Stage 1 - analyse Scout

Firstly, open SPaRO and choose the self-assessment section to view the situational analysis headings and fields.

Secondly, open Scout at the School dashboard to view the 5 focus areas for your review and analysis.

Note: there is no set length for a situational analysis, as it is a school-based decision and should include as much information as needed to inform future strategic directions.


Focus area and analysis - Enrolment

  • Connected Communities High School is a remote school with an enrolment of 196 students from 7–12 across two campuses. The school has 82% Aboriginal student enrolment. There are three support classes.
  • School numbers have decreased 18% over the past three years. The FOEI is steady at 178 with 91% of families in the bottom quartile (SEA).

Focus area and analysis - Student performance

Literacy:

  • 8% of students are in the top two bands in Year 7 Reading and 12% in Year 9. Girls significantly outperform boys across all areas of literacy in all year groups.
  • Student growth is well below our SSG when we compare students achieving expected growth. 90% of students in Year 9 are below minimum standard for writing and 68% of students did not meet minimum standard in reading.

Numeracy:

  • 16% of students are in the top 2 bands in Year 7 numeracy and 12% in Year 9. Girls outperform boys with 0% of boys in the top three bands in Year 9 numeracy.
  • 44% of students in Year 9 meet minimum standard in numeracy.

HSC:

  • Student retention from Year 10 to 12 is 26% with a number of higher performing Year 10 students attending private boarding school for Year 11 and 12.
  • Aboriginal student HSC attainment is 35%.
  • The school has strong community partnerships with several local businesses offering school-based traineeships and apprenticeships. In 2020, five students left before completion of HSC to go into fulltime work. All these students were from Aboriginal backgrounds.

Targets for 2022:

  • % achieving expected growth Numeracy: baseline 56%, lower bound 60.5% and upper bound 65.5%
  • % achieving expected growth Reading: baseline B 58.8%, lower bound 63.5%, and upper bound 68.5%
  • % in top 2 bands HSC: baseline 11.4%, lower bound 26% and upper bound 21%
  • % in top 3 Bands HSC: baseline 43.5%, lower bound 48.7% and upper bound 53.7%
  • % in top 2 bands Numeracy: baseline 10.6%, lower bound 16.4%, and upper bound 21%
  • % in top 2 bands Reading: baseline 12.1%, lower bound 17.7% and upper bound 22.7%

Focus area and analysis - Wellbeing

  • Overall attendance rate has declined over the past three years. The average attendance rate for 2018 was 72% and 2019 was 64%.
  • The percentage of students who attend school >90% of the time currently sits at 62%. Our lower bound target of the number of students attending >90% of the time is 75.3%. The upper bound target for 2022 is 85% attending >90% of the time.
  • The student TTFM (Tell Them From Me) data shows an average of 42% of students have a positive sense of advocacy and have expectations for success. This declines steadily from Year 7 students to Year 10 students. This data is well below state average. Only 40% of students report feeling a positive sense of belonging which sits below state average of 69%. This has also declined over the last two years.
  • The number of major negative behaviour incidences has remained relatively steady though unacceptably high over the past three years (624 in 2020). There has been an average of 130 suspensions each year in the same time. During this time, the number of long suspensions decreased by 20% but the number of short suspensions increased by 35%.

Focus area and analysis - Human resources

  • FTE is 19.4 including remote supplement. 55% of staff are in their first five years of teaching and 80% of executive staff are in their first or second year in the role. No executive member, other than the principal, has been teaching for more than six years.
  • Only 20% of staff have more than 10 years’ experience. We utilise equity loadings including Socio-economic background and Aboriginal background funding to engage additional staff including: Aboriginal Instructional leader, SLSOs, AEO and a CLO.

Focus area and analysis - Finance

  • Planned School Budget allocation for 2021 – $7,282,304
  • Expected balance carried forward from 2020 – $157, 710

Consolidated fund - 6100

  • Equity Socio-economic background – $545,354 ($102,782 unspent)
  • Equity Aboriginal background – $198,546 ($12,172 unspent)
  • Integration funding support – $354,335 (exhausted)
  • Equity Low level adjustment for disability including $230,565 for 2.1 LaST (exhausted)
  • Per Capita - $44,683 ($1,006 unspent)
  • Professional learning – $41,987 (overspend $12,842)
  • Literacy and numeracy – $21,342 (overspend $3,263)
  • Beginning teacher support– $65,432 ($23,000)
  • School support allocation - $15,975 (exhausted)

School and community sources - 6300

  • $64,000 available
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