Performance audit — Audit Planning Memorandum
Number of government primary schools
Background
With declining rural populations, the tough decision to close schools has been an
issue across Australia. Tasmania is no exception, with the number of publicly
funded schools of concern to the recently deposed Tasmanian Labor–Green
government. Cleburne58
From 1996 to 2010, there was a seven per cent reduction in the number of fulltime students at Tasmanian primary schools (approximately 40 000 in total) and
an 11.7 per cent reduction at government primary schools. In 2011, then Premier
Lara Giddings said if no action was taken, schools would be filled to less than 60
per cent capacity by 20131. The government openly discussed the possibility of
closing 20 small rural schools, based in part on the argument that the cost of
keeping small schools open was excessive, particularly with declining numbers
of children in Tasmania. However, following community concern about school
closures, the decision was made not to close any of the schools originally
identified by the government for potential closure.
Audit Objectives and scope
This audit will analyse the efficiency and effectiveness of the current number and
location of government primary schools in Tasmania.
Audit scope
This audit will focus on the number of and need for individual public primary
schools as at January 2014. The audit will target primary schools on the basis
that there are considerably fewer secondary schools (28) or combined schools
(25) than primary schools (127).
Scope will therefore be limited to primary schools controlled by the Department
of Education (DoE), including the primary school component of combined
schools.
Approach
The audit would approach the topic from three perspectives:

Macro view: does DoE have the right number of public primary schools
and are they in the right locations?

Micro view: does DoE have primary schools which are not efficient and
effective?

Process: Does the department regularly review the need for marginal
schools and provide appropriate advice to the Minister?
Matthew Denholm, ‘Labor–Green tension over school closures’, The Australian,
June 30, 2011. www.theaustralian.com.au
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Number of government primary schools
Performance audit — Audit Planning Memorandum
The audit would involve gathering information from the department regarding
enrolments, enrolment trends and projections, enrolment capacity, student
performance in recent years, educational programs, recruitment difficulties,
costs, maintenance and refurbishment requirements.
Audit Criteria
Criteria
Sub-criteria / consider points
1 Macro view
Consider at whole of Tasmanian level:

1.1 Is the average (and median)
number of students per school
and per classroom square
metre) similar to other
jurisdictions?
Collect data from
DoE and other
sources

Analyse collected
data

Review internal
and external
reports

Interview
departmental staff
Does DoE have the
right number of
schools and are they
in the right locations?
1.2 Is the distribution of school
enrolment numbers similar to
other jurisdictions?
1.3 Is the average number of
students per school within
industry benchmarks?
1.4 Is there excessive school
capacity?
1.5 Is the distribution of school
locations reasonably reflective of
current and projected future
demographics?
1.6 Are costs per student in
Tasmania similar to those in
other jurisdictions
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Number of government primary schools
Audit approach
Performance audit — Audit Planning Memorandum
Criteria
Sub-criteria / consider points
2 Micro view
Consider at individual school level:
Does DoE have
schools which are not
efficient or effective?
Audit approach

Collect data from
DoE and other
sources

Analyse collected
data

Review internal
and external
reports

Interview
departmental staff

Collect data from
DoE and other
sources

Analyse collected
data

Review internal
and external
reports

Interview
departmental staff
2.1 Enrolment numbers, trends, and
as a proportion of capacity
2.2 Difficulty attracting and
retaining skilled staff (turnover,
time to fill vacancies, lack of
specialist qualifications)
2.3 Capacity to offer a reasonable
range of educational experiences
2.4 Performance measures (mainly
NAPLAN, but also satisfaction
surveys) over recent years on a
like-school basis
2.5 Recurrent and necessary future
capital costs per student.
The aim is to identify schools that
rate poorly in most of the above
areas and for which (2.6) practical
alternatives (proximity, bus services,
enrolment capacity) exist or can be
readily provided.
3 Process
Does the department
regularly review and
provide advice as to
whether:


Marginal
schools
should be
retained
Consider:
3.1 Regularity and adequacy of
reviews
3.2 Provision of advice
3.3 Actions taken in response to the
School Viability Report.
Additional
schools are
needed?
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Number of government primary schools