it is with pride that i present the
TRANSCRIPT
It is with pride that I present the
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Annual Report 2017 This report is to provide the community with information about the school’s events, activities and performance. It is designed to give parents and other members of the community a clear sense of how students at our school are progressing and what is being done to maximise student achievement. It also outlines the school’s strengths and gives recommendations to be addressed in 2018.
Purpose At Beldon Primary School we want to be seen as a school of which to be proud. A school that parents select for their children knowing they will be happily learning and developing to embrace change and their future.
Ethos Beldon Primary School is dedicated to providing quality teaching and learning to enable students to happily and confidently move from where they are to where they have the potential to be.
Beldon Primary School recognises that student learning is best developed in an environment of cooperation and teamwork. We actively encourage community involvement and parent participation into the fabric of school life.
Beldon Primary School fosters a sense of pride in an environment in which children feel secure and valued, enabling them to do their best and achieve success.
Mission To provide a quality education for all students, to develop life-long
learners.
To promote a work environment that acknowledges and values staff.
To celebrate the contribution of ‘parents as partners’ in the education process.
School Vision
Throughout 2016, the Beldon Primary School staff and community worked together to ensure that the school vision of: Aspire to Go Beyond, is embedded within the fabric of the school business plan and throughout the school community.
SCHOOL FEATURES Established in 1985, Beldon Primary School is located 25kms to the north of Perth. The school is made up of 3 teaching blocks, a new early childhood centre (Ready, Set Go), a fully automated library and an enclosed assembly area. There is also an Education Support Centre on the school site.
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HIGHLIGHTS FOR 2017 The 2017 school year has been a very successful year with many projects being undertaken and highlights celebrated. This success has been possible due to the commitment of our capable and hardworking school staff – teachers, education assistants, administration staff, cleaners and gardener alike.
The sixth year as a Stephanie Alexander Kitchen Garden Program school and being recognised as a lighthouse school across the country with organised bus tours for visitors to learn about our successful program.
Continued growth of our literacy intervention program (Multi and Minilit) to include over 20 volunteers.
Further development in the Mathematics learning area with NAPLAN data showing an upward trend in years 3 and 5.
Ongoing implementation of quarterly ORIGO data analysis across all years and tracking individual student progress.
Sporting Schools Program (Beldon Running Club) operating twice a week before school.
Continued with existing BMIS program to reflect the process of the Restorative Practice approach and Gold Cards program.
Winning the Interschool Cross country carnivals for the fourth year in a row.
Sizzling Speller competition celebrating spelling excellence.
Implementation of whole school PA/spelling scope and sequence and resources.
Safety House Week.
Harmony Week Multicultural Lunch.
Friends of Beldon student mentor Program with Beldon Uniting Church.
Learning Journey Morning with students reporting their performance.
Excursions for all students.
Year 6 Leadership Program & Camp.
Art exhibition and extension art program for selected Year 5&6 students.
Beldon Speaks public speaking competition.
Literacy Pro Reading awards at assembly.
You Can Do It awards at assembly.
PARENT PARTICIPATION There is strong community support from parents and the local community. There is extensive parent participation through the School Board, the P&C, and parent volunteers in various curriculum and service areas. Community feedback indicates a high level of satisfaction with all aspects of the school’s learning environment.
P&C REPORT This was a successful year for the P&C with an increase in active members and a great social
fabric to the group. The 2017 school year was a fantastic year for the P&C. A reliable
committee established in 2016 continued into 2017, with that consistency, meant a lot was
achieved for the school.
The P&C fundraised through several regular events, Mothers and Father's Day stalls, raffles,
Halloween Disco and sausage sizzles. We were pleased to donate $5000 to the school for
guided reading resources.
We built on our Community Facebook page with over 300 members. The P&C held a
community Cyber Safety event which was well received. Safety House numbers increased
due to better advertising and increased publicity. The Uniform shop increased its online
presence and there was very successful introduction of the revamped hats and additional
clothing lines.
The P&C committee was a united and supportive group and this was reflected to increased
membership and attendance at the meetings.
As my last year as P&C President it was a very rewarding end to my time heading up the
P&C.
Kristy Gainsworthy P&C President
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SCHOOL PERFORMANCE BELDON PRIMARY
THE SCHOOL PROGRAM Beldon Primary School provides a diverse and challenging program for 330 students from Kindergarten to Year 6. Specialist programs are provided in History, Phys Ed, Performing Arts (Music) and Visual Arts. Academically talented students in Years 5 – 6 have access to Primary Extension and Challenge (PEAC) and Early Years Extension program for years 1- 4. Students experiencing educational difficulties are catered for through Individual Education Plans (IEP) and support programs (Multilit and Minilit). Students with Special Needs are integrated into appropriate year levels and receive additional support.
LEARNING AREA OVERVIEWS Individual student performance in all learning areas is reported to parents through student reports, work samples, learning journeys and parent interviews. The following whole school performance summaries for the priority areas and National Assessment Program for Literacy and Numeracy (NAPLAN), form part of the school information system to guide decision making by the School Council.
NATIONAL ASSESSMENT PROGRAM The National Assessment Program for Literacy and Numeracy (NAPLAN) was administered to all Year 3, 5 and 7 students across the state since 2011. The results depicted in the graphs below show the performance level of students at Beldon Primary in comparison to the like schools.
In 2017 students at Beldon Primary performed below the state and national average in both reading and numeracy for Years 3, 5. When we compare our performance against like schools, we are above the level set by like schools in Year 3, 5 for reading and also above in year 5, but slightly below in numeracy and at or above in all other areas except year 3 punctuation and grammar. The results are also pleasing when comparisons are made for our former year 6 students against the achievement of WA Public Schools. When we consider that the NAPLAN testing occurs at the start of term 2 for year 7, the Numeracy and Reading scores are above the levels set in the period 2012- 14 in the same time frame. In punctuation and grammar, we performed marginally above the levels of WA Public Schools and also performed marginally above set levels in writing and spelling. It is pleasing that we are able show a sharp upward trend by the time our students sit the year 7 NAPLAN tests. We believe that this is attributable
Reading
Numeracy
Reading
Numeracy
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to a strong return on a whole school commitment to ORIGO Stepping Stones and the Elementary Mathematics Mastery intervention program. Reading results have showed an upward shift since last year and a relatively flat profile since 2013 for the year 3 students and a sharp decline for the year 5 students from 2014-15. We have set about using a more consistent literacy block approach across all year levels in order to shift our results upwards in the forthcoming testing cycles. Longitudinal information available for writing showed results for the Year 3 and 5 students has shown an upward shift since last year and is above that of like schools. In spelling, we have evidenced a relatively flat profile since 2013 for years 3 and 5, with achievement for the year 3 and 5 students above that of like school performance. The year 3 and 5 results have both shifted upwards since last year. These results can be attributed to targeted professional learning, including the explicit teaching of phonological awareness and phonics in the early years and a structured teaching program throughout the middle and upper primary classes. When analysing punctuation and grammar, we have evidenced an increase in achievement since 2015, with the year 3 and 5 students performing above levels set by like schools.
Cohort Progress- Year 3-5 & Year 5-7
Based on 2014 through to 2017 MIS data, Beldon Primary School selected and resourced reading, spelling and mathematics as priority areas needing curriculum improvement. We have
Reading (Year 3-5)
Reading (Year 5-7)
Numeracy (Year 5-7)
Numeracy (Year 3-5)
Spelling (Year 3-5)
Spelling (Year 5-7)
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placed particular emphasis on intervention within the early years (K, PP, 1 and 2) and establishing strong foundations in phonological awareness and phonics via targeted professional learning in conjunction with Margaret Menner and the Statewide Speech and Language Service. We also placed greater emphasis on early identification of mathematical foundations via basic facts diagnostic testing and explicit teaching in the early years and the whole school population. In order to develop a more consistent approach in the teaching of mathematics, we adopted whole school teaching using Origo- Stepping Stones and an ACER direct instruction program called Elementary Maths Mastery and basic facts instruction for all students from across the school. The above graphs provide the school with a sound representation that we are on our way in our journey to lifting students’ standards in literacy in the early years and establishing a base for the middle and upper primary, when compared against like schools. They provide us with a direct comparison in the progress made for a cohort of students tested for the first time in year 3 and their subsequent results as Year 5s and also compare the results of a cohort of students as Year 5s with their results as Year 6/7s. At the time of testing, progress in all testing areas is at or above that of like schools, WA Public Schools and All Australian Schools in all areas except Spelling for both the year 3 and 5 domains. Although both of these areas by way of comparison, it is heartening to see that the year 3-5 progress is moving upwards and moving more in line with Like Schools and WA Public Schools data.
SCHOOL TARGETS: 2016-18
STUDENT ACADEMIC IMPROVEMENT TARGETS We are in the third and final cycle of our school improvement, with our business plan 2016-18. In developing this plan, we utilised the recommendations of our standard review and the 2016 MIS data. Our targets for the next phase are to arrest the downward shift in achievement for years 3-5 in reading and writing, perform at or above like schools in spelling and numeracy, increase the percentage of students in the top 20% of achievement and decrease the percentage of students below the national minimum standard across all 5 test areas. We are currently in the refinement phase in establishing whole school approaches in the teaching of English and Mathematics and building a climate that celebrates successful teaching practices within each collaborative team and across the school.
In order to achieve our targets, we have set eight focus areas in our business plan: (1) An explicit improvement agenda; (2) Analysis and discussion of data; (3) A culture that promotes learning; (4) Targeted use of school resources; (5) An expert teaching team; (6) Systemic curriculum delivery; (7) Differentiated teaching and learning and (8) Effective pedagogical practices.
Successful Outcomes:
When analysing year 3 and 5 data for reading, both cohorts are demonstrating an upward trend with achievement almost one standard deviation above median performance.
Achievement in the spelling tests for both year 3 and 5 have demonstrated an upward trend line for the first time since 2012, with the year 3 cohort moving to above that of median performance.
When analysing year 3 and 5 data for punctuation and grammar, both cohorts have continued an upward trend and are performing above median levels.
Performance in writing tests for the year 3 cohort showed a significant upward trend, with results almost one standard deviation above that of median performance.
When analysing achievement and progress in reading for the year 3 demonstrated that there was an increase in the students in the top 20% (3%)and a reduction in those in the bottom 20% (-8%) to be above the performance of like schools and WA Public Schools.
Reading progress for the year 3-5 students in the 2015/17 testing cycle showed levels above that of Like Schools, WA Public and Australian Schools.
When analysing achievement and progress in year 3-5 testing cycles (2015/17) in numeracy, there was a reduction in the students at or below the National Minimum Standard (NMS) by 9%. There was also an increase in the number of students in the upper bands (top 20%) by 14%.
Progress for the same cohort along with that of year 5-7 students showed an increase when compared with like schools and WA Public Schools.
The ongoing implementation of PAT R, SA Spelling and Maths Basic Facts diagnostic testing in terms 1 and 4 for all year levels to track student achievement and identify specific focus areas for teaching and learning programs.
Collection of data using PAT Reading standardised and basic facts testing. Modelled and guided reading present in all literacy teaching cycles.
Thorough PA screening of all ECE students and SAER students (including new arrivals to the school).
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Use of Words Their Way screening tool for all Year 3-6 students twice per year to map spelling progress.
Use of Jolly Phonics in K (sem 2), P and year 1 by all teachers.
Use of PAT R testing across PP- 7 during terms 1 and 4 every year to provide milestone data and assist is curriculum improvement.
Use of SA Spelling test to establish baseline and comparative data in term 1 and 4 every year.
The use of the Beldon PA/Spelling Scope and Sequence by all teachers to plan for all PA and spelling lessons.
Timetabling for a literacy block of 2 hours for each class for at least 4 sessions per week. This allowed for the successful implementation of guided reading and explicit literacy instruction sessions.
Explicit teaching of spelling and writing professional learning (Margaret Menner).
Ongoing professional learning (at least once per term) with the speech and language team by all staff members, with targeted intervention in the early childhood years.
Whole school approach when teaching and assessing mathematics using Origo- Stepping Stones and basic facts.
Successful implementation of direct instruction (Elementary Maths Mastery- EMM) program for all year 3-6 students.
Extension maths group for students in Years 5 and 6 to increase number of students in top 20%.
Timetabling for an 80 minute Mathematics block at least 4 times a week with ability based year groups.
Mathematics support teacher (4 sessions per week) in the middle primary.
Whole school professional learning with mathematics support team- Origo Stepping Stones.
VALUE ADDING IN LITERACY
Reading Spelling
Punct. & Grammar Writing
VALUE ADDING FOR PRIORITY AREAS 2016- 2
YEAR 3 DATA
READING WRITING SPELLING SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
% 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017 TOP 20
13 18 18 15 13 21 24 13 13 16 16 10
MIDDLE 60
69 65 66 60 74 63 60 68 69 66 67 68
BOTTOM 20
18 18 16 26 13 16 16 19 18 18 17 22
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Year 5 DATA
Former Year 6 DATA
Our annual review of student performance in the English Learning Area, shows that we are performing at a trend above that of like schools for year 3s in reading, writing and spelling. Our distribution in 2017 has shown an upward shift in the student distribution, with less students in the bottom 20% and more in the top 20%. Reading has shown that we are higher in the top 20% (+3%), higher in the middle 60% (+6%) and lower in the bottom 20% (-8%). Spelling has shown a ballooning in the number of students in the middle 60% (66%) and a greater than expected numbers in the top 20% (+6%).
When analysing year 5 performance, we can see a minimal downward shift slight in the achievement levels for writing and spelling. In reading, we have shown a shift in the performance of the students in the bottom 20% upwards to the middle 60% (comprising a reduction of the bottom 20% by -8% and an increase in the middle 60% by +8% when compared to like schools data). The bottom 20% comprises students who are performing below, at and a band above the national minimum standard. This was as a result of a declining progress for a small group of students sitting above the NMS in 2015. They did not make the required growth in 2015 and a targeted intervention program has been employed to address their deficits in performance. In writing, we evidenced a reduction in the students beneath the NMS from year 3-5 (-5%) and an increase in the middle 60% by 7%. In 2017, we were able to reduce the percentage of students who were below and at NMS when compared to their 2014 test results. The achievement of this group of students shifted to above the NMS by in excess of 10%. We now need to improve the performance of the students within the middle/upper band of the “middle 60%. Since 2015, results in year 5 spelling have been in a state of decline, with achievement below that of like schools, especially in the bottom 20% (with 32% in that region). In order to arrest this trend, we have invested in researched based professional learning for all of our teaching staff, with particular emphasis on explicit instruction in the middle primary years and our intervention programs of multlit and minilit. This investment is beginning to show improvement as evidenced in our year 3 results for this year’s testing cycle.
VALUE ADDING IN NUMERACY
READING WRITING SPELLING SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
% 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017 TOP 20
14 17 18 17 14 12 22 14 16 7 17 14
MIDDLE 60
50 71 67 63 65 71 62 64 51 68 64 64
BOTTOM 20
36 12 15 20 22 17 15 22 32 24 19 22
READING WRITING SPELLING
SCHOOL WA
SCHOOLS
SCHOOL WA
SCHOOLS
SCHOOL WA
SCHOOLS
BAND 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017 2016 2017
9-10 10 13 9 14 0 0 3 4 0 6 9 9
8 10 13 15 20 8 10 11 12 22 19 17 23
7 38 35 21 26 15 23 22 19 19 22 25 27
6 28 13 28 18 50 19 30 26 41 25 24 20
5 10 26 19 15 23 32 22 25 19 25 16 12
1-4 3 0 8 7 4 16 12 14 0 3 9 8
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In the National Assessment Program (NAPLAN) Beldon Primary School students in Year 3, 5 performed at similar levels to that of like schools. When analysing year 3 and 5 achievement, we can see continued growth since 2014, with the trend line for steadily rising for the year 3 cohort and the year 5 students still performing above median performance.
When analysing the year 3 results, the additional 9% of students in the bottom 20%, compared to like schools, is attributable to 23% of students sitting at the NMS and not in the bands below expected level. On a positive note, we have evidenced an increase of +5% of the student population when comparing our performance in the top 20% against achievement of like schools. Year 5 results have also steadily grown in the top 20% and middle 60%, with the most growth found in the upper bands (+14% in the top 20% when compared against like schools)
The table directly above shows the distribution of former year 6 students the results of those across WA Public Schools. These students have only had one term within the high school system and undertaken the majority of their learning within our programs. When compared to WA Public Schools results, we can see good levels of growth in the upper bands (very similar to that of comparative data), whilst also reducing the distribution in the tail (bands 1-5). These results are testament to our current practises, with 11% less students in the bottom 5 bands. Gains made in this area can be directly linked to our investment in whole school and phase of learning approaches in the teaching of mathematics. We have been tracking our achievement using quarterly test and diagnostic basic facts data, across all year levels for the last three years and have evidenced steady gains.
NUMERACY- YR 3
NUMERACY- YR 5
SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
%
2016
2017
2016
2017
2016
2017
2016
2017
TOP 20
18
18
18
13
17
29
17
15
MIDDLE 60
56
53
64
67
63
54
65
59
BOTTOM 20
26
29
18
20
20
17
18
26
Former Year 6 Numeracy
Band
NAPLAN Score Range
School
WA Public Schools
2015
2016
2017
2015
2016
2017
9 to 10
634 & Above
3%
3%
12%
8%
10%
12%
8
582 - 633
12%
24%
19%
13%
15%
15%
7
530 - 581
31%
38%
31%
24%
27%
28%
6
478 - 529
25%
28%
28%
30%
24%
25%
5
426 - 477
25%
3%
9%
22%
17%
16%
1 to 4
Up to 425
3%
3%
0%
3%
5%
4%
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VALUE ADDING IN SCIENCE
Ongoing professional learning in the use of Primary Connections the Western Australian Curriculum have led to sustained improvement in achievement levels of students from Year 3- 6. Our transition to Primary Connections started when the current Year 6 students were in pre primary. The above data shows that our year 3, 5 and 6 cohorts have benefitted from a whole school approach to the teaching of science, with steady increases in the number of students in the middle stanines (5 and 6) for the middle primary years (years 3 and 4). This is a similar situation when we compare the progress made by the year 4 cohort of students in 2015 against their performance in year 5, 2016, whereby, there is growth in the middle stanines and also in those above stanine 7. The greatest growth was evidenced in the upper primary years (years 5 and 6), with sustained growth from stanines 3 and 4 shifting upwards to 5 and 6 and also in stanines 7 through to 9.
VALUE ADDING IN HUMANITIES AND SOCIAL SCIENCES
Throughout 2015, we continued with our transition into the Humanities and Social Sciences learning area in line with the WA Curriculum rollout to include the teaching and reporting in the Geography and History strands. The data above reflects the Humanities and Social Sciences learning area
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(comprising results for both History and Geography), with at least 88% of year 3, 92% of year 5 and 8% 92% year 6 students reaching expected standards in reporting to parents in 2017. We assigned History as one of our specialist areas, with the students from Year 1- 6 being provided 60 minutes in a designated program every week. Two teachers were assigned to the teaching program specialising in the early childhood and middle/upper primary curriculum to ensure that the students were afforded a sound breadth of knowledge and understanding in teaching and learning and programs. We continued our development of the sustainability message with the Stephanie Alexander Kitchen Garden Program.
STUDENT NON-ACADEMIC TARGETS
GOOD SCHOOLS - MARKETING OUR SCHOOL / FAMILY LINKS (0-8) Our target is to continue and enhance the practice that ensures the school community is always informed on school and general educational matters. To achieve this, we needed to develop strategies that promote and celebrate our wonderful school to the outside community.
Some of these strategies were the encouraging into the school, families with pre-enrolment children, providing regular parent forum opportunities on current education topics and promoting our school in the media through a staff/parent Publicity Committee.
Successful Outcomes
The 0-4 pre-enrolment program was a terrific success. The story time/drop in centre established for this purpose was very well attended with the number of pre-kindergarten students growing throughout the year especially after the kindergarten enrolment process. Parents who attended these sessions were provided access to specialist speech services for their children and links were made with new families that enabled positive relationships being formed and students moving into the kindergarten program more smoothly.
Community events were well attended if the level of communication about them was very high. The Learning Journey Morning, Sporting Carnivals, and Class Assemblies were all well attended.
IMPROVING STUDENT ATTENDANCE
Student attendance data for Beldon Primary School has been consistently at or above that of like and WA Public Schools since 2014 in all areas. We have sound processes in place to ensure students attendance and therefore, learning opportunities are at optimal levels. We establish good attendance practices in the early years (K and PP) and reward students who maintain expected levels via weekly attendance prize draws. We also employ a case management approach when students are falling below 90% attendance to assist families to re-engage with the school and increase student learning.
IMPROVING ATTITUDE, BEHAVIOUR AND EFFORT (ABE)
Non-Aboriginal Aboriginal Total
School Like
Schools
WA Public
Schools School
Like Schools
WA Public
Schools School
Like Schools
WA Public
Schools
2015 93.7% 93.3% 93.8% 86.3% 84.3% 81.2% 93.4% 92.8% 92.7%
2016 94.5% 93.7% 93.7% 90.8% 85.7% 80.7% 94.4% 93.4% 92.6%
2017 93.3% 92.8% 93.8% 88.6% 85.1% 81.2% 93.1% 92.2% 92.7%
COHORT COMPARISON- 2015/16 (%)
PP-
2016
YR 1-
2017
YR 1-
2016
YR 2-
2017
YR 2-
2016
YR 3-
2017
YR 3-
2016
YR 4-
2017
YR 4-
2016
YR 5-
2017
YR 5 -
2016
YR 6-
2017
YR 6-
2015
CONSISTENT
60
60.8
37.5
61.8
76.4
60.3
68.6
72.2
59.8
73.5
71
76.2
80.6
OFTEN
27.7
30.4
41.7
23.6
16.6
24.0
24.0
17.4
29.7
18.3
17.7
18.9
12.1
SOMETIMES
9.2
7.8
18.5
12.2
7.1
13.5
7.4
7.3
9.4
6.1
11.3
4.3
7.3
SELDOM
3.1
0
2.3
2.4
0
2.2
0
3.1
1.0
2.1
0
0.6
0
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When analysing the attitude, behaviour and effort (ABE) of Beldon Primary School students for the reporting period of semester 2, 2016 to semester 2, 2017, we can see an average of 62% of students falling within the “consistently” range. The above chart tracks the average ABE for the same cohort of students from their classes in 201 6 to 2017. An analysis of the data shows a downward shift for students in the early childhood classes (PP- yr 1 and yr 1- 2) from the “consistently” and “often” ranges. From year 2- 3, year 4- 5 and year 5- 6, there is an upward trend for students within the “sometimes” range to “often” and “consistently”.
SCHOOL ENROLMENT PROFILE The enrolment figures for the start of 2017 show an increase in the school population from previous years. The breakdown is as follows:
233 students in Years 1-6
37 students in Pre-primary
52 students in Kindergarten Over the last five years there has been steady growth in the school student numbers. The school opened the school year with 224 students in 2005, with the actual numbers in 2017 being 322 (this includes only K-6). The most consistent growth is in occurring within the early years of schooling. There has been a moderate level of transience. Our 2017 Exit Survey for families leaving the school indicates this transience is for lifestyle and economic reasons and there is a high level of confidence in Beldon Primary School. Student attendance is 93.3% for the 2017 school year, sitting slightly below that of WA Public %) and above that of Like Schools data at 93.8% and 92.8% respectively.
STUDENT MANAGEMENT INFORMATION The Behaviour Management Program data shows relatively few students demonstrating seriously inappropriate behaviour. After a decision to disband the good standing program in 2015, the teaching and non teaching staff all re engaged with the restorative practices program, with additional professional learning for all staff members occurring in the 2017 school year. This shift led to a reduction in students recorded on the student behaviour records for inappropriate behaviours and an increase in those participating in reward days at the end of each term. Ten students were suspended from school for inappropriate behaviour. Individual Behavioural Programs were developed for these students and within a relatively short period of time they all returned to the standard BMIS Policy. For all other classes the incidents were minor and statistics show a steady decline in these incidents. The number of gold card and BUG (Being Unusually Good) rewards has increased each term as students are ‘caught being good’.
STUDENT DESTINATION FOR YEAR 7 From 2010, the students and community members from Beldon PS have remained very stable in their choice for high school, with the amount attending the local secondary school being consistently above 70%.
SCHOOLS
Year 7 2015
Year 7 2016
Year 7 2017
Belridge SHS
81% 79% 80%
Other Govt SHS
19% 15% 17%
Other SHS 0% 0% 0%
Private Schools
0% 6% 3%
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Revenue - Cash & Salary Allocation Budget Actual
1 Voluntary Contributions $ 10,815.00 $ 10,814.75
2 Charges and Fees $ 2,398.00 $ 42,397.57
3 Fees from Facilities Hire $ 3,607.00 $ 3,606.84
4 Fundraising/Donations/Sponsorships $ 31,188.00 $ 31,187.80
5 Commonwealth Govt Revenues $ $
6 Other State Govt/Local Govt Revenues $ 1,589.00 $ 1,588.64
7 Revenue from Co, Regional Office and Other Schools $ 44,229.00 $ 44,228.46
8 Other Revenues $ 12,590.00 $ 12,589.73
9 Transfer from Reserve or DGR $ $
10 Residential Accommodation $ $
11 Farm Revenue (Ag and Farm Schools only) $ $
12 Camp School Fees (Camp Schools only) $ $
Total Locally Raised Funds $ 146,416.00 $ 146,413.79
Opening Balance $ 105,451.00 $ 105,451.18
Student Centred Funding $ 268,314.00 $ 268,314.00
Total Cash Funds Available $ 520,181.00 $ 520,178.97
Total Salary Allocation $ 3,592,106.00 $ 3,592,106.00
Total Funds Available $ 4,112,287.00 $ 4,112,287.00
Expenditure - Cash and Salary Budget Actual
1 Administration $ 60,515.00 $ 42,912.35
2 Lease Payments $ 23,239.00 $ 23,238.26
3 Utilities, Facilities and Maintenance $ 153,395.00 $ 137,997.68
4 Buildings, Property and Equipment $ 71,819.00 $ 33,984.46
5 Curriculum and Student Services $ 167,134.00 $ 145,594.97
6 Professional Development $ 11,000.00 $ 6,699.04
7 Transfer to Reserve - -
8 Other Expenditure $ 1,872.00 $ 747.22
9 Payment to CO, Regional Office and Other Schools $ 3,852.00 $ 3,852.06
10 Residential Operations $ - $ -
11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ -
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) $ - $ -
Total Goods and Services Expenditure $ 492,826.00 $ 395,026.04
Total Forecast Salary Expenditure $ 3,592,106.00 $ 3,592,106.00
Total Expenditure $ 4,084,932.00 $ 3,987,132.04
Cash Budget Variance $ 27,355.00
Cash Position as at:
Bank Balance $ 177,743.70
Made up of: $ -
1 General Fund Balance $ 125,152.93
2 Deductible Gift Funds $ -
3 Trust Funds $ -
4 Asset Replacement Reserves $ 50,317.77
5 Suspense Accounts $ 2,846.00
6 Cash Advances $ -
7 Tax Position -$ 573.00
Total Bank Balance $ 177,743.70
INFORMATION ABOUT SCHOOL MANAGEMENT
SCHOOL BUDGET AND ANNUAL ACCOUNTS FOR 2017
