1. No category

Mount Eliza North Primary School
2014 Annual Report to
the School Community
Mount Eliza North Primary School
School Number: 5140
Name of School Principal:
Mark Watters
Name of School Council
President:
David Smith
Date of Endorsement:
25/03/15
All Victorian government school teachers meet the registration
requirements of the Victorian Institute of Teaching
(www.vit.vic.edu.au).
This school meets prescribed minimum standards for
registration as regulated by the Victorian Registration and
Qualifications Authority (VRQA) in accordance with the
Education and Training Reform Act 2006, inclusive of those
schools granted an exemption by the VRQA under the 'Student
enrolment numbers' and/or 'Curriculum framework for schools languages program' minimum standards until 31 December
2014.
Mount Eliza North Primary School
About Our School
School Context
Mount Eliza North Primary School is located on the Mornington Peninsula in a naturally treed, sloping setting
adjacent to a nature reserve. The architecturally designed main building features unique open plan learning
spaces and is centred around a multi level information research facility. This is complimented by our state of
the art gymnasium, music complex and extensive grounds. This setting and the facilities all contribute to an
attractive, stimulating and safe learning environment for our 650 students.
Mount Eliza North Primary School is unique – our focus is on the future because the shape of tomorrow’s
world starts with the way we educate children today.
As an accredited International Baccalaureate Organisation World School that develops active global citizens,
our school community values knowledge that is relevant and significant. We develop skills which enable
students to become lifelong learners with positive attitudes towards learning. The IB program provides a
concept driven, inquiry based framework for teaching and learning which allows for differentiation and
connectedness to school.
We are committed to continuous improvement and excellence in teaching and learning. Students learn in an
engaging environment where leadership, goal setting and taking action is experienced. Students acquire
knowledge and apply understanding through high quality programs as well as extensive specialist classes
including PE, Library, ICT, French, Performing and Visual Arts.
Our Instrumental Program, available to all interested students and coordinated by the music specialist teacher,
provides one on one or small group lessons in a wide variety of instruments with one of our ten music
instructors, and students are also provided with the opportunity to work with the school ensemble and perform
with our school band. In addition, we offer opportunities for singing through our Year 2 French choir, Middle
or Senior School choirs.
These programs develop active, positive and compassionate lifelong learners. Skills and attitudes are explicitly
taught to provide students with the communication, self management, social, research and thinking required to
function in the 21st Century.
Our Junior School provides Multiage P-2 classes which is based on the belief that multiaging is the most
effective classroom organisational structure for teachers to meet the individual needs of the children. We teach
to the developmental stage of the child, not the chronological age of the child. The middle and senior school is
structured with traditional straight grades.
There is a strong partnership between parents and staff with a high level of parent participation on school
council, as classroom helpers, in student mentoring, excursions and the camping program and in fundraising
and social activities.
As the school has continued to increase in enrolments, MENPS has been capped at a maximum 650 students
for 2014 onwards. This is due to the constraints of our hilly terrain, which does not allow for any more
buildings to be placed on site.
Student absences across the school are balanced between grade levels with an average attendance rate across
the school of 92.85%. The majority of absences recorded are attributed to parent choice holidays interstate, but
also significantly, overseas for extended periods of time to visit family and friends.
MENPS has 41.43 equivalent full time staff: 3 Principal Class, 33.6 teachers and 4.83 Education Support staff.
Mount Eliza North Primary School
Achievement
Mount Eliza North Primary School is extremely proud of its achievements in student learning. We are at the
higher end of the 60% band of Victorian government primary schools in the areas of English and Mathematics.
We are performing at a similar level to other schools after accounting for background characteristics known to
make a difference to students’ results. The percentage of students receiving a grade of ‘C’ or higher is in the
top 10 per cent of Victorian Government schools. Our 2014 NAPLAN results are strong, with data showing
that we are well above the state mean in reading, writing and numeracy in Years 3 and 5.
Teaching and learning has continued to be a focus and has resulted in excellent outcomes across all year levels.
We have continued to support our junior school students in developing a strong foundation in literacy and
numeracy through the allocation of funding to employ a speech therapist to target prep students through a
Phonemic Awareness Program as well as 1.4 Reading Recovery teachers.
We have continued to focus on the development of teacher instructional practice to improve student learning
outcomes. Peer observations have supported staff in further developing their practice. Staff work, plan and
moderate in teams which leads to a consistent approach to instruction across the school.
In 2015 we will continue to focus on teacher instructional practice in order to further improve student learning
outcomes through the consolidation of our peer observations, the whole school implementation of the Readers’
Workshop model and the employment of an Assistant Principal with a specific focus on the International
Baccalaureate Primary Years Program, Teaching and Learning and Data Analysis.
Engagement
Throughout 2014 each of our five Professional Learning Teams has had best instructional practice as a core
focus embedded in their goals. To foster further engagement and improve individual student learning outcomes
a variety of strategies have been implemented. These include: differentiated classroom instruction, embedding
the inquiry methodology in our teaching and learning and student reflection on their learning, development and
understanding.
The 2014 Attitude to School survey results we performing similar to the middle 60% of Victorian Government
Schools.
Our Junior School Council teams: School, Local, National and Global, continue to play a major role in student
engagement. These teams give all our students a voice and their fundraising and organised actions are
purposeful and authentic. Whole school cross-age special events such as: Footy Fun Day, Cultural Diversity
Week and activities, parades, whole school picnic, and sporting events further promote student engagement
with their peers and with the curriculum.
The continuation of the lunchtime programs such as the Year 4 basketball competition and Horizons activities
led by our Year 6 Student Leaders is another opportunity for our students to be engaged in non-academic yet
challenging activities.
At MENPS we continue to strive to provide our teachers and students with a stimulating, safe and nurturing
environment where teaching and learning is at the core of all that we do.
Wellbeing
Mount Eliza North Primary School
MENPS is proud of its high student attendance. Our attendance data reveals absence mainly due to
illness/medical reasons and extended family holidays.
At MENPS we have a strong focus and well defined whole school approach to Student Wellbeing. Our highly
effective and experienced Wellbeing team meet regularly to support Student Wellbeing and to provide
professional learning and support to our staff. The Wellbeing Team and staff use a variety of data to monitor
student performance and to closely track our ‘Students At Risk’. All students deemed ‘At Risk’ have an
Individual Learning Plan.
We continue to implement an effective Behaviour Management Plan. Staff and students have a common
understanding of the processes and high expectations of student behaviour. Its key features include
commonality of language, classroom and yard behaviour management processes, an Indoor Play area, building
relationships, behaviour strategies and school-based positive recognition initiatives. The plan focuses on
developing essential agreements between staff and students to ensure all stake holders feel safe, confident and
respected in the school setting.
For more detailed information regarding our school please visit our website at
http://www.menps.vic.edu.au
Mount Eliza North Primary School
Performance Summary
The Government School Performance Summary provides an overview of how this school is performing and how it
compares to all other Victorian government schools.
All schools work in partnership with their school community to improve outcomes for children and young people.
Sharing this information with parents and the wider school community will foster engagement and collaboration to
support further gains and positive learning experiences for all students.
School Profile
School Enrolments
A total of 650 students were enrolled at this school in 2014, 333 female and 317 male.
Overall socio-economic profile
Based on the school's Student Family Occupation index which
takes into account parents' occupations.
Proportion of students with English as a second language.
Parent Satisfaction Summary
Average level of parent satisfaction with the school, as derived
from the annual Parent Opinion survey. The score is reported on
a scale of 1 to 7, where 7 is the highest possible score.
School Staff Survey
Measures the percent endorsement by staff on school climate
derived from the annual School Staff survey. The percent
endorsement indicates the percent of positive responses (agree
or strongly agree) on school climate from staff at the school.
Data are suppressed for schools with fewer than three
respondents to the survey for confidentiality reasons.
Mount Eliza North Primary School
Performance Summary
Achievement
Teacher assessments from the Australian
Curriculum/Victorian Essential Learning
Standards (AusVELS)
Percentage of students in Years Prep to 6
with a grade of C or above in:


English
Mathematics
The grades are the same as those used in
your child's end of year report.
A 'C' rating means that a student is at the
standard expected at the time of reporting.
NAPLAN Year 3
Average score achieved on the NAPLAN
Reading and Numeracy tests conducted in
May each year.
Year 3 assessments are reported on a
scale from Bands 1-6.
Bands represent different levels of
achievement. For Year 3, the National
Minimum Standard is at Band 2.
NAPLAN Year 5
Average score achieved on the NAPLAN
Reading and Numeracy tests conducted in
May each year.
Year 5 assessments are reported on a
scale from Bands 3-8.
Bands represent different levels of
achievement. For Year 5, the National
Minimum Standard is at Band 4.
Student Outcomes
School Comparison
Mount Eliza North Primary School
Performance Summary
Achievement
Student Outcomes
School Comparison
NAPLAN Learning Gain
Year 3 - Year 5
Learning gain of students from Year 3 to
Year 5 in the following domains; Reading,
Numeracy, Writing, Spelling and
Grammar and Punctuation.
NAPLAN learning gain is determined by
comparing a student's current year result
to the results of all ‘similar’ Victorian
students (i.e. students in all sectors in the
same year level who had the same score
two years prior). If the current year result
is in the top 25%, their gain level is
categorised as ‘High’, middle 50%, is
‘Medium’ and bottom 25%, is ‘Low’.
NAPLAN Learning Gain does not
require a School Comparison.
Mount Eliza North Primary School
Performance Summary
Engagement
Student Outcomes
School Comparison
Student Attendance
Average days absent per full time
equivalent (FTE) student per year.
Common reasons for non-attendance
include illness and extended family
holidays.
Absence from school can impact on
students’ learning. A school comparison
rating of ‘lower’ indicates that the absence
rate in this school is greater than what we
would estimate, given the background
characteristics of their students.
Average 2014 attendance rate by year
level:
Prep Yr1
Yr2
Yr3
Yr4
Yr5
Yr6
94 % 94 % 92 % 92 % 93 % 92 % 93 %
Mount Eliza North Primary School
Performance Summary
Wellbeing
Students Attitudes to School
Measures the Connectedness to School
factor derived from the Attitudes to School
survey completed annually by Victorian
government school students in Years 5 to
12. The school's average score is
reported here on a scale of 1 to 5, where
5 is the highest possible score.
Student Outcomes
School Comparison
Mount Eliza North Primary School
How to read the Performance Summary
What are student outcomes?
What is a School Comparison?
Student outcomes show the achievements of
students in this school in English and Mathematics.
They also show results in national literacy and
numeracy tests and, for secondary colleges, the
Victorian Certificate of Education (VCE)
examinations. They provide important information
about student attendance and engagement at
school.
The School comparison is a way of comparing school
performance that takes into account the different student
intake characteristics of each school.
For secondary colleges, the Performance Summary
also provides information about how many students
at this school go on to further studies or full-time
work after leaving school.
You can see these results for the latest year, as well
as the average of the last four years (where
available).
The Performance Summary also allows you to
compare student outcomes for students at this
school with the outcomes of students in all other
Victorian government schools.
A School comparison takes into account the school’s
academic intake, the socio-economic background of
students, the number of Indigenous students, the
number of non-English speaking and refugee students,
the number of students with a disability, and the size and
location of the school.
The School comparison measures show that most
schools are doing well and are achieving results that are
‘similar’ to what we would estimate given the
background characteristics of their students. Some
schools are doing exceptionally well with the students
they have, and have ‘higher’ performance. Some
schools have ‘lower’ performance after taking into
account their students’ characteristics – these schools
will receive targeted support to ensure that there is
improvement.
Looking at both the student outcomes and school
comparisons provides important information about what
a school is doing well and the areas that require further
improvement.
Additionally, NAPLAN learning gain charts are
provided for each of the NAPLAN domains. These
compare a student's current year NAPLAN result to
the results of all ‘similar’ Victorian students (i.e.
students in all sectors in the same year level who
had the same NAPLAN score two years prior).
More information on school comparison performance
measures can be found at:
http://www.education.vic.gov.au/school/principals/manage
ment/pages/performreports.aspx
If the current year result is in the top 25% their gain
level is categorised as ‘High’, the middle 50% is
categorised as ‘Medium’ and the bottom 25% is
categorised as ‘Low’.
For some schools, there are too few students to provide
data. For other schools, there are no students at some
levels, so school comparisons are not possible. Newly
opened schools have only the latest year of data and no
averages from previous years. The Department also
recognises the unique circumstances of Specialist, Select
Entry, English Language and Community Schools where
school comparisons are not appropriate.
What is the meaning of ‘Data not available’?
What is this school doing to improve?
All schools have a plan to improve outcomes for their
students. The ‘About Our School’ statement provides a
summary of this school’s improvement plan.
Mount Eliza North Primary School
Financial Performance and Position
Financial Performance - Operating Statement
Summary for the year ending 31 December, 2014
Revenue
Student Resource Package
Government Provided DE&T Grants
Financial Position as at 31 December, 2014
Actual
$3,755,783
Locally Raised Funds
Total Operating Revenue
High Yield Investment Account
Actual
$231,070
$465,950
Official Account
$733
$500
Other Accounts
$44,311
Government Grants State
Revenue Other
Funds Available
$9,516
Total Funds Available
$276,114
$517,001
$4,748,750
Expenditure
Financial Commitments
$3,639,665 Operating Reserve
Asset/Equipment Replacement < 12 months
$20,154
Capital - Buildings/Grounds incl SMS<12
$10,360 months
$94,203 Maintenance - Buildings/Grounds incl
$213,411 SMS<12 months
$141,491
$19,155
Revenue Receipted in Advance
$105,891
Property and Equipment Services
$394,669
Total Financial Commitments
$317,605
Salaries & Allowances
$118,180
Trading & Fundraising
$71,309
Student Resource Package
Books & Publications
Communication Costs
Consumables
Miscellaneous Expense
Professional Development
Travel & Subsistence
Utilities
Total Operating Expenditure
Net Operating Surplus/-Deficit
Asset Acquisitions
$21,040
$19,000
$30,183
$209
$42,016
$4,623,332
$125,418
$8,975
Misc Expenses may include Bank charges, Health and
Personal Development, Administration charges,
Camp/Excursion costs and Taxation charges.
Salaries and Allowances refers to school-level payroll.
Financial performance and position commentary
The school finances are monitored by the School Council and the Management Sub Committee each month. Our School Council is
committed to ensuring the best possible learning and teaching environment and resources for our students. To support this,
expenditure is closely aligned to receipts with the philosophy that annual income is allocated to support improvement for the current
students. Locally raised enabled the school to complete its audio visual upgrade. School Council again allocated funds to continue the
school painting program. Property maintenance continues to be a drain on financial resources due to the size of the property and
design complexity of the main building. The 2043 Net Operating Surplus is largely due to the carryover of locally raised funds for
2015 expenditure on ICT equipment and revenue receipted in advance for Year 6 Canberra Camp and unallocated levies. The
Operating Statement Summary indicates $517,001 in Locally Raised Funds. However most of these funds are then paid out again
including all money receipted for camps, excursions, other activities and special events.