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
School numbers have fluctuated over the past eight years, with student numbers ranging from 18 to 42. Current enrolment is 31. We anticipate that this trend will continue in the future. Our Aboriginal student population highly fluctuates. In 2016 0% of students identified as Aboriginal, comparatively with 12% of students currently identifying. We have one EAL/D student. Our FOEI is 110 and ICSEA 944, identifying us as a low socio-economic rural school.
Focus area and analysis - Student performance
As a small school, it is difficult to use NAPLAN data to observe trends due to the fluctuating numbers.
Year 3 NAPLAN
The historical trend for Year 3 students placing in the top two bands for reading and numeracy, regardless of cohort size is three students, except for 2019 where one student was in the top two bands; however, there were only three students in this cohort. Historically a majority of students achieve NMS or above in reading and all students achieve at NMS or above in numeracy. The trend over time shows, that as compared with SSSGs and State for reading we are over-representing in the top two bands and under-representing in the middle and bottom two bands. For Numeracy, as compared to SSSG we are over-representing in the top two and middle bands and under-representing in the bottom two bands. As compared with state, we are below in the top two bands, above in the middle bands and below in the bottom two bands. This demonstrates a need to improve our teaching to move students from the middle bands.
Year 5 NAPLAN
The historical trend for Year 5 students placing in the top two bands for reading and numeracy, regardless of cohort size, is one student. In the past two years for reading, this has been two students. In reading one to two students, regardless of cohort size, are below NMS. Most students sit in Band 6. 100% of students have met NMS or above in Numeracy. However, as compared to SSSGs and State we have students over-represented in the middle bands for Numeracy. In Reading, we are below in the top two bands and above in the bottom two bands. Our historic trend for middle bands are either fluctuating or closely aligned. Results indicated that from Year 3 to Year 5 at least one third of our students do not meet expected growth in reading and two thirds do not meet expected growth in numeracy.
Due to our number of Aboriginal students fluctuating it is very difficult to observe trends accurately. Our historical data demonstrates that 100% of our Aboriginal students are at or above expected growth in both reading and numeracy. Students in Year 5 place in the middle two bands for both numeracy and reading. Year 3 students sit in the middle two bands for numeracy, however are in the bottom two bands for reading.
- top 2 bands Numeracy: baseline 20%, lower bound 25.3%, upper bound 30.3%
- top 2 bands Reading: baseline 36.67%, lower bound 40.5%, upper bound 45.5%.
Focus area and analysis - Wellbeing
Overall, the attendance rate has declined over time from 2015 from 95% to 91%. Our suspension data has increased over the past three years, however, it has been for the same three students over the past number of years. In 2020, there have been no suspensions or major behaviour incidences in the classroom or playground. There is no historical TTFM data. 2020 was the first time that students participated. TTFM student data demonstrated that 100% of students felt that there was high expectations for student success. 96% of students have a positive sense of advocacy. Students in Year 4 and 5 have a poorer sense of belonging with 60% of students indicating lower scores here.
Focus area and analysis - Human resources
Our allocated FTE is 7.04.
There are currently 3.6 classroom teachers, 1 teaching principal, 1 SAM, 1 SLSO, 0.5 SAO, 1 GA and 0.2 school funded IL (funded from flexible low level adjustment for disability).
There is 1 early career teacher.
Focus area and analysis - Finance
6100 consolidate funds -
- Socio-economic background - $40,688 + predicted unspent funds $12,000
- Aboriginal background - $2,060 + predicted unspent funds $750
- Low level adjustment for disability - $47,780 + predicted unspent funds $2,100
- Professional learning - $7,411 (increase $1,200 from 2020)
- Beginning teacher - $7,500 + predicted unspent funds $2,000
- Literacy & Numeracy - $6,900
- QTSS - $10,501 (0.096 FTE)
- School support allocation - $11,960
- Teaching principal’s release - $40,572
6300 school and community sources -
- Anticipated 2021 opening balance of $79,000.