School Name: Silverton Primary School (5120) · The enrolment in 2019 was 485 and an SFOE (Student...

2019 Annual Report to

The School Community School Name: Silverton Primary School (5120)

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

The 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 (ETR) Act 2006. This includes schools granted an

exemption by the VRQA until 31 December 2019 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Attested on 27 April 2020 at 12:41 PM by Amanda Prosser (Principal)

The 2019 Annual Report to the school community:

has been tabled and endorsed at a meeting of the school council will be publicly shared with the school community.

Attested on 01 May 2020 at 03:36 PM by Kerrie Ngoma (School Council President)

https://www.vit.vic.edu.au/

Silverton Primary School (5120)


About Our School

School context

Silverton Primary School is situated in Noble Park North. It was designed as an Open Plan School and opened in 1977.

It contains five flexible Learning Centres, as well as specialist facilities, around a central courtyard. Specialist facilities

include learning spaces related to; Media Arts, Visual Arts, Physical Education, Instrumental / Classroom Music, Dance

/ Drama Studio, STEM, EAL and Science rooms. Physical features of the school include an undercover performance

area, environmental pond area as well as a school vegetable garden and hen house. Each Learning Centre also

includes numerous outdoor learning areas. The school has an extensive oval for the children to use, numerous

playgrounds facilities catering for all ages, as well as synthetic hard court areas with markings for basketball, netball,

tennis and volleyball. There is a well-equipped television and sound recording studio and Robotics, 3D / Laser printing

and numerous coding / programming resources to compliment the style of learning that is fostered throughout the

school.

The school services a culturally rich community; with 62% of the student population from non-English speaking

backgrounds. The enrolment in 2019 was 485 and an SFOE (Student Family Occupation and Education) index of

0.4547.

In 2019 the school had a teaching staff of 35.8 teaching staff. This comprises two Principal Class personnel, one

leading teacher, one learning specialist and a mixture of expert, accomplished and graduate teachers. The school also

employs a number of tutors and Education support staff to support the rich curriculum that is provided. The schools

grounds are well maintained by a handyman/gardener, which is supported strongly by the whole school community.

The school’s Learning Centres have been structured around the four levels for primary education, with staff

professional learning communities at each of these Levels. This structure allows for as well as encourages, extensive

team planning and curriculum implementation. Team teaching between classes is expected. Teachers’ strengths are

utilised in order for the students to master specific skills and develop understandings that can be transferred into

independent research projects.

The school’s major focus is on teaching and learning with an emphasis on making the curriculum “authentic”. Children

accept responsibility for their own learning, along with learning through collaboration with peers and adults.

Opportunities are also provided for students to pursue personal learning passions and negotiate their curriculum. The

development of open-ended “Inquiry-Based” learning is embedded into the practices across the school and “Play

Based” learning is entrenched in grades Prep-2 through “Discovery Time”. These approaches build upon the idea that

students are actively involved in learning and continually reconstruct understandings in light of experience. It

encourages students to participate in active investigation and to integrate, rather than separate their knowledge, as

they move from acquisition of facts to the development of deeper understandings.

Silverton Primary School is committed to providing a learning environment and education programs which will motivate,

challenge and support students to become life-long learners. The school aims to maximise student potential in a safe

and caring community in which academic achievement, positive self-esteem, cultural diversity and the rights of all are

highly valued and respected. Our school staffing community has developed the following values which are seen as

being central to the life of the school:

• Respect - recognising and accepting the differences in ability, race, religion and beliefs of others.

• Honesty - truthfulness and open communication at all times.

• Teamwork- learning together to achieve the best possible outcomes for everyone.

• Learning – developing and acquiring knowledge, skills, values and positive attitudes.

• Responsibility – to be responsible for ones’ own actions

The use of Digital technologies as a teaching tool is embedded throughout all teaching programs. Technology devices

including laptops, desktop computers and iPADS are readily available to all students as well as multiple interactive

whiteboards/TVs in each Learning Centre. Robotics, 3D printing, coding, the TV studio, green screen, radio/ recording

studio are available to students in all levels.

Mandarin is our LOTE program in the school. We have developed a strong connection with Yan Cheng No.1 Primary



School in China with a visit from 12 students and 2 teachers over the past 4 years. In 2019 saw two Silverton staff

members travel to China. Online communication occurs between both schools involving staff members and students.

Science has become part of our school culture leading to many other positive environmental and social changes.

Programs such as the “i sea, i care” program, the Earth Watchers Program, Kids Teaching Kids conferences as well as

our strong connections with external sources such as CERES, Melbourne Water and City of Greater Dandenong.

Silverton’s Out of Hours School care has increased over the year with the employment of more qualified staff. School

Vacation program for our school community also runs throughout the year which is well attended. A strong Parents

Association focuses on fundraising and supporting the school programs. The School Council is highly committed and

supportive of the school and provides positive direction and guidance.

Framework for Improving Student Outcomes (FISO)

Silverton's School Improvement Team after analysing 2018 data sets against Silverton's strategic plan identified the

following 2019 targets and focus areas.

During 2019, our FISO (Framework for Improving Student Outcomes) initiatives focused on the following

Priority: Excellence in teaching and learning

Building practice excellence

- Strengthen teacher capacity to effectively extend the learning of students that are 12 months or more ahead in

their age appropriate level in writing.

- To build teaching capacity and confidence in effectively planning, student learning program delivery, assessment

and moderation of Number for improved student learning outcomes.

Priority: Positive Climate for Learning

Empowering students and building school pride

- Building practice excellence including in student voice and agency

- Intellectual engagement and self-awareness

Community Engagement in Learning

- Global citizenship

- Building communities

More specially the Key improvement Strategies focused on

- The School Improvement Team being available for Coaching or Mentoring to build teacher capacity

- Termly Moderation across levels within the school to ensure consistency of assessment. This was timetabled into

our professional development schedule once per term.

- Targeted Professional Development on unpacking higher level curriculum to better extend students in Writing.

- Equity funds was used to employ additional Staff for target small group focused instruction

- Implementation of Writing extension programs

- Targeted Professional Development on Numeracy Skills program development and delivery

- EMU (Extending Mathematical Understanding) intervention program initiated

- Enrolment of three staff in the MAV and Melbourne University 2 year course: Leading Whole School Improvement in

Mathematics Teaching and Learning

- Professional Development on Student Agency, Student Voice and Student Advocacy

- Participation in the network and DET Community of Practice regarding student voice and agency

- Employment of specific Wellbeing Staff members

- Modify and refine the student feedback cycle to enable student voice and agency



Achievement

In 2019 Silverton students completed Naplan online. Silverton Primary is extremely proud of the 2019 student

learning outcomes in both Year 3 and 5 Naplan results, with achievements above other similar schools. The high

percentage of students achieving in the top two bands in year 3 Naplan results supports the current programs and

pedagogy implemented in the junior school. The Naplan Learning Gain results, Year 3 - Year 5 in all areas were good

especially in the numeracy area. Numeracy was a focus throughout the year with coaching/ mentoring from our

Learning Specialist, staff professional development, across school moderation and linking with secondary schools.

The Victorian Curriculum Teacher Judgement of student achievement for 2019 was above other similar Victorian

schools in both English and Mathematics in Years Prep to 6 . This is an outstanding outcome given the EAL

background of our students. The Transitional Growth report suggests the programs and pedagogy being implemented

in years 5 and 6 are having a positive impact on the learning growth of our students in year 7.

Our teaching and support staff are continually engaged in a range of specific and targeted professional development to

ensure they have the most current knowledge and skills. The Department’s resource for Professional Learning

Community was a strong professional development focus during the year. The Learning Specialist provided extensive

and ongoing coaching and mentoring program in order to build teacher capacity to support student learning especially

with our graduate teachers. Teachers work collaboratively in Professional Learning Communities (PLC) to implement

programs that focus on essential learnings, analysis of data and curriculum differentiation. Through weekly

Professional Learning Community meetings, teachers focus on targeting the needs of students to maximize their

learning potential and outcomes.

Teams have a collective responsibility for all students and teachers have had significant Professional Development

related to data analysis, to enable them to develop and interpret student data, and to plan more rigorously to meet the

individual learning needs. There were 14 students participating in the Program for Students with Disabilities and all

students were assessed against their individual learning goals each term, and all showed progress at a satisfactory

level or higher in relation to achieving their individual goals. High achieving students are also placed on Education

Learning Plans.

Engagement

On average there is a 92% attendance rate across the school, similar to other Victorian schools. The major reason for

absences is children going on extended family holidays. This is an area which the school has no control but highly

impacts the absentee rate.

In 2019, Silverton primary school continued to work with families to ensure students were at school and learning. The

School continued to send SMS messages to parents daily if their child/ren were absence and monthly reports to

parents with unexplained absences .

Employment of a Student Welfare Coordinator who works closely with the families to ensure the children’s education is

not compromised. Regular phone calls and messages to parents were occurring daily for students with attendance

concerns. Silverton PS in 2018 established a working in partnership with South East Community Links and SELLEN

as part of a Project Team tackling cases of Chronic Absence which continued during 2019. Silverton's Welfare staff

members and an education support staff also attended the Department's Chronic Absence Professional Development

days throughout 2019.

Silverton’s lunchtime activities program is well established to engage the children during their breaks from classroom

instruction. In 2019 we employed an AFL Traineeship to run recess and lunchtime activities and to assist with the PE

program. This partnership worked extremely well and will continue in 2020.

In 2019 some of Silverton's Community Engagement activities included:

Silverton students involved in the Kids Teaching Kids Conference, Marine Ambassador program, State School

Spectacular, Robotics and Chess competitions and the Network Math competition.

Students working in partnership with the Greater City of Dandenong council at student forums and performing at

council festivals.



A well established community Playgroup at Silverton Primary School.

Successful Open Night / Day, School Concert and Transition programs

Wellbeing

Silverton's Primary Student Welfare Officer supports students and staff with engagement and wellbeing programs.

Student Safety, Connectedness to School and Connectedness to Peers remained a strong focus throughout 2019 and

there were four main programs to support these. The #SSS Wellbeing Program, Valuable Learning Habits, Lunchtime

clubs / activities and Breakfast program. With a dedicated whole school focus on school values, developing common

language around agreed behaviours, setting high expectations Silverton’s student incident data once again improved

over the year. Student Agency is strong and active through all our curriculum programs and in Silverton’s Student

Leadership Team and Student committee. In 2019 we continued to invite student leaders to attend school council

meeting and present to the councillors. Silverton is also an active member of the Student Voice/Agency Community of

Practice for Victoria and Dandenong.

Student physical fitness was also a focus with the school continuing to participate in the Active After School’s program

throughout 2019. The intention of the program is to provide students with physical activity beyond the school hours

and with a view to encourage students to participate in more external sporting activities in the future. In 2019 Silverton

Primary school had two after school basketball teams.

Financial performance and position

Silverton Primary School continues to operate efficiently and responsibly within established and audited budgetary

processes. Through continued prudent curriculum programs and staffing decisions made by the School Improvement

Team in 2019 saw a deficit by the end of the year which was forecasted. Silverton’s Equity Funding has been

earmarked to employ staff and deliver literacy and numeracy programs to support our Strategic Plan goals as well as

the government’s Education State priorities. The school received a number of Commonwealth Grants to support the

Out of School Hours / School vacation program. Silverton's Parent Association fundraising initiatives went towards a

new playground for the students.

For more detailed information regarding our school please visit our website at https://www.silverton-ps.vic.edu.au

https://www.silverton-ps.vic.edu.au/

https://www.silverton-ps.vic.edu.au/

Silverton Primary School

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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 485 students were enrolled at this school in 2019, 230 female and 255 male. 62 percent were EAL (English as an Additional Language) students and ND 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.


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Performance Summary

Achievement

Teacher Judgement of student achievement Percentage of students in Years Prep to 6 working at or above age expected standards in:

English

Mathematics

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

Student Outcomes

Similar School Comparison


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Performance Summary

Achievement

Student Outcomes


NAPLAN Year 3 The percentage of students in the top 3 bands of testing in NAPLAN at Year 3. Year 3 assessments are reported on a scale from Bands 1 - 6.

NAPLAN Year 5 The percentage of students in the top 3 bands of testing in NAPLAN at Year 5. Year 5 assessments are reported on a scale from Bands 3 - 8.


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Performance Summary

Achievement

Student Outcomes


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 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

There are no Similar School Comparisons for Learning Gain. The statewide distribution of Learning Gain for all domains is 25% Low Gain, 50% Medium Gain, 25% High Gain.

Statewide Distribution of Learning Gain (all domains)


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Performance Summary

Engagement

Student Outcomes


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 Similar School Comparison

A similar school comparison rating of ‘Above’ indicates this school records ‘less’ absences than expected, relative to the similar schools group with similar characteristics. A rating of ‘Below’ indicates this school records ‘more’ absences than expected.

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

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

Average 2019 attendance rate by year level:

Prep

Yr1

Yr2

Yr3

Yr4

Yr5

Yr6

93 %

90 %

91 %

92 %

92 %

90 %

92 %

Similar school comparison not available


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Performance Summary

Wellbeing

Student Outcomes


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).


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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, 2019

Financial Position as at 31 December, 2019

Revenue

Actual

Funds Available Actual

High Yield Investment Account $397,366

Official Account $51,851

Other Accounts $0

Total Funds Available $449,217

Student Resource Package

$4,367,350

Government Provided DET Grants $130,671

Government Grants Commonwealth $210,901

Government Grants State $218,616

Revenue Other $334,633

Locally Raised Funds $386,810

Total Operating Revenue

$5,648,981

Equity¹

Equity (Social Disadvantage) $313,954

Equity Total

$313,954

Expenditure

Financial Commitments

Operating Reserve $212,544

Funds Received in Advance $115,885

School Based Programs $59,709

Capital - Buildings/Grounds < 12 months $61,079

Total Financial Commitments $449,217

Student Resource Package²

$4,368,019

Communication Costs $7,615

Consumables $98,691

Miscellaneous Expense³ $346,617

Professional Development $42,004

Property and Equipment Services $406,647

Salaries & Allowances⁴ $391,268

Trading & Fundraising $52,908

Travel & Subsistence $8,140

Utilities $60,884

Total Operating Expenditure

$5,782,793

Net Operating Surplus/-Deficit

($133,812)

Asset Acquisitions

$0

(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 26 February 2020 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.


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How to read the Annual Report

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 socio-economic background of students, the number of non-English speaking students and the size and location of the school.

The Similar School Comparison will identify if a school’s result is ‘Similar’, ‘Above’, or ‘Below’ relative to the similar schools group with similar characteristics and is available for latest year data only.

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).

School Name: Silverton Primary School (5120) · The enrolment in 2019 was 485 and an SFOE (Student...

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