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Richmond Primary School
2014 Annual Report to
the School Community
Richmond Primary School
School Number: 5269
Dean Bnaob
Name of School Principal:
Name of School Council President:
Dean Banova
Sharon Beaumont
Date of Endorsement: 29/4/2015
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.
Richmond Primary School
About Our School
School Context
Richmond Primary School currently has an enrolment of 338. The school has a substantive Principal and an acting Assistant
Principals (working 0.6 and 0.8 time ratios.) The school has developed its leadership profile through the recent appointment of a
Leading teacher in the role of Curriculum Coordinator/Teacher Coach. The school will have Effective Full Time Teaching allowance
of 20.25, and an Education Support allowance of 4.8 EFT. The majority of the students are from the immediate locality, and the
school has been granted an enrolment ceiling of 350. The school has a high socio-economic profile based on the Student Family
Occupation Index rated at 0.185. Following our 2014 School review a new School Strategic Plan (SSP) is now in place.
Richmond Primary School is committed to providing “every student with every opportunity” by offering a challenging and varied
curriculum based on the Australian Victorian Essential Learning Standards (AusVELS). The school recognises the importance of
catering for individual differences and personalising learning through its intervention program, strong Arts focus and its use of
Information and Communication Technology throughout the curriculum. The school performs at or above the state medians in all
areas of NAPLAN assessment.
We have a strong focus on student well-being with the values of respect, responsibility and resilience being consistently implemented
across the school. The behaviour of the students both in class and in the playgrounds reflects the high expectations we have. Major
achievements for the year has seen funding of a classroom renovation creating a new class space; introduction of Mandarin
Languages for students in Grades Prep – 3; and co-partnering with OSHClub in the provision of Out of School Hours Care for
families in our school.
Achievement
Results based on NAPLAN and teacher judgments sees the school achieving well above the state average. However when compared
to schools with comparable students, our success is more moderate with us tracking the same or slightly lower (Year 3 Reading and
Numeracy.) The school has achieved well above State Means in Reading at both Year 3 and 5 and Matched Cohort Growth was
above State averages in Writing. The SSP has set goals that will see staff building on establishing consistent whole school practice
across all classrooms in the area of Writing education.
Numeracy results in 2014 were above State Means at Grade 3 and Grade 5. Matched Cohort Growth was above State averages. Our
SSP has recommended support of best practice in Numeracy teaching through the appointment of a Teacher Coach.
The school intends continuing to use data to set challenging tasks for students, and to establish clear learning intentions for all
lessons. The school has also maintained additional support staff at all levels to provide better point of need teaching.
Our fortnightly Professional Learning Team structure will continue to enable teachers to use data to set appropriately challenging
tasks for students, scaffolded to the next layer of work.
Engagement
The results in the Attitudes to School survey for School Connectedness (4.28 down from 4.4 in 2013) and Peer Connectedness (4.28
down from 4.3) reflect a slight downward trend in 2014 from 2013 results. These levels are just below to state medians and similar to
our matched school. The school has set targets to improve these measures in the SSP to be within the 3rd quartile or higher for all
cohorts.
The SSP recognises the need to increase student motivation to support their engagement in learning. This has been supported by
designing curriculum that recognises Student Voice in their learning. To improve School Connectedness the school will seek to
further incorporate Student Voice and decision making in the learning process for all students. The school has successfully continued
programs that target these areas; (such as SOLE/Investigations and Individual Goal Setting.) Our efforts for this year will be to
continue to support the whole school program that incorporates transition from Investigations to SOLE designed to help underpin
student ownership of their learning through the Inquiry Approach.
The student attendance rate is still well below the state average. Through direct contact, the weekly newsletter, digital communication
through Signmee and email, support meetings and support for families with regular absences we endeavour to engage families and
reduce unnecessary absences.
Many cross-age and cross-cultural activities were provided, fostering and nurturing student development, enabling them to work
with, and support, one another. The interests of children were also catered for with a range of extra-curricular activities including
lunchtime activity clubs, a Gardening Club, and instrumental tuition.
Wellbeing
We have a well-developed student management system in place and we remain committed to communicating shared expectations and
values for all. This whole school approach enables consistency in teaching social values, the development of relationships and a zero
approach towards bullying.
Our Wellbeing AIP Action Team meets fortnightly and works on initiatives designed to target staff, students and parents in order to
support families who may require further assistance.
The Attitudes to School survey related to the area of Well Being shows very similar results to 2013.
Transition from pre-school to school was supported through in-depth transition practices. The effectiveness of our Prep Transition
program is reflected in the smooth start they experience at the start of the school year.
To improve Student Safety the school has also continued to provide the Peer Mediation program which provides further support to
student safety in the playground.
Richmond Primary School
Productivity
The effective use of our resources to support student learning was a major focus in our School Strategic Plan in the area of
Productivity.
A major project with a focus to improve student learning was the renovation of a corridor space to create a new learning extension.
This project was totally funded by the School Council and has enabled us to grow from 15 to 16 home groups and avoid the need to
bring relocatable classrooms into the school.
The other major emphasis in this area and an important focus point in the SSP is the challenge of playground stress.
To help relieve this issue, caused by overcrowding in active play areas the school has appointed a School Nurse. This has released
teachers from First Aid lunchtime duty and enabled them to provide lunchtime park duty which sees them taking groups for
organised sporting activities on the public sports reserve opposite the school. They also open the Library for lunchtime sessions as
another lunchtime activity alternative.
Parent Satisfaction Survey results have improved with regard to Student Safety and School Connectedness though they are still below
state median levels. Our Well Being AIP team is looking at the comments submitted in this survey to help track and improve our
approaches and communication in this area.
For more detailed information regarding our school please visit our website at
http://www.richmondps.vic.edu.au
Richmond 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 330 students were enrolled at this school in 2014, 171 female and 159 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.
Richmond 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
Richmond 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.
Richmond 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
96 % 94 % 94 % 94 % 94 % 95 % 96 %
Richmond 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
Richmond 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.
Richmond Primary School
Financial Performance and Position
Financial Performance - Operating Statement
Summary for the year ending 31 December, 2014
Revenue
Student Resource Package
Financial Position as at 31 December, 2014
Actual
$2,206,022
Funds Available
High Yield Investment Account
Actual
$292,879
Government Provided DE&T Grants
$115,037
Official Account
$11,817
Government Grants Commonwealth
$61,176
Other Accounts
$149,726
Total Funds Available
$454,422
Government Grants State
$1,200
Revenue Other
$100,064
Locally Raised Funds
$733,279
Total Operating Revenue
$3,216,779
Expenditure
Student Resource Package
Books & Publications
Communication Costs
Consumables
Miscellaneous Expense
Professional Development
Financial Commitments
$2,098,954 Operating Reserve
Asset/Equipment Replacement < 12 months
$16,740
Capital - Buildings/Grounds incl SMS<12
$8,435 months
$68,145 Maintenance - Buildings/Grounds incl
$334,784 SMS<12 months
$151,310
Total Financial Commitments
$454,422
$46,584
Property and Equipment Services
$235,359
Salaries & Allowances
$196,565
Trading & Fundraising
$21,208
Utilities
$27,004
Total Operating Expenditure
Net Operating Surplus/-Deficit
Asset Acquisitions
$5,164
$200,000
$97,949
$3,053,778
$163,001
$5,326
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 Classroom Renovation project will see us expend the money held in our Building Fund account (marked ‘Other
Accounts’) which includes funds raised by the school community. The school has now co-partnered with OSHClub to
provide Out of School Hours Care which will see the school in receipt of a regular annual license fee. Our aim is to utilise
these funds to support projects as contained in a School Building Master Plan to be developed in 2015.