeracy. The 2014 Year 3
results show Kananook students were performing at the State average in Reading and Numeracy.
The NAPLAN growth data from Year 3 to Year 5 for the same cohort indicates medium or high growth. 60% of this cohort achieved
medium to high growth in each area.
The 2014 Prep to Year 6 AusVELS data, based on teacher judgments, indicates our school is performing similarly to State Mean.
Teachers are increasingly differentiating the curriculum in response to individual needs. The students in all classes learn according to
‘stage’ not ‘age’ and are grouped accordingly in English and Mathematics. Teams of teachers organize students into flexible ability
groups, based on sound data, to provide explicit learning experiences at each student’s point of need. To further address individual
learning needs Individual Education Plans, a Reading Support Program, a Getting Ready in Numeracy (GRIN) program and a Speech
Therapy Assistant (STA) Program are provided for low or high achievers.
As a school we now have a consistent, whole school teaching and learning approach for Literacy from Prep-Year 6. We will
continue to plan a quality literacy program based on the literacy Professional Development provided by James Ferguson. The Explicit
Writing and Spelling Program along with our Benchmark Reading Program make up the daily Literacy Block. We have commenced
working on a whole school teaching and learning approach in Numeracy following an Action Research Project conducted by all staff.
Work on the findings from this research will continue in 2015.
Engagement
The 2014 Attitudes to School Survey showed the level of enjoyment and engagement experienced at school by our Year 5 and 6
students exceeded the State average. Similarly the Year 5 and 6 targets set by the school in the areas of Learning Confidence,
Student Motivation, Stimulating Learning and School Connectedness were also exceeded in 2014. These excellent results can be
attributed to high levels of student engagement.
Student engagement is also promoted through school-wide features such as student personal learning goals, self and peer assessment
based on success criteria, student-led parent meetings, daily Circle Time, team work, positive behavior management, improved
teacher feedback and flexible learning groups. Students are encouraged to ‘have a go’ and do their best in a safe, supportive
environment. The learning motto in the Year 4/5/6 classes for instance is, ‘We’re here, where to next?’
Whilst the average attendance rate trend continues to drop compared to like-schools, most student absences can be explained by
illness or extended family holidays. One student was absent for 180 school days during the past three years. Also one or two students
in each class continue to be unreasonably absent and some families continue to be inconsistent in their school attendance. All of
these students are closely monitored by the Wellbeing Coordinator who maintained attendance logs, contacted parents and where
possible established links with outside agencies. Attendance meetings were held for parents willing to improve the situation and
action plans were developed. Teachers were required to seek an explanation for every absence. The majority of students respond
well to gold, silver and bronze attendance certificates each semester and the weekly KAAPA Cup which rewards attendance and
punctuality. Overall more than 88% of our students had an attendance rate of 90% or higher. Whole school community events such
as Student-Led Parent Meetings, Open Night, the Musical, House Sports, House Song Competition and the Christmas Concert were
well attended and resulted in positive feedback and a successful start to the school year.
Links with the local Seaford RSL have been strengthened and our school choir’s performances at the ANZAC and Remembrance
Day services were well received. Several of our students also participated in the State School Spectacular under the guidance of our
music teacher. The Parent Opinion Survey showed parent satisfaction in 2014 to be higher than the state average.
Kananook Primary School
Wellbeing
Due to our emphasis on the importance of relationships, students generally remained with the same class teacher for two years.
Whilst students have a specific home room teacher, the increase in team teaching and mixed student groupings has enhanced student-
teacher relationships. The students had the opportunity to form positive relationships with more than one teacher or aide and the
teachers met weekly to share achievement and wellbeing information about the students.
To comply with the guidelines of Disability Discrimination Act of 1992, Student Support Group meetings were convened by the
Wellbeing Coordinator in March and November or upon request for students with disabilities or other special needs. Individual
Education Plans or Behaviour Management Plans were developed in consultation with parents, teachers and other professionals, such
as a speech pathologist and psychologist to ensure appropriate adjustments and support was provided.
Behaviour Management Plans were developed to establish improvement goals for students not meeting school expectations. Any
observed or reported bullying was dealt with promptly. Restorative meetings were conducted for students needing to repair
relationships. According to the Attitudes to School Survey, the Year 5 and 6 students’ perception of their safety at school in 2014
was again very high. Our senior students rated their safety higher than other Year 5 and 6 students in the Region and across the State.
In addition to Student Support Group Meetings, Individual Education Plans, Behaviour Management Plans and Attendance Logs the
Wellbeing Coordinator, together with Student Support Service professionals, class teachers and aides developed Staged Responses
for some students who required a more targeted wellbeing approach. School-based counselling through Oz Child Shine Assist was
accessed to provide additional support for students with more complex wellbeing needs.
Attendance continues to be a major concern with our school absences well above the median of State schools in 2014 and trend data
2011-14.
Productivity
In 2014 our major focus was ‘developing consistent practices in literacy. Therefore our PD Budget was predominately devoted to
funding a Literacy consultant. The PD was held at school and was ongoing to maximize professional teacher learning. Sub school
level budgets were utilized to purchase literacy resources. Our staff works in teams to maximize the consistency of practice.
Planning time is scheduled so sub schools receive a two hour block of planning time and a one hour planning block, where teachers
are released from teaching duties to collaborate during these times. We have learning spaces that are very open and create a positive
learning environment. Our class structure is based on composite classes (P/1, 2/3 and 4/5/6). Our school is utilizing flexible learning
groups where students are pre-tested and work at their appropriate learning level (Stage not Age) to learn. Each new Maths or
Literacy topic is pretested to ensure the students are in their appropriate group. Students can move up or down within the unit to
maximize the flexibility. This practice is entrenched in our Year 4-6 sub school and being phased in from P-3.
The school has invested in upgrading its ICT resources to enable each teaching team has access to a trolley of notebooks.
Our school has a major focus on student well-being and this is the major role of the Assistant Principal. This includes monitoring
attendance, creating Individual Education Plans and Behaviour Management Plans. Each year we use additional funds outside of our
PSD funding to support students who do not qualify for funding.
For more detailed information regarding our school please visit our website at http://www.kps.vic.edu.au
Kananook Primary School
Performance Summary
The Government School Performance Summary provides an overview of how this school is performing and how it compares to all 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 will foster engagement and collaboration to support further gains and positive learning experiences for all students.
School Profile
School Enrolments A total of 211 students were enrolled at this school in 2014, 108 female and 103 male.
Overall socio-economic profile Based on the school's Student Family Occupation index which takes into account parents' occupations.
Proportion of students with English as a second language.
Parent Satisfaction Summary Average level of parent satisfaction with the school, as derived from the annual Parent Opinion survey. The score is reported on a scale of 1 to 7, where 7 is the highest possible score.
School Staff Survey Measures the percent endorsement by staff on school climate derived from the annual School Staff survey. The percent
endorsement indicates the percent of positive responses (agree or strongly agree) on school climate from staff at the school. Data are suppressed for schools with fewer than three respondents to the survey for confidentiality reasons.
Kananook Primary School
Performance Summary
Achievement
Student Outcomes
School Comparison
Teacher assessments from the Australian Curriculum/Victorian Essential Learning Standards (AusVELS) Percentage of students in Years Prep to 6 with a grade of C or above in:
English
Mathematics
The grades are the same as those used in your child's end of year report. A 'C' rating means that a student is at the standard expected at the time of reporting.
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.
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.
Kananook Primary School
Performance Summary
Achievement
Student Outcomes
School Comparison
NAPLAN Learning Gain does not require a School Comparison.
NAPLAN Learning Gain Year 3 - Year 5 Learning gain of students from Year 3 to Year 5 in the following domains; Reading, Numeracy, Writing, Spelling and 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%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.
Kananook Primary School
Performance Summary
Engagement
Student Outcomes
School Comparison
Prep Yr1 Yr2 Yr3 Yr4 Yr5 Yr6
88 % 91 % 89 % 93 % 91 % 90 % 90 %
Student Attendance 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. A school comparison rating of ‘lower’ indicates that the absence rate in this school is greater than what we would estimate, given the background characteristics of their students. Average 2014 attendance rate by year level:
Kananook Primary School
Performance Summary
Wellbeing
Student Outcomes
School Comparison
Students Attitudes to School Measures the Connectedness to School factor derived from the Attitudes to School
survey completed annually by Victorian government school students in Years 5 to 12. The school's average score is reported here on a scale of 1 to 5, where 5 is the highest possible score.
Kananook Primary School
How to read the Performance Summary
What are student outcomes?
Student outcomes show the achievements of students in this school in English and Mathematics. They also show results in national literacy and numeracy tests and, for secondary colleges, the Victorian Certificate of Education (VCE) examinations. They provide important information about student attendance and engagement at school.
For secondary colleges, the Performance Summary also provides information about how many students at this school go on to further studies or full-time work after leaving school.
You can see these results for the latest year, as well as the average of the last four years (where available).
The Performance Summary also allows you to compare student outcomes for students at this school with the outcomes of students in all other Victorian government schools.
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 school’s 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: http://www.education.vic.gov.au/school/principals/manage
ment/pages/performreports.aspx
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 ‘About Our School’ statement provides a summary of this school’s improvement plan.
Additionally, NAPLAN learning gain charts are provided for each of the NAPLAN domains. These compare a student's current year NAPLAN result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same NAPLAN score two years prior).
If the current year result is in the top 25% their gain level is categorised as ‘High’, the middle 50% is categorised as ‘Medium’ and the bottom 25% is categorised as ‘Low’.
Kananook Primary School
Financial Performance and Position
Financial Performance - Operating Statement Summary for the year ending 31 December, 2014
Financial Position as at 31 December, 2014
Revenue
Actual
Funds Available Actual
High Yield Investment Account $55,239
Official Account $6,351
Total Funds Available $61,590
Student Resource Package
$1,583,079
Government Provided DE&T Grants $200,990
Government Grants Commonwealth $71,255
Revenue Other $4,446
Locally Raised Funds $120,895
Total Operating Revenue
$1,980,665
Expenditure
Financial Commitments
Operating Reserve $51,590
Asset/Equipment Replacement > 12 months $10,000
Total Financial Commitments $61,590
Student Resource Package
$1,506,084
Books & Publications $2,318
Communication Costs $5,293
Consumables $52,080
Miscellaneous Expense $30,375
Professional Development $19,448
Property and Equipment Services $88,141
Salaries & Allowances $155,192
Trading & Fundraising $10,942
Travel & Subsistence $3,412
Utilities $19,132
Adjustments $21,434
Total Operating Expenditure
$1,913,852
Net Operating Surplus/-Deficit
$66,814
Asset Acquisitions
($10)
Misc Expenses may include Bank charges, Health and Personal Development, Administration charges, Camp/Excursion costs and Taxation charges.
Salaries and Allowances refers to school-level payroll.
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