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

Enrolment of 550 which has declined by 5% in the last three years. Increasing trend of students with an EAL/D background which currently sits at 58%. 4% Aboriginal student background is steady. FOEI currently at 130 and has increased from 115 from the start of the previous plan.

Focus area and analysis - Student performance

Value-add - K-3 is Sustaining and Growing. Year 3-5 is Delivering. Year 5-7 is Sustaining and Growing.

Expected growth in 2019 NAPLAN - 62% in numeracy. 71% for EAL/D students. 72% in reading. 80% for EAL/D students. These figures are off track for achieving lower bound target in 2022.

Internal growth progressions data is higher than external data. This has questioned the validity of teacher judgment.

NAPLAN Top 2 bands- 2019

  • Numeracy: Year 3 - 62.5% and Year 5 - 57.3%
  • Reading: Year 3 - 47.3% and Year 5 - 40.2%

This extends the upward trend of previous two years and is on track to reach target in 2022, as well as being above state average and above SSG.

Gap Analysis - Prioritised by percentage incorrect at school, difference from state and outcome level.

From the findings of the gap analysis in Reading, the focus areas include:

  • read, view and comprehend texts
  • features including punctuation conventions and vocabulary.

From the findings of the gap analysis in Numeracy, the focus areas include:

  • measurement and geometry
  • fractions and decimals
  • place value and additive strategies.

Focus area and analysis - Wellbeing

Attendance - 95%. This has been steady over the last three years.

Attendance above 90 - 94%. This has declined by 1% in the last three years and is of no concern to us as a school

TTFM (Tell Them From Me) in the areas of Advocacy, Sense of belonging and High expectations shows a decline over the last three years but still sits above state average.

Suspension rate remains below 2%.

Focus area and analysis - Human resources

FTE: 43.91 – There are 65 staff with a high turnover in 2020 resulting in the appointment of 14 temporary teachers, 10 of which in their first two years of their career. Stability within the senior executive.

  • Engaged additional:

0.4 Business manager using a combination of school support allocation and SOF and one non-teaching executive (instructional leader) using a combination of PL, QTSS and Socio-economic background (flexible).

Focus area and analysis - Finance

Flexible funds for 2021:

  • Socio-economic background– $350,000 + predicted unspent funds $76,000
  • Aboriginal background – $30,000 + predicted unspent funds of $4,000
  • English language proficiency – $25,000 (increase)
  • Low level adjustment for disability – $50,000 (FTE only)
  • Professional Learning – $61,000
  • Beginning teacher – $40,000 (increased in 2021 by $20,000)
  • Integration funding support – $250,000
  • QTSS – 0.987 FTE $107,962.01
  • School support allocation -$23,978
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