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 560 which has declined by 5% in the last 3 years.

Language backgrounds other than English (LBOTE) students represent 88% of student cohort, consistently across all year levels. 78% of students require some level of EAL/D support. Vietnamese and Indian languages are the most predominant languages spoken at home, and these languages are supported through the Community Languages program. Newly arrived students and Refugee students requiring support have been steady over the last 4 years, however, during 2020 this trend declined markedly. Post-COVID, we anticipate this trend may pick up again.

4% Aboriginal student background is steady.

FOEI currently at 139 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 3 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

SBAR 2020 – we are anticipating similar in 2021.

Staffing entitlement - base

Teacher/Exec FTE: 27 - a low turnover in 2019, however significant numbers of part-time permanent staff have led to temporary engagements. Job shares for classes have been minimised through careful planning, and successful class teacher partnerships have provided models for best practice.. There are no3 beginning teachers currently (1st year), althoughand several5 more are still considered early career. There is sStability within the leadership team.

All permanent staff are accredited as proficient, and none are HALT. 15% hold post-graduate degrees. Opportunities for developing leadership through deputy principal instructional leadership roles is an area for development, and this process will commence with expressions of interest for role(s).

For budgeting above entitlement, we used Standard rates and costs.

Staffing - other

QTSS (FTE 1.233)

2x APs were funded off class half a day a week to model explicit teaching in literacy and numeracy as well as lead data meetings with their teams. Although teacher evaluations of this practice indicate benefit, teachers also indicated need for collaborative practices such as more lesson observation and joint teaching opportunities. Consider an additional instructional leadership position be funded through equity loadings linked to SD1 in 2021 with QTSS linked to collaborative practices in SD2 in 2021-2024 SIP.

Literacy and Numeracy Intervention (FTE 0.42) – 0.5 FTE Reading Recovery for Year 1 students currently in place and well established (supplemented by LLAD equity loading). To be reviewed in 2021 considering: Primary Literacy Consultant, Literacy & Numeracy Strategy, school benchmarking practices, recent L3 review, phonics diagnostics and curriculum review.

Primary – Community language (FTE 1.6) 1.0 Vietnamese CLP teacher (current temporary teacher, position vacant), 0.6 Indian languages (Hindi) CLP teacher. Teacher survey indicated timetabling disruptions; exec staff and temporary teacher recently completed CLP training indicating need for improvement with curriculum integration.

Equity staff

EAL/D staffing teacher (FTE 3.2) with focus on Beginning (95) and Emerging (148) students. In class regular timetabled support for Kindergarten classes, and withdrawal for other grade Beginning. EAL/D Evaluation Tool indicates school is at Delivering level.

LLAD staffing teacher (FTE 1.5) - 0.3 LLAD with focus on small group intervention in previous School Plan. Continue in 2021 with a greater focus on data driven practices in literacy and numeracy across all stages.

Socio-economic background – flexible (FTE 3.0 teachers, 7.0 SLSO) current focus on small group intervention. Teacher survey and executive review suggests change mix in 2021 with additional instructional leader ($167,335)

Targeted funding

Refugee student support $47,565 for staffing only: 0.5 FTE SLSO bilingual support flexibly delivered, 0.2 wellbeing teacher weekly check-ins and coordinating homework support – balance $5,400 funded through socio-economic background equity loading). Highly effective due to availability of flexible SLSOs with prerequisite language backgrounds. Annual evaluation in 2021+ through Other funded activities.

Integration funding support $96,970 for staffing only: ($66,442 standard cost 1.0 FTE) 2 full time SLSOs employed. 1.5 FTE IFS, + 0.5 FTE LLAD flexible – evaluation as per 2020 Key initiative impact statement. Annual evaluation in 2021+ through Other funded activities.

Non-teaching staff

FTE 4.062, head count 6 – steady + 7.0 SLSO above entitlement (equity) + (2.5 SLSO targeted funding)

Effectiveness of over-entitlement SLSO (7.0) funded through flexible equity loadings was evaluated through teacher surveys. Teachers reported that SLSOs were beneficial to support group learning (reading and maths rotations) and individual support, especially in writing. 100% of all teachers surveyed indicated that SLSOs should be retained, however, additional trained teachers would provide a higher quality support for student need.

Survey results showed the additional spend on SLSOs was a necessity for students with integration funding and ‘extremely’ helpful for LLAD students; continue in 2021.

Focus area and analysis - Finance

School budget allocation $721,729 + opening balance carried forward from 2019 $29,000 = $750,729 total funds available for 2020. 97% of funds were budgeted, leaving $48,672 unplanned. Of the budgeted funds, $26,940 was unspent. Of the unplanned funds, $13,599 was unspent. Total unspent funds to be carried over to 2021 opening balance = $40,539.

Targeted funding- see HR above

  • Refugee student support $47,565
  • Integration funding support – $96,970

Flexible equity loading funds

Socio-economic background– $835,340 (stable) - $793,246 used on staffing – 7 x SLSO @ $66,442 = $465,094 + 3 teachers @ $109,384 = $328,152 – (staffing mix to change in next plan – more teachers, fewer SLSOs, additional instructional leader).

Aboriginal background – $7,212 (stable) – used to develop PLPs. To continue 2021 with greater emphasis on collaborative and streamlined practices.

English language proficiency – $40,242 (decreasing) – expended on above entitlement part-time teacher providing in class support.

Low level adjustment for disability – $ 86,209 – previously expended on SLSO to support students in class; evaluation indicated redirection of this flexible loading to above entitlement teacher providing learning support.

2020 funding fully expended and evaluated as per 2020 Key initiative impact statement. The 2019 unspent funds ($29,000) will be carried forward to 2021.

Flexible initiative funds

  • Professional learning – $55,701 (stable) – expended as per 2020 milestone evaluation and AR.
  • Literacy and numeracy - $26,625 – expended as per 2020 milestone evaluation and AR.
  • Flexible Funding for Wellbeing Services $40,060 – expended as per 2020 milestone evaluation and AR.
  • School support allocation- $35,240 – expended as per additional SASS support.


Operational Funding:

  • Per capita $37,038. Expended on technology resources and K-2 reading resources - see 2020 key initiative impact statement

Staffing other- see HR above

QTSS – $134,870 – see HR above

Unplanned funds in the eFPT $48,672.

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