Thorndon Park Primary School Number: 1154Partnership: Campbell

Name of school principal: _______________________________________Name of governing council chair: _______________________________________Date of endorsement: _______________________________________

Thorndon Park Primary School2018 annual report

to the school community

School context and highlights

Governing council report

| Thorndon Park Primary School2018 annual report to the community1

Improvement planning and outcomes

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NAPLAN ProficiencyThe Dept. for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

Numeracy

Data Source: Dept. for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2018.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Data Source: Dept. for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2018.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Performance Summary

| Thorndon Park Primary School2018 annual report to the community3

NAPLAN progressThe data below represents the growth of students from 2016 to 2018 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group 36% 38% 25%

Middle progress group 50% 50% 50%

Lower progress group 14% 12% 25%

Data Source: Dept. for Education special extract from Student DataWarehouse, August 2018. *NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

Data Source: Dept. for Education special extract from Student DataWarehouse, August 2018.*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group 33% 62% 25%

Middle progress group 48% 31% 50%

Lower progress group 19% 6% 25%

No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 3 2018 42 42 20 12 48% 29%

Year 3 2016-18 average 39.7 39.7 16.0 8.0 40% 20%

Year 5 2018 32 32 11 2 34% 6%

Year 5 2016-18 average 26.7 26.7 7.7 2.7 29% 10%

Year 7 2018 17 17 4 4 24% 24%

Year 7 2016-18 average 19.0 19.0 5.0 3.0 26% 16%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

NAPLAN upper two bands achievement

Data Source: Dept. for Education special extract from NAPLAN SA TAA data holdings, August 2018.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

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Year level 2015 2016 2017 2018Reception 92.3% 92.4% 91.5% 94.1%

Year 1 93.1% 91.4% 92.8% 94.8%Year 2 91.2% 92.4% 92.8% 93.5%Year 3 92.2% 92.1% 92.1% 95.0%Year 4 92.8% 90.7% 89.6% 96.0%Year 5 93.3% 93.2% 89.7% 92.4%Year 6 90.5% 92.4% 92.6% 95.6%Year 7 95.3% 90.0% 92.5% 92.7%

Primary other 87.5%Total 92.4% 92.0% 91.8% 94.2%

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.Note: A blank cell indicates there were no students enrolled.

School performance comment

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Behaviour management comment

Client opinion summary

Attendance comment

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Intended destination

Relevant history screening

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2018.

SchoolLeave Reason Number %

Employment 0 NAInterstate/Overseas 2 3.3%Other 0 NASeeking Employment 0 NATertiary/TAFE/Training 0 NATransfer to Non-Govt School 11 18.3%Transfer to SA Govt School 44 73.3%Unknown 3 5.0%Unknown (TG - Not Found) 0 NA

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All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 29Post Graduate Qualifications 9

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 16.0 0.0 5.9Persons 0 19 0 9

Funding Source AmountGrants: State

Grants: Commonwealth

Parent Contributions

Fund Raising

Other

Data Source: Dept. for Education HR Management Reporting System, extracted Term 3 2018.

Data Source: Dept. for Education HR Management Reporting System, extracted Term 3 2018.

Data Source: Education Department School Administration System (EDSAS).

Teacher qualifications and workforce composition

Financial statement

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2018 school annual report: Tier 2 funding report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2018 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved behaviour management and engagement

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Improved outcomes for students with disabilities

Targeted funding for groups of students

Improved outcomes for • rural and isolated students• Aboriginal students• numeracy and literacy

including early years supportFirst language maintenance and developmentStudents taking alternative pathwaysStudents with learning difficulties grant

Program funding for all students

Australian Curriculum

Aboriginal languages programs initiatives

Better schools funding

Other discretionary funding

Specialist school reporting (as required)

Improved outcomes for gifted students

Primary school counsellor (if applicable)

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.