annual report 2015 -...

Annual Report

2015

Darling Range Sports College offers students an educational environment where all students are encouraged to maximise their achievement. This goal is encapsulated in the College Vision, Key Objectives and Special Programs.

VISION

Students are encouraged to take responsibility for their learning. Students work in partnership with their teachers to identify appropriate goals and to plan strategies to maximise success. Pride, perseverance, ambition and leadership are celebrated and nurtured.

VALUES

KEY OBJECTIVES As an Independent Public School, Darling Range Sports College is committed to continual improvement. Strategic planning for improvement has its focus in four key areas, our Key Objectives: KO1: To provide quality teaching and learning KO2: To provide a safe and supportive learning environment for students KO3: To provide support for the professional growth and well-being of staff KO4: To provide a distinctive and responsive organisation

Respect

Pride Ambition

Perseverance

Leadership

DARLING RANGE SPORTS COLLEGE PRIORITIES Quality teaching and learning to improve student performance in all year groups Strategies include:

Continued and improved used of evidence-based planning

Senior school tutorial classes

Mentoring of students

Improve standard of literacy and numeracy through tutorials and specialised literacy and numeracy classes

Upgrade teacher qualifications to Certificate IV Training and Assessment and relevant Certificate courses

Increased variety of Certificate courses

Increased used of information technology in the classroom

Increased involvement in competitions Safe and Support Environment DRSC is committed to providing a safe and supportive environment for all its students. Programs include:

leadership skills

Student Council

sports captains

peer mentors

student hosts

‘Bloke’ and ‘Chic’ character based programs

behaviour management strategies, including restorative practice

student Services team that focuses on attendance, behaviour and student well-being Support for Staff Professional Growth and Well-being Staff professional growth and well-being is a priority of the College. To achieve this, DRSC:

provides a variety of activities for staff

relevant professional development for staff including: 1. explicit teaching 2. Positive Schools and Classroom Engagement (PCSE) 3. student performance data 4. Western Australian/Australian Curriculum 5. peer review and classroom observation 6. Vocational Education and Training – Certificate IV 7. coaching

Distinctive and Responsive Organisation

DRSC is building a culture of evidence-based decision making to inform planning

The College increasing and improving expertise in information technology through the introduction of ‘Bring Your Own Device’ (BYOD) beginning with Year 7 and Year 8 cohorts in 2015 and improving all student and staff knowledge and skills in information technology

maintaining and expanding industry and community partnerships is a key aspect of the College’s forward planning

numerous buildings and grounds developments in 2015 including installation of a gazebo for students, road works to the Sports Stadium and upgrade of the school ovals

HIGHLIGHTS AND ACHIEVEMENTS Academic Challenge & Enrichment Studies

Academic Challenge Day for Years 7 – 10

Study Skills for Years 7 – 12

Junior Academy Conference Year 9 and 10 Churchlands Senior High School

The Arts

Arts On Show – including primary school students in two plays

Art/Photographic Exhibitions of student work which was also for sale.

College production of ‘Alice’.

Citizenship

Senator Glenn Sterle ANZAC Leadership Tour to Britain, France & Belgium for 22 students, 2 teachers and 8 accompanying adults

English

Writer’s Festival Society & Environment

Year 10 Briony Kennedy represented the College in a simulated Parliament at Parliament House

Mathematics

Year 10 ACES - UNSW Global Mathematics 6 credits/4 merit

Hills Education Precinct Video Conferencing – Mathematics Specialist

Science

Primary school students PACES visited to use laboratories for experiments

Rio Tinto Big Science competition

STAWA online Science competition

Recycling program

Use of Into Science in the classroom

Vocational Education and Training

Vocational Education and Training ran a total of five classes for Year 11 and 12 students

Try a Trade – a three day bricklaying course for Years 11-12 with all 20 student participants gaining a Completion Certificate

71 students participated in an Authority-Developed Endorsed Program; Workplace Learning (ADWPL)

165 Certificate II or higher qualifications were successfully attained by Year 11 students

121 Certificate II or higher qualifications were successfully attained by Year 12 students

15 students gained Apprenticeships or Traineeships

The College auspiced with two Registered Training Organisations (RTOs), delivering Certificate II Business, Certificate II Sampling & Measurement, Certificate II and III in Visual Arts, Certificate II and III in Sport and Recreation and Certificate II in Financial Services

General

NAIDOC Week

Indigenous Awards Night

Sports Star Awards Night

Whole School Fun Run: fundraising event

School Volunteer Program

College Ball

College Year Book

Student Tours: intrastate, interstate & international

HIGH PERFORMANCE SPORTS PROGRAMS Darling Range Sports College is the state’s first and only sports high school, offering quality individual sporting programs which have been developed in conjunction with relevant peak sporting bodies. The specialist programs provide the largest range of Specialist Sports programs in any WA school. 2015 Highlights included: AFL

Upper School Sportsready Cup Premiers (Cable Division – A division) played as a curtain raiser before Fremantle v Carlton match

US Sportsready Cup Finalists (Jackovich Division – B division)

Zone Carnival Premiers Years 8, 9 and 10

SSWA Year 10 State Champions

Year 8/9 girls AFL Freo Dockers Cup Champions

Maribyrnong Sports Academy visit and games against DRSC AFL teams

West Coast Eagles visit by Sharrod Wellingham and Will Maginness

Superclinics with specialist coaches Bill Monoghan (West Perth League Coach), Murray Couper (former Bernie Naylor Medallist for leading goal kicker at Perth FC)

Perth Colts Games - John Levien, Jye Clements, Reid Polak, Jayden Johnstone, Coree Thomson

Baseball

NSW Tour to Sydney Attending the 1st Major League

Games played in Australia between the Los Angeles Dodgers and the Arizona Diamondbacks

Winner of triangle tournament with Westfield and Endeavour Colleges from NSW

Athletics

Taylah McAuliffe represented WA in Singapore (Silver in Javelin, Bronze in Shotput)

Taylah McAuliffe represented WA in the State Championships (Bronze in Javelin and Shotput)

Cricket

Year 8 Narrogin Carnival

Year 9 Rockingham Carnival

Kim Hughes Shield Competition

Graeme Wood Shield Competition

Senior School tour of New Zealand (January 2015)

Swimming

School Sports WA Division B Swimming Carnival (2nd

)

Emma Hargrave, Year 11 Champion Girl

Fransiskus Raymond, Year 9 Champion Boy

National Swimming Championships (Emma Hargrave and Fransiskus Raymond)

Soccer

Ellie La Monte – NTC Women’s Reserve League; State Team, Player of the Year, Top goal scorer U/19 NTC representative

Netball

SSWA High School Cup Champions (Lower Division and Open Division)

SSWA Sports Ready Cup Year 10 Champions

Aranmore Cup Champions (all DRSC teams undefeated in all divisions)

Year 8, 9 and 10 Zone Champions

High Performance team played against Singapore and Malaysian National Teams

State 15 and Under team – Alkira Rodney, Amber Clemesha (Reserve Katie Te Ao [Year 8])

Fever FIT State Under 17s Squad – Morgan Millar, Amy Delcaro, Amber Clemesha, Katie Te Ao

Regional Academy - Hayley Otway, Amber Clemesha, Casey Clemesha, Elle McFarland

High Performance Clinic and Leadership Day (High Performance Squad)

Specialist Coaching Sessions (High Performance Squad) by Lyn Pemberton, Roxanne Edwards, West Coast Fever defender Courtney Bruce

West Coast Fever pre-game clinic (High Performance Squad)

AUSTRALIAN SPORTING REPRESENTATIVES

Australian Sporting Representatives B J Cooke Baseball

Daniel Carter Baseball

Josh Paul Baseball

Morgan Millar Netball

Owen Roberts-Mok Judo

Maddison Inglis Tennis

Western Australian Sporting Representatives

Breanne Alexander Soccer

Christian Bavadra Rugby Union

Alex Cabassi AFL

Hayley Campbell Swimming

Amber Clemesha Netball

Tyson Cosgrove Baseball

Alexandria Derksen Soccer (Futsal)

Chelsea Exell Swimming

Alex Hall Baseball

Corey Holland Cricket

Ellie La Monte Soccer

Nicole Ledington Touch Football

Morgan Millar Netball

Shae Muggridge Softball

Kitione Nairube Rugby Union

Kayla Mason AFL

Katie Te-Ao Netball

Devontai Tuaitai Rugby League

Daniel Carter

Alex Cabassi

Owen Roberts-Mok

Tyson Cosgrove

Morgan Millar

Emma Hargrave & Fransiskus Raymond

Ellie La Monte

ENROLMENTS

Enrolment Trends

Apparent Retention and Progression Rates

Years 8 – 10 Years 8 – 12 Years 10 – 12 Years 10 – 11 Years 11 - 12

2013 94% 58% 59% 79% 70%

2014 93% 72% 64% 84% 81%

2015 92% 58% 61% 79% 74%

The above graph and tables show the trend in student numbers over the last five years. Overall, the numbers in Lower Secondary remained relatively constant from 2011 to 2012 when the half cohort entered Year 9 and moved through to Year 10. The increase in numbers in 2013 is due to a ‘full’ cohort entering Year 8 in 2013. The introduction of Year 7 students to high school sees a marked increase in Lower Secondary school enrolments in 2015. The relatively consistent enrolments for Senior Secondary show a similar pattern to Lower Secondary between 2011 and 2012 with a subsequent fall in 2013 as the half-cohort progressed into Year 11. The numbers in Senior Secondary increased from 2013 to 2014 with the College providing greater opportunity to complete Certificate courses as a qualification prior to leaving school. Enrolments for Senior Secondary between 2014 and 2015 remained relatively constant. Between 2013 and 2015 there was a high retention and progression rate in Years 8 to 10; Years 10 to 11; Years 11 to 12.

0

200

400

600

800

1000

1200

Nu

mb

er

of

Stu

de

nts

Year 2011 to 2015

Total

Upper Secondary

Lower Secondary

Semester 2 2011 2012 2013 2014 2015

Lower Secondary 541 537 596 571 705

Senior Secondary 308 331 233 240 278

Total 849 868 829 811 983

ATTENDANCE

Attendance Summary for Darling Range Sports College

The Regular decreased from 56.3% in Semester 1 to 39.5% in Semester 2. Indicated attendance category increased from 25.8% to 30.2%. There was an increase in both the Moderate and Severe categories with 10.7% to 20.2% and 7.2% to 10.1% respectively. This reduction in attendance is cause for concern and strategies such as employing a youth worker to monitor attendance as part of his/her duties will be designed to reduce the Moderate and Severe attendance categories percentages for both indigenous and non-indigenous students. The youth worker will work in collaboration with the Student Services team and the Aboriginal and Islander Education Officer to achieve these goals.

The 2015 Year Group Breakdown shows that Year 7 students have a higher rate of attendance than all other year groups followed by the Year 9’s, then Year 12’s. Year 8 Regular attendance is similar to that of Year 9’s, however, the Indicated attendance is much lower leading to an increase in Moderated and Severe rates of attendance. Year 10 and Year 11 groups have similar rates of attendance with Year 11’s having a higher rate of Moderated attendance than Year 10’s. Years 10’s subsequently have a higher rate of Severe attendance. Suspensions DRSC is committed to a downward trend in suspensions. However, in 2015 suspensions did not decrease by the 10% target. Strategies to reduce suspensions for 2016 include restructuring of Student Services, whole school restorative practices professional development, increased use of communication to parents regarding their child’s performance/ behaviour, withdrawal system, identification of at risk students, individual support plans for at risk students, introduction of internet based rewards system.

Percentage Attendance by Year Level

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

2013 89% 86% 83% 83% 85%

2014 90% 86% 83% 84% 84%

2015 91% 89% 88% 83% 85% 86%

State 2015 91% 89% 87% 85% 87% 89%

Student Participation – Overall Attendance Percentage Rates

Non- Aboriginal Aboriginal Total

School Like Schools

State School Like Schools

State School Like Schools

State

2013 86.3 86.9 89.1 75.9 73.5 67.2 85.6 86.1 87.4

2014 86.3 86.7 88.6 78.9 72.5 66.3 85.7 86 86.9

2015 87.6 87.4 89.7 78 74.5 68 86.9 86.5 87.9

From the above graph and tables, it can be seen that overall attendance in each year group is similar to that of Like Schools and State, with Aboriginal attendance at Darling Range Sports College being slightly above that of Like Schools and significantly above State. The total student participation increased slightly between 2013 and 2015.

Attendance Category

Regular (%) At Risk (%)

Indicated Moderate Severe

2013 53.1 25.3 11.6 9.8

2014 50.4 28.1 14.0 7.4

2015 56.3 25.7 10.7 7.1

WA Public Schools 2015

63.0 20.0 10.0 7.0

In 2015, regular attendance increased by a significant amount. There was a corresponding decrease in the percentage of students at slight (indicated) risk and in the percentage of students at moderate risk. In addition, there was also a decrease in the percentage of students at severe risk. Overall, the attendance data demonstrates a positive trend. Attendance is monitored on a continuous basis with SMS messages to parents when their child is recorded as absent or arriving late without prior notification by parents. Letters are sent home to parents informing them of their child’s percentage of attendance and interviews are held with parents and students where attendance is of considerable concern.

Attendance of at least 90% is also one of the criteria for an invitation to participate in reward activities such as end of term reward excursions for Middle School students and Senior School events such as the river cruise and the College Ball. Participation by Aboriginal students in the fortnightly reward Basketball program is also dependent on maintaining a satisfactory level of attendance. Where there is little support or effort from home to improve a child’s attendance, a referral is made to Regional Office for assistance. Senior students are referred to Participation Coordinators for assistance to find an alternative educational pathway.

ACADEMIC PERFORMANCE

NAPLAN Longitudinal Summary compared with Like Schools

Numeracy

Reading

Writing

Grammar & Punctuation

Spelling

From the graphs it can be seen that, in general, Darling Range Sports College has made progress in all categories of NAPLAN in Year 9 for 2015. Although the general trend pattern over the previous four years (2011 to 2014) has been similar to that of Like Schools, in 2015 Darling Range Sports College was above Like Schools in Numeracy and Spelling and significantly above Like Schools in Wriitng. Darling Rang Sports College has similar mean scores to Like Schools in Reading and Grammar & Punctuation. Darling Range Sports College mean scores in Spelling showed the most dramatic improvement in 2015. Overall, Darling Range Sports College was at or above Like Schools across all NAPLAN areas. Year 7 results reveal that Darling Range Sports College students performed above Like Schools in ALL categories of NAPLAN with Spelling attaining the highest mean score.

Gains by students in Progress and Achievement from their Year 7 to Year 9 NAPLAN results can also be seen in the graphs on the following page. Between 2014 and 2015, in general, students’ mean scores improved in both Progress and Achievement in all areas indicating the value-adding for DRSC students compared to students in Like Schools. This, in part, can be attributed to a whole school literacy plan which has been implemented since 2011 for students in Years 8 and 9. The whole school literacy plan focuses on areas of concern based on students’ Year 7 NAPLAN results. Mathematics teachers have also analysed Year 7 NAPLAN Numeracy results and similarly identified areas to target. With the introduction of Year 7s into high school in 2015, both Numeracy and Literacy results of Year 5’s now forms the basis for analysis to improve NAPLAN results in Year 7. The overall results of 2014 led to a responsive approach to the data. This response has resulted in dramatic improvements in 2015 student Progress and Achievement compared to Like Schools in Spelling, Writing, Grammar and Punctuation. Improvements were also made in Reading with the Achievement of students moving from -16 to -2. Numeracy also showed improvement in Achievement from -5 to +5. Overall, the trend for Darling Range Sports College is improvement in all areas of NAPLAN indicating effective value-adding compared to Like Schools.

PROGRESS AND ACHIEVEMENT

2013

2014

2015

SENIOR SCHOOL

Academic Performance Data Year 12 Participation

Eligible Year 12 Students

Number acquiring an ATAR

VET – No of students in a Cert ll or higher

VET – No of students completing a Cert ll or higher

2013

127 28 22% 98 77% 84 66%

2014 75 14 19% 61 81% 42 56%

2015 115

25 22% 98 85% 88 77%

Percentage of Students Acquiring an ATAR, Achieving One or More Scaled Scores of 75 or more

Number

acquiring an ATAR

Number achieving one or more scaled scores

of 75+

Percentage achieving one or more scaled

scores of 75+

2013 28 (22%) 2

7%

2014 14 (19%) 1

7%

2015 25 (22%) N/A N/A

Note: ATAR: Australian Tertiary Admissions Rank; VET: Vocational Education & Training; Year 12 students are those full time students eligible to graduate at the end of the year. Information is only available for schools with 20 or more full time eligible students in Year 12 in the year. Median ATAR, expected performance, Median ATAR of TISC applicants (number of students)

Median ATAR Expected Performance Median ATAR of TISC applicants

2015 73.3 (25) 0.9 74.4 (23)

Median Australian Tertiary Admissions Rank

School Like Schools State

2015 73.3 61.4 76

Full Qualification Achievement – Cert 11 or higher

Number completing Full Qualification

% of VET Students % of Eligible Students

2013 36 63 28

2014 84 86 66

2015 42 69 56

Attainment Rate – ATAR>= 55 and/or Cert 11 or higher of eligible students (number of students)

2013 2014 2015

80% (102) 79% (59) 96% (110)

Aboriginal Students

In 2015, both the Year 7 and Year 9 targets for NAPLAN in Literacy were met with 77% at or above benchmark in Year 7

Reading and 66% in Year 7 Writing. Year 9 Reading had 84% students at or above benchmark and 54% in Year 9

Writing. The Numeracy target for Year 9 was not met with 62% at or below benchmark compared to 44% in 2014.

As of Semester 2 2015, 33 Aboriginal students in Years 10-12 were expected to sit OLNA. 12 students were Category 3

in both Numeracy and Literacy and 15 students in Reading. In Category 2, 5 students were expected to sit the Numeracy

test, 7 students sit the Writing test and 5 students to sit Reading. In Category 1 there were three students to sit both

Numeracy and Writing and one student to sit Reading. 13 students did not sit the Numeracy test, 11 students did not sit

the Writing test and 12 students did not sit the Reading test.

WACE ACHIEVEMENT

Eligible Year 12 Students

Percentage Achieving WACE

2013 127

98%

2014

75 97%

2015

115 97%

The above tables indicate a dramatic increase in 2015 results when compared to the previous two years. The Participation rate indicates that more students undertook ATAR studies in 2015 when compared with 2014 and the percentage of students acquiring an ATAR increased by 3% from 2014. The number of students in a Certicate II or higher has also increased. The number of students completing a Certificate II or higher has increased substantially over the last three years (by 11% 2013 and by 19% 2014). The Median ATAR table shows that the median ATAR decreased from 2013 to 2014, however, due to substantial value-adding programs, the median ATAR increased by 25% to 73.3% in 2015. This data demonstrates that the Attainment rate achieved has increased significantly with 96% of Year 12 students leaving Darling Range Sports College at the end of 2015 with either an ATAR sufficiently high enough to gain entry into university, or a Certificate II or higher – in some cases both qualifications.

WACE Examination Courses Student Performance – Stage 2 and/or Stage 3 Courses

Course Performance No. of

students

Chemistry 2 7

English 2 25

Geography 2 10

Human Biological Science 1 9

Mathematics 1 21

Physical Education Studies 1 15

Psychology 1 8

1 Above Expected - more than one standard deviation above the predicted school mean

2 Expected - within one standard deviation of the predicted school mean

3 Below Expected - more than one standard deviation below the predicted school mean

No data available or number of students is less than 6

STAFF Staff Information – Staff Numbers

No FTE ATSI No

Administration Staff

Principal 1 1.0 0

Deputy Principals 2 2.0 0

Program Coordinators 3 3.0 0

Heads of Learning Area 7 7.0 0

Total Administration Staff 13 13.0 0

Teaching Staff

Level 3 Teachers 2 2.0 0

Other Teaching Staff 55 50.7 0

Total Teaching Staff 57 52.7 0

School Support Staff

Clerical/Administrative 12 11.1 1

Gardening/Maintenance 2 2.0 0

Instructional 1 1.0 1

Other Non-Teaching Staff 11 9.4 0

Total Support Staff 27 23.5 2

Total 97 89.2 2

All teaching staff meet the professional requirements to teach in Western Australian public schools and can be found on the public register of teachers of the Teacher Registration Board of Western Australia. STAFF COMMITMENT College staff regularly commit to extra-curricular, social, enrichment and pastoral care activities and events that expand the opportunities and maximise the learning outcomes and personal growth of students. Some of these activities include:

Arts On Show

Breakfast Club

Excursions & competitions

Fun Run fundraising

River Cruise

Sporting teams engaging in competitions and training camps

Artistic performances during the year

College Ball

Extra (out of hours) class tuition

Interstate & International tours

Year Book production

Peer Mentoring

Mentor ATAR students

VALUE ADDING Staff at Darling Range Sports College regularly offer school-based programs which add to the academic, social, health and behavioural aspects of school life for our students. Some of these programs include: The Academic Challenge & Enrichment Studies Program (ACES)

The ACES program provides the opportunity for high achieving students to maximise their educational potential through an emphasis on problem solving, analytical ability and creativity. ACES students participate in a variety of national, subject-based competitions as well as the College-run Academic Challenge Day (Years 7-10). The students participate in joint programs with university faculties and are offered the opportunity to research future university study opportunities through a program of university excursions. The program is also offered to Year 5 & 6 students in our partner primary schools (PACES) where identified students attend the College for two hours each week to be extended, particularly in their Science/Mathematics learning, with a teacher from the College. In 2015, Year 6 students discovered the fascinating world of forensics (Chemistry/Biology), while Year 5 students investigated Crash Test Dummies (Physics). Both groups of PACES students presented the results of their learning to parents at a celebratory parent morning. Darling Range Learning Community (DRLC)

In addition to the PACES program, staff involvement in the DRLC has led to improved learning opportunities for students through several initiatives, including:

A focus on Explicit Teaching by all schools in the community to provide a consistent and seamless progression in learning from K-12 over time. Staff have filmed themselves demonstrating Explicit Teaching in their classes. These videos have been presented to staff on School Development Days and made available to upload onto the DRLC website.

The establishment and implementation of networks in Literacy, Numeracy, History, Science and Physical Education has seen teachers across the Learning Community meeting to discuss curriculum, pedagogy and assessment to ensure comparability across the Learning Community as well as a seamless progression of learning from one developmental phase to the next. The History hub is led by DRSC teachers and DRSC is a Teacher Developmental School for Physical Education.

Middle School Transition Program

The College works closely with partner primary schools to improve ease of entry by students into Year 7 through activities during Year 5 and Year 6 such as the PACES program, the DRSC Writers’ Festival and College students umpiring and coaching primary school teams in their interschool carnivals. Towards the end of 2015, Year 9 and 10 students were trained as peer support leaders; these students led the primary school students on their Orientation Day in Term 4 and will continue as leaders with the Year 7 and 8 students throughout 2016, on Year 7 transition days, sports carnivals, form and assemblies. A strong pastoral care support program also assists students to cope with a range of school, emotional, social and behavioural problems during transition to high school, as well as throughout students’ time at DRSC. Specialist Sports Programs

Many students travel considerable distance to attend the Specialist Sports programs offered by the College – in 2015 students enrolled into Year 7 from 42 different primary schools. The sports programs provide improved self-esteem and engagement in students, as well as opportunities for leadership roles and healthier lifestyles. They also enable students to combine their sporting talents with their academic program.

Vocational & Educational Training (VET)

Vocational & Educational Training (VET) engages students in work-related learning built on strategic partnerships between schools, training organisations, business, industry and the wider community. The successful completion of VET provides students with a national recognised VET qualification and forms an integral part of the WACE. Gaining at least one full qualification in a Certificate II is one of the minimum requirements for achievement for students not completing at least four ATAR courses. Of the 115 Year 12 students in 2015, 149 achieved Certificate II or higher. Of the 158 Year 11 students, 165 qualifications were undertaken and either completed or are in the process of completion for 2016. 15 students were fortunate enough to gain an apprenticeship or traineeship in their chosen field. Additionally, 20 students participated in a three day bricklaying Try-A-Trade course at the College, giving these students technical skills leading to a pathway within Certificate II in Building and Construction.

The Arts Programs

A range of performance and exhibition opportunities in the Arts have enhanced the cultural and social life of students with many students from across the College participating in our new initiative ‘Arts Week’. The 2015 Arts Week extravaganza highlighted one Arts discipline each day allowing students and staff the opportunity to take part in workshops, watch performances & view Visual Art and Photographic works. Many students also participated in the annual ‘Arts on Show’ performances which took place in the Performing Arts Centre using lighting purchased with funding from Bendigo Bank. The College also held Art and Photographic Exhibitions, organised by the students as part of their course work, showcasing the work of Senior School students. New courses designed to engage students in The Arts using new technologies were also implemented and will continue in 2016. Support for Students Funds from the new One-line Student centred Funding Model were used to provide a range of support services to students. These included literacy and numeracy support, NAPLAN and OLNA tutoring, learning support, WACE revision programs, lunch-time programs, leadership courses, reward activities, behaviour management, support for students with disabilities. The College also continues to collaborate with parents and community organisations to improve student outcomes. Community Partnerships

Groups and individuals committed to support Darling Range Sports College and its students include: Baseball WA Curtin University Engineering Faculty Mead St Physiotherapy Darling Range Learning Community; Dawson Park, Edney, Wycombe, Wattle Grove, Woodlupine Primary Schools Darling Range Netball Association

Netball WA Rugby WA Senator Glenn Sterle

Football West Slater Gartrell Sports Forrestfield Community Bank (Bendigo Bank) Softball WA Hills Callisthenics Association Springburn Foundation Hillside Church Swift Print Kalamunda & Districts Basketball Club WACA Kalamunda & Districts Swimming Club WA Football Commission

FINANCIAL

1 77,200.00$ 77,200.12$

2 640,987.00$ 640,986.84$

3 85,389.00$ 85,389.56$

4 7,467.00$ 7,467.00$

5 -$ -$

6 2,020.00$ 2,020.00$

7 -$ -$

8 171,392.00$ 171,392.42$

9 111,750.00$ 111,750.00$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

1,096,205.00$ 1,096,205.94$

328,180.00$ 328,179.68$

Student Centred Funding 1,154,864.00$ 1,154,863.80$

2,579,249.00$ 2,579,249.42$

9,521,532.00$ 9,521,532.00$

12,100,781.00$ 12,100,781.42$

Locally Raised Funds811,043.52$

Student Centred Funding1,154,863.80$

Other Govt Grants2,020.00$

Other 171,392.42$

Transfers from Reserves111,750.00$

2,251,069.74$

1 123,218.00$ 123,218.56$

2 34,762.00$ 34,761.85$

3 404,268.00$ 404,268.11$

4 169,876.00$ 169,874.61$

5 739,620.00$ 739,620.27$

6 18,320.00$ 18,320.38$

7 243,000.00$ 243,000.00$

8 167,023.00$ 167,026.29$

9 -$ -$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

15 679,162.00$ -$

2,579,249.00$ 1,900,090.07$

9,336,010.00$ 9,336,010.00$

11,915,259.00$ 11,236,100.07$

Bank Balance 1,145,560.57$ Made up of: -$

1 General Fund Balance 679,159.35$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 438,644.08$ 5 Suspense Accounts 35,544.14$ 6 Cash Advances 450.00-$ 7 Tax Position 7,337.00-$

1,145,560.57$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Revenue from Co, Regional Office and Other Schools

Darling Range Sports CollegeFinancial Summary as at

Actual

31 December 2015

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

0

100

200

300

400

500

600

700

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds36%

Student Centred Funding

51%

Other Govt Grants0%

Other 8%

Transfers from Reserves

5%

Current Year Actual CashSources

0

100

200

300

400

500

600

700

800

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

110

210

310

410

510

610

710

$000

Cash Position

117 Berkshire Road Forrestfield WA

Tel: 9453

9453

http://www.darlingrangesc.wa.edu.au/

annual report 2015 -...

Documents