Miltaburra
Area School
Annual Report
2011
Miltaburra Area School
Annual Report 2011
INTRODUCTION
The DECS Improvement and Accountability Framework (DIAf) supports sites at state, district
and school/preschool level to achieve and sustain high performance. It integrates processes of
improvement and accountability to achieve effectiveness. The framework consists of five
elements. They are:
Standards
The standards that guide our work and direct our improvement effort.
Self Review
The cyclical process by which we reflect on how effective we have been and what areas require
attention and improvement.
Improvement Planning
The process by which we establish priorities for improvement and which will be the focus, currently
described in planning documents such as our Site Improvement Plan, our ICT Strategy and our
Literacy and Numeracy documents.
Intervention and Support
The structures we put into place to provide additional resourcing and assistance for those students and
programmes identified as needing extra effort.
Performance Reporting
The way in which we account to DECS and our school community for our performance. This annual
report is one such way that we do this.
Underpinning these five elements are nine principles that reflect the work of effective schools.
They include:
Focus on Learning
Think Systemically
Shared Leadership
Attend to Culture
Listen and Respond
Make Data Count
Set Direction
Target Resources
Continuously Improve
As a DECS site, Miltaburra Area School has implemented the Improvement and Accountability
framework and addressed relevant principles as part of our cyclical self review. Miltaburra is
currently focusing on Make Data Count and is working towards better utilizing student data to inform
teaching practice and programming for improved learning (Focus on Learning and Continuously
Improve).
Page 1
Annual Report 2011
Context
School Name:
Miltaburra Area School
School Number:
1121
Principal:
Mr. Rob Nunan
Region:
Eyre and Western
CONTEXT
Enrolment numbers have continued to decline over the last few years from 85 in 2005 to 58.6 in 2011. We have
had a net loss of over 10 students in the last two years. The classes have been further reorganized to
accommodate these declining numbers and we now have a Reception / Year 1 class, a Year 2 / Year 3 / Year 4 /
Year 5 class, Year 6 / Year 7 / Year 8 / Year 9 class and a Year 10 / Year 11 / Year 12 class. With only 3, 4, 5
students coming into Reception each year our numbers will continue to decline in the foreseeable future.
Significantly a large bubble of students have now moved through the school and are currently Year 9 students
and in 2012-2013 these students will, in all probability, go on to other schools as Year 10’s and will comprise of
the order of twelve students. The significance for the school staff will be working with larger composite classes
and vertically grouped classes particularly in the secondary area (more year levels per class) with consequently
larger spread of ability levels and the attendant curriculum issues that this will create. This is particularly so with
the introduction of the Australian Curriculum into the secondary area and the reduced number of staff to provide
this curriculum.
Enrolment Trends
From 2011
It remains staff intention and commitment to focus on Make Data Count for between two and three years to fully
embed the strategy into the culture of the school.
Work towards improved learning outcomes for students by the careful analysis of available data continued
across all year levels.
Staff continued training and development activities around interpreting the NAPLAN Data and other sources of
data that they had available to them. These included PATS, MAPS, WADDINGTON and TORCH tests. They
also included the University of New South Wales Competitions in the areas of Maths, English, IT and Science.
Teachers also had access to their own class tests and anecdotal observations.
Staff were supported by the PARC Regional personnel and continue to access that support.
At Miltaburra Area School we commenced developing SMARTA goals for student learning. These were
outcome specific and of short duration. (specific, meaningful, realistic, timely, agreed).
At Miltaburra Area School we recommenced a tutoring programme for identified students to improve short term
learning outcomes but now based on the smarta model. We scheduled regular student performance review
meetings as part of our normal staff meeting agenda.
Staff maintain the view that they will take one area of the DIAf principles and do it well. They believe that this
success will have a domino effect on the other areas. It has a Focus on Learning, it is Listen and Respond. It is
about Setting Direction, involving the Targeting of Resources and it will allow us to Continuously Improve. In
this way we intend that these principles become embedded in our school culture.
Page 1
Annual Report 2011
Organisational
Continuing restructure classes from 5 to 4 due to declining enrolments
R/1, 2/3/4/5, 6/7/8/9, 10/11/12 traditional Prim/Middle School
out flexibility in.
Provide T&D focussing on composite classes and programming
for effective learning.
Cluster with like Area Schools on Eyre for T&D.
Amalgamation
Kindy into Area School buildings Term 3.
At this stage transition hasn’t happened and we are hoping for
sometime in 2012.
BER
finalise planning and facilitate construction of all projects.
Projects still incomplete but hopeful of completion early in 2012.
Focus on Learning Make Data Count see above notes
ICT
Attending to Culture School Values
Student Engagement
Literacy and Numeracy
Expanding the educational use of laptops and
wireless access to all year level Year 6 upwards.
Provide training and development around ICT.
Year 6 now have option of purchasing laptops over three years at
School prices.
Visiting ICT specialist provided six after school sessions on
Computer programmes of relevance to students for all staff as
hands on for two hour blocks.
Review School Mission Statement, Vision, Guiding Principles
and Strategic Priorities.
Incorporate school values into all teaching and classroom
practice.
Re-establish Core School Value RESPECT.
In-service all staff in Safe Orderly Productive Classrooms.
SWD and NAPLAN identified students have explicit learning
plans based on individual need.
Commence in servicing staff in TfEL on regular basis.
Provision of wider range of student recess and lunch activities
including Radio Shack and TableTennis.
Initiate a curriculum mapping exercise across the
school CPC to Y10 in order to develop a scope and sequence
chart for Literacy.
TfEL workshop and Literacy Agreements developed.
Buses
Bus review
Bus review conducted reducing fleet from four to
three
buses after wide consultation.
Governing Council to investigate CPC being given eligibility in
their own right as seat shortages now predicted.
New SACE
implemented
ongoing T&D for relevant secondary staff.
Increasing focus on meeting Literacy requirements in all
secondary subjects.
Australian Curriculum
All Primary staff in serviced in Primary Maths and Science
Strategy.
Staff attendance at Australian Curriculum and PMSS training
and development at Ceduna and Streaky Bay for after school
sessions.
School based training activities also conducted.
Attendance
Student attendance has become a major area of concern and will
be an area where we will need to engage the broader community.
(see other notes)
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Annual Report 2011
Site Improvement Planning
As a major focus in 2011 a key strategy in literacy has been whole staff T&D around developing Literacy
Agreements in the Primary and Secondary sections of the school in order to drive our literacy levels upwards, this has
been with the support and assistance of outside facilitators from other schools and the Regional Office. Our NAPLAN
spelling results have been below district levels in some year levels and while our student cohorts are quite small it
continues to be an area the staff is determined to improve upon. We have also looked at our student assessment regime
with a view to streamlining the information we collect and analyze with respect to student achievement, and the
setting of SMARTA goals for student learning, this has been supported by the Regional PARC officer.
The other major focus for our school in 2011 has been the in-servicing of all primary staff in PMSS to enable the
smooth transition to the Australian Curriculum in our school. Teachers attended numerous in-service activities at both
Ceduna and Streaky Bay and were also supported onsite by Regional Office staff and Central Office. Attendance
continues to be a focus for this school. After a long drought where local farmers were unable to afford farm support
and students filled this void we are now faced with the situation where this practice has continued and students as
young as twelve now drive headers during harvest on the family farm. Additionally children are now having family
holidays during term time for a week or two, to take advantage of off peak cheaper airfares and cheaper
accommodation interstate. This is having a significant impact on student learning and has been flagged as a real issue
with the Regional Office.
As we move to amalgamate the CPC into the school we are progressively working towards integrating the learning
programmes for the Child Parent Centre and the Early Years Reception and Year 1 students with the focus on
programming for structured play and intentional learning activities. Miltaburra Area School now provides and is
resourced to provide staff for the CPC. Miltaburra has planned to employ Early Years staff to assist with this
amalgamation as part of its Human Resource Strategy.
In 2011 Miltaburra had three Year 12 students and eight Year 10 and Year 11 students making the senior secondary
class viable for the first time in several years. All Year 11 and Year 12 students are resourced as Year 10 for purposes
of the Resource Entitlement Grants and consequently no extra funding or teaching staff are available for these
students. Our three students all achieved their SACE and this is a credit to our Secondary Teachers who have utilized
Local Delivery, OA, VET and School Based Apprenticeships to keep our senior secondary students engaged in their
learning. This has been one of our Improvement Priorities.
Student Achievement
Running Records
Year 1 Term 3 2011
Year 2 Term 3 2011
Our Running Records continue to compare very favourably with both Region and like schools but again caution needs to be
exercised due to small cohorts of students. In this case our Year One cohort consisted of two students while our Year Two
cohort consisted of six students. There will be some nine students in the Year One cohort in 2012. Our Running Records
programme continues to be a real strength in our drive to improve student literacy, in particular reading skills.
Page 3
Annual Report 2011
NAPLAN
NAPLAN Test Summary by Year Level Comparisons
Comment
In Summary
Students in Years 3, 5, 7, 9 again undertook the NAPLAN tests in 2011.
Our four Year 3 students all performed above the Regional levels and they also performed above their like
school counterparts in Grammar, Reading and Spelling.
Our four Year 5 students achieved significantly higher than Regional levels and like school by some fifty basis
points except for writing where they were still above Regional levels.
Our three Year 7 students were below Regional and like school levels in reading, spelling and numeracy
however their grammar scores and writing skills were above Regional levels. These students will require
continued intervention and support.
Our five Year 9 students were some forty basis points below Regional levels but interestingly were some sixty
points above Regional levels in writing. Again spelling was marginally below both Regional and like school
levels.
During 2012 we will review our literacy learning audit across all year levels Reception through to Year 9 with a
view to identifying any additional supports which might be used to improve these results as part of the cyclical
review process. This will lead to the development of a scope and sequence chart for these year levels. While it
must be recognized that our student cohorts are small and this can skew results from year to year there does
appear to be a common thread of poorer achievement in Spelling. To this end the school, as part of its,
curriculum mapping and auditing process in literacy will enter into an across year levels and subjects Literacy
Agreement with a specific focus in Spelling and Reading. Our school will also undertake a new focus on literacy
learning in the secondary years as part of the current PALL and SPALL research projects in South Australia to
ensure that the literacy learning requirements in all secondary subjects are appropriately addressed by teaching
staff.
Year 3
Page 4
Annual Report 2011
Year 5
Year 7
Year 9
Page 5
Annual Report 2011
Senior Secondary
Students in Year 12 Undertaking Vocational or Trade Training
Year Level
Vet / Voc
Total
Year 10
2
4
Year 11
2
3
Year 12
3
%
50%
67%
00%
Students in Yr 12 Attaining a Yr 12 Certificate or Equivalent VET Qualification
Year Level
Achieving SACE Total
%
Year 12
3
3
!00%
Attendance
STUDENT ATTENDANCE
While our student attendance rates continue to be higher overall than both Regional and State figures we still have a growing
concern around the number of absences attributed to students working on not only the family farm but also neighbouring
farms due to the rural workforce shortages in part arising from the mining boom and also in part to the changing culture
carrying over from the dry years where it became acceptable practice for students to help out on farms during times of heavy
labour demand. Additionally now we are seeing increasing numbers of students absent as families use term time to have
holidays and thus take advantage of cheaper costs in travel and accommodation.
STUDENT RETENTION
Miltaburra Area School has historically not kept the majority of its students past years nine and ten as families sent them to
Port Lincoln or Adelaide to both private and state schools and more recently to Cleve Agricultural Course and this is a trend
that will probably not change. This is partly due to the ever increasing size of farms and equipment which requires less
manpower and it is partly due to parents wanting students to participate in a wider cultural and educational setting.
Post Secondary School Destination
Year Level
Year 11
Year 12
Employment
1
3
Further Study
1
Tertiary Study
Total
1
4
Page 6
Annual Report 2011
Client Opinion
Responsiveness
Page 7
Annual Report 2011
It must be recognised that there were only thirteen responses from somewhere around forty parent recipients
who were emailed, phoned and advised in newsletters to encourage greater participation.
Of those responding, parents indicated that, from their perspective, the quality of teaching and learning had risen
over the previous year as had the quality of leadership. There were also high levels of satisfaction with school
support systems. All areas showed a marked improvement from previous years.
Staff responses (10) in all categories were not only pleasing but also confirming that the shared leadership
model has been beneficial for this site certainly against the majority of indicators. The aggregated school
opinion- Staff Leadership does appear to reflect the much higher degree of satisfaction expressed by staff
against all criteria than previously.
Student opinion (34) placed the school in the middle to lower end of sites in our region, middle 50%. The results
at a state level were slightly less. It would be fair to comment that students have chosen to show their
dissatisfaction with some human resourcing decisions.
Through the course of 2012 staff will need to elicit from the student population the range of issues that they
have in terms of their schooling and how as a school community we can address those issues. Of particular note
would be the numbers of students who responded, that they were unhappy at school, that school wasn’t exciting
and that they were not motivated to learn.
Parent Opinion – Quality of Teaching and Learning
Parent Opinion has shown a very significant improvement this year as against last year in all areas and indeed
those who responded all agreed or strongly agreed that the school did indeed have an excellent learning
environment.
Page 8
Annual Report 2011
Student Opinion – Quality of Teaching and Learning
It should be recognized that the majority of student respondents came from the secondary classes and while last
year we were concerned about the number of neutral responses, after being counseled by staff to give an honest
opinion many have chosen to now do so. From the student commentary it is clear that 2011 Human Resourcing
decisions did not sit well with the student population. PAC and the Leadership group have taken on board these
frustrations and will bear this in mind in the future.
Staff Opinion – Quality of Teaching and Learning
Strong confirmation from staff that they believe that their teaching programmes are effective and further that
they base these programmes on student interest, ability and need while still addressing DECD curriculum
requirements, currently SACSA and SACE.
Page 9
Annual Report 2011
Parent Opinion – Support of Learning
Again quite a significant shift in parental position in a strongly affirmative sense.
Student Opinion – Support of Learning
See above notes. The recess and lunch time activities is being addressed through SRC and the Radio Shack and
other teacher run break time activities such as volley ball competitions and table tennis tournaments.
Page 10
Annual Report 2011
Staff Opinion – Support of Learning
Parent Opinion – Relationships and Communication
Again respondents strongly affirming the high levels of satisfaction experienced in relating and
communicating with the school. A very significant change from last years survey results.
Page 11
Annual Report 2011
Student Opinion – Relationships and Communication
See previous notations. These will be followed up in SRC and during class meetings as discussion topics
to determine the underlying issues and how these can be dealt with to student and staff satisfaction.
Staff Opinion – Relationships and Communication
Page 12
Annual Report 2011
Parent Opinion – Leadership and Decision Making
Again a very pleasing result with very high levels of satisfaction with Decision Making and Leadership in
evidence. Not only is this very affirming to school practices around community involvement and collaborative
decision making but it is also strongly reflective of the school’s shared leadership model and our strategies
directed towards future planning and improvement planning. This is a significant shift on last year’s survey
results.
Student Opinion – Leadership and Decision Making
While not falling within the state by being 20% lower than the state average for Agree or Strongly Disagree and
10% higher than Disagree or Strongly Disagree the student responses still generally support our Leadership and
Decision making structure. Having said that the school will continue to make a determined effort to engage with
students with a view to increasing student participation in the school decision making processes again in the
coming year. Previous years counselling by teaching staff have tended to reduce the amount of neutral
responses.
Page 13
Annual Report 2011
Staff Opinion – Leadership and Decision Making
Strongly affirming commentary on the schools’ shared leadership practices and collaborative decision making
practices. A pleasing survey response.
Accountability - Staff
Teacher Qualifications
All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Number of
Qualifications
17
Qualification Level
Graduate Degrees or Diplomas
3
Post Graduate Qualifications
Please note: Staff that have more than 1 qualification will be
counted more than once in the above qualification table.
Therefore the total number of staff by qualification type may be
more than the total number of teaching staff.
Workforce Composition including Indigenous staff
Teaching Staff
Workforce Composition
Full-time Equivalents
Persons
Non-Teaching Staff
Indigenous
Non Indigenous
Indigenous
Non Indigenous
0.00
6.00
0.00
3.63
0
9
0
6
Page 14
Annual Report 2011
Financial Statement
MILTABURRA AREA SCHOOL
General Ledger Profit and Loss for Prior Year 2011
Account
Description
GRANTS: DETE
R-COV-6195 VET - REVENUE
R-ZDS-6168
STAFF - SALARY SSO'S
R-ZZG-6142
GRANT - P21 GLOBAL BUDGET
R-ZZH-61334 GB-FLU VACINATIONS
R-ZZH-6195
GRANT - O.H.S. & W.
R-ZZS-6173
FEE - SCHOOL CARD SURPLUS
PTD Posting
YTD Posting
0.00
0.00
0.00
0.00
0.00
0.00
500.00
1,013.70
1,198,170.09
161.00
200.00
1,474.40
Total for GRANTS: DETE
0.00
1,201,519.19
GLOBAL BUDGET REVENUE
R-CEL-63122 GB-LITERACY AND NUMERACY GRANT
R-ZDS-65118 GB-TCH SUPPLEMENTATION
R-ZZF-61571 GB-BREAKDOWN MAINTENANCE REIMB
0.00
0.00
0.00
1,182.00
11,537.04
29,155.16
Total for GLOBAL BUDGET REVENUE
0.00
41,874.20
GRANTS: COMMONWEALTH
R-ZZB-6395
BUILDING EDUCATION REVOLUTION
0.00
5,554.00
Total for GRANTS: COMMONWEALTH
0.00
5,554.00
PARENT CONTRIBUTION REVENUE
R-CTC-6495
COMPUTING - STUDENT CHARGES
R-CTT-6495
TECH STUDY - STUDENT CHARGES
R-SGE-6484 GENERAL
R-SGE-6488 COMPETITIONS
R-SPH-6492
STUDENT ACCIDENT INSURANCE
R-SSG-6410 SPORT - STUDENT CHARGES
R-ZZS-6410
FEE - MATERIAL & SERVICE CHARGE
0.00
0.00
0.00
0.00
0.00
0.00
0.00
1,002.73
110.00
2,197.00
31.00
764.40
28.00
14,967.00
Total for PARENT CONTRIBUTION REVENUE
0.00
19,100.13
OTHER OPERATING REVENUE
R-CCR-6890 RES CENTRE - OTHER REVENUE
R-CHE-6890 HOME EC - OTHER REVENUE
R-CSA-6890
AGRICULTURE - OTHER REVENUE
R-CVW-6815 WORK EDUCATION - REVENUE DONATIONS
R-CVW-6890 WORK ED - OTHER REVENUE
R-CXC-6815 CAMPS DONATIONS
R-CXC-6820 CAMPS FUNDRAISING
R-SGR-6820 SRC - FUNDRAISING REVENUE
R-SGR-6890 SRC - OTHER REVENUE
R-ZBA-6870
SALES - STATIONERY & BOOK
R-ZOR-6820 P & F CLUB - FUNDRAISING
R-ZZF-6890
FACIL - OTHER INCOME
R-ZZP-6860
PRINT - PHOTOCOPY SALES
R-ZZR-6820
FUNDRAISING - REVENUE
R-ZZT-6855
T & D COURSE - REVENUE
R-ZZU-6830
BUS - BUS HIRE
R-ZZZ-6815
DONATIONS TO SCHOOL
R-ZZZ-6850
WS - INTEREST REVENUE
R-ZZZ-6890
OTHER OPERATING REVENUE
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
88.18
6.15
174.19
130.00
348.73
3,789.30
5,000.00
2,550.50
4,806.71
899.10
431.40
56.20
3,545.67
3,685.99
13.09
2,559.15
1,395.05
17.67
500.00
517.37
6.15
Total for OTHER OPERATING REVENUE
94.33
30,426.27
Page 15
Annual Report 2011
CAPITAL REVENUE
R-ZZF-6760
FACIL - PROFIT ON DISPOSAL OF ASSET
0.00
9,101.62
Total for CAPITAL REVENUE
0.00
9,101.62
Total Revenue
94.33
1,307,575.41
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
182.33
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
654.39
170.58
4,125.00
1,009.12
370.21
697.51
2,603.73
635.29
2,799.97
263.42
217.10
168.59
691.73
540.90
982.28
252.70
59.91
1,213.77
325.36
1,141.83
328.14
36.40
1,653.70
1,570.16
356.96
976.00
26,065.58
369.93
9,269.87
194.40
267.14
45.46
921.46
587.24
1,094.20
776.70
572.00
13.64
299.20
1,644.26
311.02
2,257.01
112.50
207.00
1,663.00
15,443.64
1,290.00
2,435.12
11.40
786.28
100.27
431.20
SUPPLIES AND SERVICES
E-CAA-7121
ART - CONSUMABLES
E-CAM-7121 MUSIC - CONSUMABLES
E-CAM-7184 MUSIC - FLIP'S SUPPORT
E-CCE-7121
SACE CONSUMABLES
E-CCE-7172
SACE RESOURCES
E-CCG-7121 GC - CONSUMABLES
E-CCL-7121
CLASSROOM - CONSUMABLES
E-CCN-7121
CONSUMABLES
E-CCR-7121 RES CENTRE - CONSUMABLES
E-CCR-7172 RES CENTRE - RESOURCES
E-CCR-7183 RES CENTRE - SUBSCRIPTIONS
E-CCZ-7121
CURRIC - CONSUMABLES
E-CEE-7121
ENGLISH - CONSUMABLES
E-CEL-7121
LITERACY - CONSUMABLES
E-CHE-7121
HOME EC - CONSUMABLES
E-CHH-7121 HEALTH - CONSUMABLES
E-CHL-7121
LIFE ED - CONSUMABLES
E-CHP-7121
PHYSICAL ED - CONSUMABLES
E-CHP-7172
PHYSICAL EDUCATION - RESOURCES
E-CMM-7121 MATHS - CONSUMABLES
E-COV-7121 VET CONSUMABLES
E-CPE-7121
EARLY YEARS - CONSUMABLES
E-CSA-7121
AGRICULTURE - CONSUMABLES
E-CSG-7121 SCIENCE - CONSUMABLES
E-CSV-7121
AG SCIENCE- VITICULTURE CONSUMABLES
E-CSV-7128
AG SCIENCE- VITICULTURE EQUIPMENT
E-CTC-7148
COMPUTING - COMPUTER PURCHASES
E-CTE-7121
TECHNOLOGY PRIMARY- CONSUMABLES
E-CTT-7121
DESIGN & TECHNOLOGY - CONSUMABLES
E-CTT-7172
DESIGN & TECHNOLOGY - RESOURCES
E-CVS-7121
S & E - CONSUMABLES
E-CVS-7172
SOCIETY & ENVIRONMENT - RESOURCES
E-CXC-7139
CAMPS FUNDRAISING
E-SGR-7121 SRC - CONSUMABLES
E-SGR-7139 SRC - FUNDRAISING EXPENSES
E-SPH-7145
STUDENT HEALTH - INSURANCE
E-SSC-7121
CARNIVALS - CONSUMABLES
E-SSG-7184
SPORT - SPORT EXPENSES
E-ZBA-7166
SALES - COST OF GOODS SOLD
E-ZDC-7121
COUNCIL - CONSUMABLES
E-ZDC-7145
COUNCIL - INSURANCE PREMIUMS
E-ZDM-7121 MANAGEMENT - CONSUMABLES
E-ZDS-7121
STAFF - CONSUMABLES
E-ZOC-7172
CAP - RESOURCES
E-ZOC-7199
CAP - OTHER EXPENSES
E-ZOD-7172
SCHOOL PRODUCTIONS - RESOURCES
E-ZON-7121
OPEN ACCESS - CONSUMABLES
E-ZOR-7139
P & F CLUB - FUNDRAISING
E-ZOS-7184
SAPSASA - GENERAL EXPENSES
E-ZSU-7121
CWTH DROUGHT ASSIS - CONSUMABLES
E-ZZA-7121
FIRST AID - CONSUMABLES
E-ZZF-7121
FACILITIES - MAINTENANCE CONSUMABLE
Page 16
Annual Report 2011
E-ZZF-7140
E-ZZF-7148
E-ZZF-7175
E-ZZG-7121
E-ZZH-7121
E-ZZI-7121
E-ZZI-7148
E-ZZI-7169
E-ZZI-7183
E-ZZP-7121
E-ZZP-7163
E-ZZP-7169
E-ZZR-7121
E-ZZS-7199
E-ZZT-7172
E-ZZU-7121
E-ZZU-7194
E-ZZZ-7136
E-ZZZ-7160
FACILITIES - FURNITURE
FACIL - MINOR EQUIPMENT
FACIL - SECURITY
GWS - CONSUMABLES
O.H.S. & W. WHOLE SCH EXPENSES
INFO SYSTEM - CONSUMABLES
INFO SYSTEM - MINOR EQUIPMENT
INFO SYSTEM - R & M
INFO SYSTEM - LICENSES
PRINT - CONSUMABLES
PRINT - COSTS
PRINT - MAINTENANCE CONTRACT
FUNDRAISING - CONSUMABLES
CHARGES - GENERAL EXPENSES
T & D - RESOURCES
BUS - CONSUMABLES
BUS - DEPARTMENTAL HIRE
WS - FREIGHT
WS - POSTAGE
0.00
8,990.68
0.00
506.72
0.00
561.00
0.00
266.60
0.00
119.00
0.00
2,088.47
0.00
1,716.77
2,099.26 2,759.26
170.00 1,388.90
0.00
1,430.00
0.00
892.72
0.00
1,098.81
0.00
918.13
0.00
725.00
0.00
4,568.14
0.00
350.00
0.00
177.17
0.00
3,673.36
0.00
435.90
Total for SUPPLIES AND SERVICES
2,451.59
123,680.90
GLOBAL BUDGET EXPENSES
E-ZDM-75137 GB-CRIMINAL HISTORY CHECKS
E-ZDO-73133 GB-TELEPHONE CHARGES-RENTAL
E-ZDO-73134 GB-TELEPHONE CHARGES-LOCAL CALLS
E-ZDO-73135 GB-TELEPHONE CHARGES-STD CHARGES
E-ZDO-73136 GB-TELEPHONE CHARGES-MOBILE PH
E-ZDS-71111 GB-SAL/WAGES-TEACHERS
E-ZDS-71112 GB-SAL/WAGES-ANCILLARY
E-ZDS-71114 GB-SAL/WAGES-TRT
E-ZOB-73512 GB-SITE FUNDED WORKS
E-ZZF-73142 GB-ELECTRICITY EXPENSES
E-ZZF-73145 GB-RATES-WATER
E-ZZF-73146 GB-RATES-WATER USAGE
E-ZZF-73288 GB-WASTE DISPOSAL
E-ZZF-73511 GB-REPAIRS & MAINTENANCE
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
50.00
809.81
687.62
420.57
15.96
726,847.54
203,694.18
20,882.00
2,251.00
13,060.42
225.10
19,715.05
514.08
22,872.87
Total for GLOBAL BUDGET EXPENSES
0.00
1,012,046.20
FACILITIES AND UTILITIES EXPENSES
E-CTT-7260
DESIGN & TECHNOLOGY - GAS COSTS
E-ZOZ-7256
NATIONAL SOLAR SCHOOLS PROGRAM
E-ZZF-7220
FACIL - CLEAN EXPENSE SCHOOL
E-ZZF-7225
FACIL - CLEANING ONGOING
E-ZZF-7245
FACIL - FUEL & OIL
E-ZZF-7250
FACIL - GROUNDS MAINTENANCE
E-ZZF-7253
FACILITIES - SHED
E-ZZF-7260
FACIL - GAS COSTS SCHOOL(NOT TECH)
E-ZZF-7280
FACIL - WASTE DISPOSAL
E-ZZF-7285
FACILITIES - RUBBISH TRAILER
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
230.56
20,427.00
621.56
48,397.54
6.50
21,513.32
80.00
1,022.68
1,349.04
65.00
Total for FACILITIES AND UTILITIES EXPENSES
0.00
93,713.20
FINANCIAL EXPENSES
E-ZZZ-7410
WS - BANK CHARGES
20.00
400.48
Total for FINANCIAL EXPENSES
20.00
400.48
Page 17
Annual Report 2011
PARENT CONTRIBUTION EXPENSES
E-CTC-7950
COMPUTING - EXPENSES
E-CXC-7910
CAMP EXPENSES
E-CXE-7930
EXCURSION EXPENSES
E-SGE-7920
COMPETITIONS
E-SGE-7940
GENERAL
E-SGE-7970
SUPPLIES
0.00
0.00
0.00
0.00
0.00
0.00
5,670.00
117.41
724.44
381.00
31,678.70
123.55
Total for PARENT CONTRIBUTION EXPENSES
0.00
38,695.10
RURAL OPERATING EXPENSES
E-CSA-7805
AGRICULTURE - LIVESTOCK
0.00
779.15
Total for RURAL OPERATING EXPENSES
0.00
779.15
DEPRECIATION AND AMORTISATION
E-ZZF-7550
FACIL - DEPREC VEHICLES GENERAL
E-ZZP-7530
PRINT - DEPREC EQUIPMENT 1,556.64
4,139.50
1,556.64
4,139.50
Total for DEPRECIATION AND AMORTISATION
5,696.14
5,696.14
Total Expenses
8,167.73
1,275,011.17
Surplus or (Deficit) funds
(8,073.40)
32,564.24
Page 18