2020 Annual Report to The School Community School Name: Echuca College (8855)
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All teachers at the school meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au). The school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2020 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program. The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.
Attested on 24 March 2021 at 07:26 PM by Simon Wood (Principal)
The 2020 Annual Report to the school community: • has been tabled and endorsed at a meeting of the school council • will be publicly shared with the school community. Attested on 27 April 2021 at 02:27 PM by Maree Loader (School Council President)
How to read the Annual Report
Echuca College
What’s changed in 2020? Improved appearance The appearance of the Performance Summary has been updated to more clearly represent information and to assist interpretation and comparison of individual school’s data with state averages and similar school groups. School performance data The Victorian community's experience of COVID-19, including remote and flexible learning, had a significant impact on normal school operations. This impacted the conduct of assessments and surveys. Readers should be aware of this when interpreting the Performance Summary. For example, in 2020 school-based surveys ran under changed circumstances, and NAPLAN was not conducted. Absence and attendance data may have been influenced by local processes and procedures adopted in response to remote and flexible learning. Schools should keep this in mind when using this data for planning and evaluation purposes. Those schools who participated in the Student Attitudes to School survey in 2020 should also refer to the advice provided regarding the consistency of their data.
What does the ‘About Our School’ section refer to? The About Our School section provides a brief background on the school, an outline of the school’s performance over the year and future directions. The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs. The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.
What does the ‘Performance Summary’ section of this report refer to? The Performance Summary includes the following: School Profile •
student enrolment information
•
the school’s ‘Student Family Occupation and Education’ category
•
a summary of parent responses in the Parent Opinion Survey, shown against the statewide average for Secondary schools
•
school staff responses in the area of School Climate in the School Staff Survey, shown against the statewide average for Secondary schools
Achievement •
English and Mathematics for Teacher Judgements against the curriculum
•
English and Mathematics for National Literacy and Numeracy tests (NAPLAN).
•
all subjects for Victorian Certificate of Education (VCE) examinations
Note: NAPLAN tests were not conducted in 2020
Engagement Student attendance and engagement at school, including: •
how many Year 7 students remain at the school through to Year 10
•
how many exiting students go on to further studies or full-time work
Wellbeing Student responses to two areas in the Student Attitudes to School Survey: •
Sense of Connectedness
•
Management of Bullying
Results are displayed for the latest year and the average of the last four years (where available).
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How to read the Annual Report (continued)
Echuca College
What do ‘Similar Schools’ refer to? Similar Schools are a group of Victorian government schools with similar characteristics to the school. This grouping of schools has been created by comparing each school’s socio-economic background of students, the number of nonEnglish speaking students and the school’s size and location.
What does ‘NDP’ or ‘NDA’ mean? ‘NDP’ refers to no data being published for privacy reasons or where there are insufficient underlying data. For example, very low numbers of participants or characteristics that may lead to identification will result in an ‘NDP’ label. For the 2020 Student Attitudes to School survey, specifically, the similar school group averages are replaced by ‘NDP’ where less than 50% of schools in a given similar school group did not participate in the 2020 survey. ‘NDA’ refers to no data being available. Some schools have no data for particular measures due to low enrolments. There may be no students enrolled in some year levels, so school comparisons are not possible. Note that new schools only have the latest year of data and no comparative data from previous years. The Department also recognises unique circumstances in Specialist, Select Entry, English Language, Community Schools and schools that changed school type recently, where school-to-school comparisons are not appropriate.
What is the ‘Victorian Curriculum’? The Victorian Curriculum F–10 sets out what every student should learn during his or her first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The Victorian Curriculum is assessed through teacher judgements of student achievement based on classroom learning. The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities. The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’. ‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs. These levels are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).
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Echuca College
About Our School School context Students at Echuca College are inspired and supported to achieve their best and develop the skills required to meet the challenges of an ever changing world in a caring learning environment. Our four year strategic goals are to improve student learning outcomes for all students and develop students who are connected and engaged in learning. The college's PRIDE values (Progressive, Respect, Inclusive, Dedication, Excellence) underpin these strategic goals and provide the framework in which we work. Our college motto; Diversity Our Strength, guides the diverse curriculum in place for a diverse community, with the intended outcome to give a variety of pathways and opportunities to support young people as they transition from school to the workforce or further education and training. At the commencement of 2020 the college continued to have an Acting Principal. Our staffing profile was 59.5 FTE teaching staff with 19 Education Support Staff. The college continued to grow enrolments from 714 in 2019 to 768 in 2020. This upward trend is supported by the projected enrolments for the next four years. We employ a Koorie Education Support Officer (KESO) to work with the large number of indigenous students who attend the college. Our Student Family Occupation and Education (SFOE) index indicates a levelling out after trending slightly downwards for the previous 3 years. It currently sits at 0.4718 which is in the medium school level band when compared with schools across the state. Our students come from a wide range of socio-economic backgrounds, demonstrated by our equity funding which is around $300,000.
Framework for Improving Student Outcomes (FISO) In 2020 the defining factor throughout the year was the pandemic and how this impacted upon student outcomes. While our Annual Implementation Plan (AIP) remained in place throughout the year, competing priorities meant not all goals and targets were realised. Our work throughout the year was largely focussed on providing support for all members of the college community during the two state-wide lockdowns. We continued to focus our work on the Teaching and Learning instructional model, which is based on the gradual release of responsibility. Our two newly appointed Leading Teachers (Curriculum) supported this work and enabled us to drive change and improvement in consistency of practice across classrooms, whether face to face or online. An additional Learning Specialist, with a key role in the development of pedagogy, supported this work as did our Learning Area Leaders who were given a small time allowance in recognition of the work they do. The College continued to work on the House system which is underpinned by the work of 5 house leaders, who primarily have a wellbeing and engagement focus to their work. This is well supported by a structure which includes 2 Leading Teachers, 1 Learning Specialist (Engagement), a Wellbeing Coordinator, Mental Health Practitioner all led by our Assistant Principal (Engagement and Wellbeing) The 2020 AIP goals were adapted so the focus could be largely on supporting students during the pandemic and included work to identify and support the most vulnerable in our community. The changing demographics of the College and its community has also required a range of new strategies and programs to be developed to support both the learning and wellbeing of our students and staff. The College’s continued work in the Campaspe/Loddon Network in 2020 provided a strong framework for teachers to learn from each other and the formation of beneficial subject networks ultimately enhanced the educational experience of students not only at Echuca College but also across the network.
Achievement During Term 1, the Instructional Model was unpacked in conjunction with the HITS document. Staff contributed to the production of a visual representation of the instructional model and the connections to HITS. This is to ensure that staff understand the connection between the Instructional Model and HITS. A similar document was created that links the
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Echuca College Instructional model to expected practices and activities of both teachers and students during each stage of the model. This is now displayed in every classroom and staff are beginning to use the language of the Instructional model with students. Learning intentions (Setting Goals) are an integral part of the instructional model and HITS, staff PD was provided to upskill all staff in understanding the benefits of learning intentions to student success and how to implement Learning Intentions effectively. Evidence of use of the Instructional Model can be seen in teacher lesson plans, Instructional Model visual displays in classrooms and the Learning intention displayed on boards and referenced throughout weekly lesson plans. In 2021 Professional Development will be provided on the implementation of success criteria to support the use learning intentions in the classroom. Learning walks to be introduced as way of supporting the consistent use of the instructional model in the classroom. We will obtain input from staff around the process of and protocols of learning walks and peer observations, with Learning Specialist and other teachers modelling best practice. During the two periods of remote and flexible learning staff were able to effectively leverage the college's ICT infrastructure to deliver meaningful content to students learning from home. We consistently reviewed and adapted our approach to the delivery of curriculum to ensure it was realistic for our teachers and meeting the needs of all learners. Relative growth in NAPLAN could not be measured due to the test being cancelled in 2020. Other key measures such as attendance, On Demand Data and teacher judgement supported us to identify students who will need additional support through MYLNS and the Tutor Program in 2021.
Engagement We expected the pandemic to have a negative impact on student data in relation to engagement. What we saw instead was an increase across most measures of the Attitudes to School survey. Notably, students' sense of connectedness increased from 55% in 2019 to 64% in 2020, well above the state average. At the beginning of 2020 one of our Learning Specialists (Engagement) took on the portfolio of student leadership. The Learning Specialist constructed the student leadership structure and increased the amount of students in the student representative council. A regular meeting schedule was designed and implemented across the entire year despite Covid restriction the SRC continued to meet digitally. Students feel like they have ownership of the SRC and input into school related issues e.g. extension of bike sheds, change of school uniform, change the name of the student leadership group, driven the structure of SRC meetings. The feeling of student ownership was exemplified when the SRC were asked if they would like to continue their role in 2021 and every single student has signed up for next year. Our Learning Specialist was also able to lead and implement a Lunchtime Activities Program when we were on-site. This was enormously supported by staff who volunteered their time to facilitate activities each day. Lunch time activities were run when students were onsite and when students have engaged heavily it has resulted in a calmer feeling during lunch. Some staff had a go at implementing feedback into their classroom practice and this was conducted during the PLC process with positive results allowing staff to reflect on their practice and make improvements. In 2021 we will expand the SRC impact across the college to improve their profile and implement meaningful changes to learning areas. SRC will require leadership training and this could be supported by the Quaglia Institute resources and training. We will seek input from staff about how we can improve the relationship between staff and student leadership. PD will be necessary to build the capacity of staff to seek feedback and use student voice on a regular basis to improve their own classroom practice. We will look to supply staff with the tools to implement student voice effectively to build or enhance trusting relationships between students and staff. Even though we were not on-site for much of 2020, we maintained a record of attendance throughout the year. Students learning from home were marked present if they had any level of engagement with their teachers on the day of their class. Attendance continues to be a focus for us in 2021 and the implementation of the above strategies will be
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Echuca College crucial to seeing an improvement.
Wellbeing In 2020 we implemented the Positive PRIDE cards and established the rewards program with support from staff. We embedded the behaviour matrix into our return to school support program post remote learning. Matrixes have been placed on all classroom walls and staff were provided with their own copy. We continued to record data in Xuno for major and minor behaviours as well as recording and promoting acknowledgements of students meeting expected behaviours. With continual focus on positive acknowledgements achievements have significantly increase over the course of the year, beginning at 600 and increasing to our current level of around 3000 per week. The work of our House Leaders was crucial in providing support for students and their families during on-site and remote learning in 2020. The continuation of Equity Funding allowed staff to be appointed to support students and their wellbeing. We continued to expand the delivery of Tomorrow Man to also include Tomorrow Woman, both programs were delivered online. The crux of the Tomorrow Man presentation was about reinventing masculinity. Students were exposed to statistics about mental health in males and were astounded at how many people in the room were affected by mental health issues. Our students in Years 10 and above participated in a confronting activity addressing their own behaviours and how they can be better friends and more open and honest about their image and mental health as they mature. Tomorrow Woman focussed on contemporary views of a woman’s role in the workplace and in the home, and how these shifting perceptions can create internal and external pressures on young women of today. Students were encouraged to challenge typical gender norms and took part in robust and open conversations about sexuality, health and wellbeing with a focus on group cohesion at its core. In 2021 we will re-establish regular SWPBS team meetings. This group will review and finalised the behaviour management flowchart, develop positive reward promotional material (posters, social media imagery, reward menu), liaising with the KESO, conduct regular SWPBS administrative tasks e.g. TFI survey, update action plan. To support this group we need a scheduled time to meet regularly and training for new staff. We will continue the rewards program and this will require significant funding to ensure it remains prominent in across the college. We will also link in with other SWPBS schools. This requires time to make connections and visit other sites to learn about their programs.
Financial performance and position Echuca College reported a small deficit at the end of 2020. Special grants in 2020 included Advance Grant, Trainee Government subsidy and Shire of Campaspe. Koorie students benefited from a grant and scholarships that supported their educational programs. The College purchased various Furniture items and IT Equipment, including Servers, Network equipment and computers to support the increased student numbers predicted for 2021 and to support student learning during COVID19. Ongoing improvements of Xuno software to improve communication between parents and the College, and improve attendance data. Equity funding was allocated for improved student achievement through teacher coaches, intervention for students at risk, targeted resources, literacy support, wellbeing support, professional development and leadership training for staff. During 2020 painting was completed in Dhungala neighbourhood and the Administration building. The new STEM room was renovated and is well on the way to be available for classes mid-2021. The College has experienced an increase in student numbers in 2020.
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Echuca College For more detailed information regarding our school please visit our website at http://www.echucacollege.vic.edu.au/
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Echuca College
Performance Summary
The Performance Summary for government schools provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools. All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes. Refer to the ‘How to read the Annual Report’ section for help on how to interpret this report.
SCHOOL PROFILE Enrolment Profile A total of 768 students were enrolled at this school in 2020, 351 female and 417 male. 1 percent of students had English as an additional language and 11 percent were Aboriginal or Torres Strait Islander. Overall Socio-Economic Profile The overall school’s socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE) which takes into account parents' occupations and education. Possible socio-economic band values are: Low, Low-Medium, Medium and High. This school’s socio-economic band value is: Medium Parent Satisfaction Summary The percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey. Percent endorsement indicates the percent of positive responses (agree or strongly agree) from parents who responded to the survey.
Parent Satisfaction
Latest year (2020)
Parent Satisfaction (latest year)
School percent endorsement:
75.2%
School
75.2%
State average:
74.2%
State
74.2% 0%
20%
School Staff Survey
40% 60% Percent endorsement
80%
100%
The percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. Percent endorsement indicates the percent of positive responses (agree or strongly agree) from staff who responded to the survey. Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.
School Climate
Latest year (2020)
School Climate (latest year)
School percent endorsement:
52.5%
School
State average:
61.2%
State
52.5% 61.2% 0%
20%
40% 60% Percent endorsement
80%
100%
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Echuca College
ACHIEVEMENT Key: ‘Similar Schools’ are a group of Victorian government schools that are like this school, taking into account the school’s socioeconomic background of students, the number of non-English speaking students and the size and location of the school. Teacher Judgement of student achievement Percentage of students working at or above age expected standards in English and Mathematics.
English Years 7 to 10
Latest year (2020)
English (latest year) Years 7 to 10
School percent of students at or above age expected standards:
71.8%
School
Similar Schools average:
65.0%
Similar Schools
State average:
75.8%
State
71.8% 65.0% 75.8% 0%
20%
40%
60%
80%
100%
Percent students at or above age expected level
Mathematics Years 7 to 10
Latest year (2020)
Mathematics (latest year) Years 7 to 10
School percent of students at or above age expected standards:
60.0%
School
Similar Schools average:
54.1%
Similar Schools
State average:
66.3%
State
60.0% 54.1% 66.3% 0%
20%
40%
60%
80%
100%
Percent students at or above age expected level NAPLAN NAPLAN tests were not conducted in 2020. NAPLAN Learning Gain 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). NAPLAN tests were not conducted in 2020.
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Echuca College
ACHIEVEMENT (continued) Victorian Certificate of Education (VCE) Mean study score from all VCE subjects undertaken by students at this school. This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including Government and non-Government schools) is set at 30. Victorian Certificate of Education
Latest year (2020)
4-year average
School mean study score
26.8
26.5
School
26.8
Similar Schools average:
26.8
26.6
Similar Schools
26.8
State average:
28.8
28.8
State
Victorian Certificate of Education (latest year)
28.8 0
10
20
30
40
50
Mean Study Score
Students in 2020 who satisfactorily completed their VCE:
93%
Year 12 students in 2020 undertaking at least one Vocational Education and Training (VET) unit of competence:
24%
VET units of competence satisfactorily completed in 2020:
48%
Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2020:
79%
ENGAGEMENT Key: ‘Similar Schools’ are a group of Victorian government schools that are like this school, taking into account the school’s socioeconomic background of students, the number of non-English speaking students and the size and location of the school. Average Number of Student Absence Days Absence from school can impact on students’ learning. Common reasons for non-attendance include illness and extended family holidays. Absence and attendance data in 2020 may have been influenced by local processes and procedures adopted in response to remote and flexible learning. Student Absence Years 7 to 12
Latest year (2020)
4-year average
School average number of absence days:
38.7
31.5
School
Similar Schools average:
24.5
24.1
Similar Schools
State average:
17.8
19.2
State
Student Absence (latest year) Years 7 to 12 38.7 24.5 17.8 0
10
20
30
40
50
Average number of absence days 10
Echuca College
ENGAGEMENT (continued) Attendance Rate (latest year)
Attendance Rate by year level (2020):
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
81%
81%
76%
76%
84%
88%
Student Retention Percentage of Year 7 students who remain at the school through to Year 10. Student Retention Year 7 to Year 10
Latest year (2020)
4-year average
School percent of students retained:
80.6%
72.7%
School
Similar Schools average:
76.4%
76.5%
Similar Schools
State average:
72.5%
72.9%
State
Student Retention (latest year) Year 7 to Year 10 80.6% 76.4% 72.5% 0%
20%
40%
60%
80%
100%
Percent of students retained
Students exiting to further studies or full-time employment Percentage of students from Years 10 to 12 going on to further studies or full-time employment. Note:
This measure refers to data from the previous calendar year. Data excludes destinations recorded as 'Unknown'.
Student Exits Years 10 to 12
Latest year (2019)
4-year average
School percent of students to further studies or full-time employment:
78.8%
84.1%
School
Similar Schools average:
81.8%
83.7%
Similar Schools
State average:
88.6%
89.1%
State
Student Exits (latest year) Years 10 to 12 78.8% 81.8% 88.6% 0%
20%
40%
60%
80%
100%
Percent of students with positive destinations
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Echuca College
WELLBEING Key: ‘Similar Schools’ are a group of Victorian government schools that are like this school, taking into account the school’s socioeconomic background of students, the number of non-English speaking students and the size and location of the school. Student Attitudes to School – Sense of Connectedness The percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students, indicates the percent of positive responses (agree or strongly agree). Schools who participated in the Student Attitudes to School survey in 2020 should refer to the advice provided regarding the consistency of their data. Sense of Connectedness Years 7 to 12 School percent endorsement: Similar Schools average: State average:
Latest year (2020)
4-year average
64.5%
58.5%
School
NDP
49.2%
Similar Schools
59.5%
55.3%
State
Sense of Connectedness (latest year) Years 7 to 12 64.5% #N/A 59.5% 0%
Due to lower participation rates and differences in collection methodology in 2020, data are often not comparable with previous years or within similar school groups. Care should be taken when interpreting these results.
20%
40%
60%
80%
100%
Percent endorsement
Student Attitudes to School – Management of Bullying The percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students, indicates the percent of positive responses (agree or strongly agree). Schools who participated in the Student Attitudes to School survey in 2020 should refer to the advice provided regarding the consistency of their data. Management of Bullying Years 7 to 12 School percent endorsement: Similar Schools average: State average:
Latest year (2020)
4-year average
60.0%
56.3%
School
NDP
52.5%
Similar Schools
60.3%
57.9%
State
Due to lower participation rates and differences in collection methodology in 2020, data are often not comparable with previous years or within similar school groups. Care should be taken when interpreting these results.
Management of Bullying (latest year) Years 7 to 12 60.0% #N/A 60.3% 0%
20%
40%
60%
80%
100%
Percent endorsement
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Echuca College
Financial Performance and Position
FINANCIAL PERFORMANCE - OPERATING STATEMENT SUMMARY FOR THE YEAR ENDING 31 DECEMBER, 2020 Revenue
Actual
Student Resource Package
$7,930,604
Government Provided DET Grants
$1,911,451
Government Grants Commonwealth
$11,570 NDA
Government Grants State Revenue Other
$71,846
Locally Raised Funds
$78,316 NDA
Capital Grants
$10,003,787
Total Operating Revenue
Equity 1
Actual
Equity (Social Disadvantage) Equity (Catch Up)
$460,470 $34,634
Transition Funding
NDA
Equity (Social Disadvantage – Extraordinary Growth)
NDA $495,104
Equity Total
Expenditure
Actual
Student Resource Package Adjustments
2
$7,979,288 NDA $830
Books & Publications Camps/Excursions/Activities
$78,817
Communication Costs
$10,090 $215,440
Consumables Miscellaneous Expense
3
Professional Development
$54,528 $34,473
Equipment/Maintenance/Hire
$234,076
Property Services
$522,324
Salaries & Allowances
4
Support Services Trading & Fundraising Motor Vehicle Expenses Travel & Subsistence Utilities Total Operating Expenditure Net Operating Surplus/-Deficit
$253,017 $163,165 $60,850 $115 $12,779 $128,439 $9,748,231 $255,556
Asset Acquisitions $6,326 (1) The equity funding reported above is a subset of the overall revenue reported by the school. (2) Student Resource Package Expenditure figures are as of 02 Mar 2021 and are subject to change during the reconciliation process. (3) Miscellaneous Expenses include bank charges, administration expenses, insurance and taxation charges. (4) Salaries and Allowances refers to school-level payroll.
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Echuca College
FINANCIAL POSITION AS AT 31 DECEMBER 2020 Funds available High Yield Investment Account Official Account Other Accounts Total Funds Available
Financial Commitments Operating Reserve Other Recurrent Expenditure Provision Accounts Funds Received in Advance
Actual $1,378,399 $196,876 $106,229 $1,681,503
Actual $243,054 $68,403 $5,087 $171,392
School Based Programs
$32,539
Beneficiary/Memorial Accounts
$10,316
Cooperative Bank Account
NDA
Funds for Committees/Shared Arrangements
NDA
Repayable to the Department
$40,000
Asset/Equipment Replacement < 12 months
$400,000
Capital - Buildings/Grounds < 12 months
$680,000
Maintenance - Buildings/Grounds < 12 months
NDA
Asset/Equipment Replacement > 12 months
NDA
Capital - Buildings/Grounds > 12 months
NDA
Maintenance - Buildings/Grounds > 12 months
NDA
Total Financial Commitments
$1,650,791
All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.
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