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 - Scout

A current enrolment of 9 students; there has been minimal movement in enrolment numbers over the past 3 years. Current distribution is 3 Kindergarten students, 1 Year 1 student, 2 Year 2 students, and 1 student in each Year 4, 5 and 6. Of the current 9 students, 2 identify as Aboriginal. All 9 students were born in Australia with English as their first and only language spoken at home.

Focus area and analysis - Student performance

Of the 2 students who sat NAPLAN in 2019, 50% of these students were in the top 2 bands for Reading and Numeracy. Neither student scored in the lowest 2 bands for any subject area.

With minimal numbers of students sitting NAPLAN each year it is difficult to compare previous year groups.

Our average NAPLAN scores in the areas of Reading, Writing and Numeracy for Year 5 are within 2 points of SSSG schools. In grammar and punctuation, our Year 5 scores are significantly higher than SSSG schools and state average.

Our average NAPLAN scores in the areas of writing and spelling for Year 3 are within 5 points of SSSG schools. Reading and Numeracy are much lower than SSSG schools for Year 3, although again grammar and punctuation scores are significantly higher than SSSG schools and state average.

Focus area and analysis - Wellbeing

Overall attendance has had a slight decline in the number of students with attendance over 90% throughout the past 2 years. The average overall attendance rate for 2019 was 91.68%.

During 2019, reported negative incidences was dramatically higher than previous years due to the introduction of PBL and formally recording incidences. Two suspensions were recorded in 2019, no suspensions were recorded in 2018.

Parent survey at the end of 2019 indicates a high level of satisfaction with the direction of the school’s focus on attendance and student wellbeing and this will continue to be a focus moving forward.

Targets

  • Attendance: baseline 86.76%, lower bound 91.1% and upper bound 95.6%
  • Wellbeing: baseline 85.1%, lower bound 89.6% and upper bound 94.6%.

Focus area and analysis - Human resources

FTE 2.551

There is currently 1 fulltime teaching principal, 2 temporary teachers (2 days per week each), 1 SAM, 1 SLSO and 1 GA employed at the school.

All teaching staff have over 10 years teaching experience. Principal is first time permanent principal.

One teacher 2 days per week is funded from socio-economic background funding, SAM is increased from 0.6 to 1.0 through second adult on site and SLSO is funded through integration funding support.

Focus area and analysis - Finance

Flexible funds available for 2021:

6100 consolidated funds -

  • Socio-economic background - $30,961 + predicted unspent funds $3,000
  • Aboriginal background - $1,030
  • Low level adjustment for disability - $10,780 + predicted unspent funds $2,100
  • Professional learning - $5,242
  • Literacy and Numeracy - $1,365
  • QTSS - $ 7,366 (0.081 FTE)
  • School support allocation - $11,960
  • Location - $26,469
  • Teaching principal’s relief - $16,987
  • Integration funding support - $29,750

6300 school and community sources -

  • Anticipared 2021 opening balance of $37, 637.

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