Harrison School
Board Report
2013
Figure 1: An aerial view of Harrison School
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Annual School Board Report 2013
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2010-2013 “Everyone Matters”. It complies with reporting
requirements detailed within the Education ACT 2004 and the National Education
Agreement.
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© Australian Capital Territory, Canberra, 2013
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is www.harrison.act.edu.au.
Inquiries about this publication should be directed to:
Harrison School
Nullabor Ave
Harrison ACT 2914
General Inquiries:
Telephone (02) 61422200
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Annual School Board Report 2013
About our school
Introduction to School
Harrison School is a P-10 school that opened in 2008 with Preschool to year 6. In 2013 the
school celebrated its fifth birthday. Our school enrolment has grown considerably and will
continue to increase as we move into to full enrolment. In 2013 the school welcomed year 9
and the establishing of the senior school program. Harrison School is designed to be
inclusive for students with disabilities. The school caters for a number of Defence families
and we have a significant number of students with English as a Second Language.
Learning at Harrison School is guided by our values of respect, care, acceptance, inclusion,
team work and a fair go. A multi-aged approach to forming classes and learning groups is
used that aims to build lifelong learners and leaders in our community for the 21 century.
Our secondary students use iPads to access curriculum and assignment information.
The parent community is involved in a number of programs including, home reading,
canteen, fundraising, library, school fair, sporting teams and classroom support. Parent
involvement in more formal structures includes the Harrison School Board led by Mr
Andrew Koop and the Harrison School Community Association (HSCA) led by Mrs Christina
Saladino. The fundraising has supported the school to purchase outdoor shade structures
for carnivals and other events and shade sails for the secondary school.
Harrison School Prefects and SRC have continued to look for ways to build the school
community. They held successful discos and special days to help raise funds for charities and
to purchase items for students.
The School has been well supported by Community Learning Partners. In 2013 Well Station
was inducted as a Learning Partner. Ainslie Football Club and Aurora-Gungahlin Rotary Club
continued their support of the school. The Harrison-Ainslie Netball Club, changed its name
to East Gungahlin Netball Club and continued to grow. The Junior AFL teams became known
as the Gungahlin Lakes Giants, following a partnership with AFL club Greater Western
Sydney (GWS), Ainslie Football Club and Harrison School.
Student Information
Student enrolment
In 2013 there were a total of 1,268 students enrolled at this school.
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Annual School Board Report 2013
Table: 2013 Student Enrolment Breakdown
Group
Number of Students
Male
673
Female
595
Indigenous
32
LBOTE
555
Source: Performance and Planning
Our enrolments for 2013 included students moving from local existing schools, Defence
families posted to Canberra and families moving from interstate. Our ESL percentage was
37% per cent. Approximately 21 per cent of enrolments are from Defence families.
Student attendance
The following table identifies the attendance rate of students by year level during 2013.
Student attendance rate is the percentage of school days attended by students in each year
level at the school. Student attendance is measured over two school terms; that is from the
first day of the school year for students in term one to the last day of term two.
Table: 2013 Attendance rates in Percentages
Year Level
Attendance Rate %
K
92.3
1
92.1
2
93.2
3
93.6
4
93.1
5
94.2
6
91.9
7
92.1
8
93.0
9
92.9
Source: Performance and Planning
The school contacts parents if students are absent for more than two days. This ensures the
importance of attendance at school is reinforced and learning materials can be provided for
students who may have a longer time at home due to illness
Staff Information
Teacher qualifications
All teachers meet the professional requirements for teaching in an ACT public school.
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Annual School Board Report 2013
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate
qualification is shown below.
Table: 2013 Qualification of Teaching Staff in Percentages
Qualifications
Certificate/Diploma/Degree
Postgraduate
Source: School Data
% Teaching Staff
100
25
Workforce Composition
In 2013 the workforce composition of the school is highlighted in the following table.
Table: 2013 Workforce Composition Numbers
Role
Total
Administrative Service Officers
38
General Service Officers & Equivalent
1
School Leader A
1
School Leader B
2
School Leader C
10
Teachers
80
TOTAL
Source: Workforce Management
132
Note: This table includes pre-school staffing
There is one indigenous staff at this school.
Volunteers
Volunteers supported the school in the following programs:
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Library
Classroom (including Preschool)
School events
Preparation of classroom materials and resources
Music program
Excursions
Sports program
Volunteers have worked approximately 800 hours in the school during 2013. Volunteers and
parents also supported many committees and activities run by the Harrison School
Community Association.
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Annual School Board Report 2013
School Review and Development
In 2013, the ACT Education and Training Directorates Strategic Plan 2010-2013 provided the
framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2013 and the School Improvement
Framework which are the overarching documents providing support to achieve high
standards in student learning, innovation and best practice in ACT public schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self assessments against
their school plans. In the fourth year schools undergo an external validation process. This
process provides an independent and unbiased assessment of the school’s progress towards
achieving system and school priorities.
Harrison School will be validated in 2016. A copy of the last validation report can be found
on the school website.
School Satisfaction
Schools continually use a range of data collection tools to gain an understanding of the
satisfaction levels of their parents and carers, staff and students. In August/September
2013 the school undertook a survey to gain an understanding of school satisfaction at that
time. Staff, parents and students from year 5, and above, with the exception of students in
special schools, took part in an online survey.
Overall Satisfaction
In 2013, 63% of parents and carers, 80% of staff, and 76% of students at this school
indicated they were satisfied or highly satisfied with the education provided by the school.
In 2013, 14 national parent survey items and 12 national student survey items were
included in the surveys. These items were approved by the Standing Council on School
Education and Early Childhood (SCSEEC) for use from 2013. The following tables show the
percentage of parents and carers and students who agreed with each of the national items.
Table: Proportion of parents and carers in agreement with each national opinion item
Item
(%)
Teachers at this school expect my child to do his or her best.
81
Teachers at this school provide my child with useful feedback about his or her
school work.
58
Teachers at this school treat students fairly.
75
This school is well maintained.
86
My child feels safe at this school.
80
I can talk to my child’s teachers about my concerns.
80
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Annual School Board Report 2013
Item (continued)
(%)
Student behaviour is well managed at this school.
54
My child likes being at this school.
79
This school looks for ways to improve.
74
This school takes parents’ opinions seriously.
56
Teachers at this school motivate my child to learn.
68
My child is making good progress at this school.
61
My child's learning needs are being met at this school.
58
This school works with me to support my child's learning.
59
Source: 2013 School Satisfaction Surveys, August/September 2013
Table: Proportion of students in years 5 to 12 in agreement with each national opinion item
Item
(%)
My teachers expect me to do my best.
93
My teachers provide me with useful feedback about my school work.
75
Teachers at my school treat students fairly.
74
My school is well maintained.
61
I feel safe at my school.
69
I can talk to my teachers about my concerns.
66
Student behaviour is well managed at my school.
37
I like being at my school.
72
My school looks for ways to improve.
83
My school takes students’ opinions seriously.
56
My teachers motivate me to learn.
75
My school gives me opportunities to do interesting things.
76
Source: 2013 School Satisfaction Surveys, August/September 2013
This information can be considered alongside information available on the My School website
( http://www.myschool.edu.au).
These results as well as the continual review of school performance contributed to the
evaluation of our school plan and the development of annual operating plans. The school
plan is available on the school website at harrison.act.edu.au
Professional Learning
In 2013 Harrison staff participated in whole school professional development in Planning for
Learning with Inquiry, sports programs and Mathletics. We also undertook training about
use of the Epipen and managing students with Epilepsy. Intensive training was also
undertaking in using the assessment data base Accelerus.
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Annual School Board Report 2013
During the year a number of activities and initiatives were implemented to support the
development of maths across the school. These included:
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Identifying staff with particular experience or expertise to support other staff.
Establishing Middle Years Mental Computation (MYMC) coaches across years 3-8.
Various Professional learning opportunities through team meetings and external
presenters. Staff also presented on examples of differentiation and mental
computation through movement.
Assessment focus groups developed a rubric for moderation that could be applied
across subject areas using language from the Australian Curriculum.
Kindergarten and year 1/2 developed Maths and English rubrics against the
achievement standards in the Australian Curriculum
Professional learning included a focus on literacy including:
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K-4 moderated using annotated work samples for English from the Northside
School’s cluster (2012) and the samples off the Australian Curriculum (AC) website.
K-4 teams moderated for maths with consistent team work samples and used
samples from the AC website.
43 staff members (P-6) attended spelling presentation by David Hornsby. 5 staff
members presented a Q&A session for parents about the David Hornsby approach to
reading, writing and spelling.
Year 3/4 Team worked with Misty Aidou on Literacy in Context project. The staff
have developed a common practice document about teaching ‘Literacy in Context’.
The staff have had an article on the topisc publsihe din ‘practically primary’ and will
present their project at the 2014 Australian Literacy Educators Association annual
conference.
Staff also focussed on developing elements of their literacy pedagogy in Guided Reading,
keeping running records, using big books to teach reading and writing strategies and the
Write On program.
Six staff participated in a study trip to the school’s sister school, Tomio Daisan School in Nara,
Japan. Staff were able to team teach in classrooms and were hosted by families from the
school. While at the school, staff participated in a video conference session with students
and staff from Harrison School. A student study trip to Nara, Japan for Harrison School
students is planned for September 2014.
Staff were involved in an action research based project involving improving outcomes for
Indigenous students. The Achievement Plans(APs) initiative saw students developing their
APs with their teachers and the research showed that the percentage of students indicating
that my achievement plan helps me to improve my learning had grown form 58% in term 2
to 90% in term 4. The inquiry also showed that embedding cultural practices into the school
increased engagement for some of our Aboriginal and Torres Strait Islanders.
The school will be undertaking a review and refocus project on the school purpose, vision,
values and goals. The executive team completed one day Professional Learning session with
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Annual School Board Report 2013
an external consultant on processes to conduct when leading teaching teams in the Review
and Refocus project. The staff, parents and students will be invited to work with the
consultant to review and refocus the school purpose, vision and values. The project will be
completed by the end of term 2, 2014. Additional professional learning activities have been
commented in the information related to reporting against our progress against our
priorities. This is found later in the report.
Learning and Assessment
Performance in literacy and numeracy
Early Years Assessment
Students in kindergarten undertake an on-entry assessment of their early reading and
numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student
results are reported against five performance bands at the end of semester one and two.
The following table shows the comparison of the school against the ACT on raw scores in
reading and mathematics.
Table: Harrison School PIPS 2013 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
55
115
51
126
Mathematics
39
53
39
54
Source: CEM Centre
Detailed analysis of our school’s academic achievement is incorporated into the information
related to reporting against our progress against our priorities. This is found later in the
report.
NAPLAN Assessment
Students in years 3, 5, 7 and 9 in all ACT schools participated in the National Assessment
Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing,
spelling and grammar and punctuation and numeracy.
In 2013, 0.9% of year 3, 3.9% of year 5, 2.1% of year 7 and 0% of year 9 students were
exempt from testing based on nationally agreed criteria.
The following table shows the 2013 mean scores achieved by our students compared to the
ACT.
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Annual School Board Report 2013
Table: Harrison School 2013 NAPLAN Mean Scores
Test Domain
Year 3 Year Year 5 Year Year 7 Year Year 9 Year 9
School 3 ACT School 5 ACT School 7 ACT School ACT
Reading
424
444
490
520
529
562
584
601
Writing
410
423
480
487
503
527
553
570
Spelling
409
417
493
497
538
555
583
590
Grammar & Punctuation
419
445
496
516
517
552
560
596
Numeracy
402
415 479
Source: Performance and Planning December 2013
500
526
552
570
600
Performance in other areas of the curriculum
Our learning program, developed using an integrated inquiry model, is guided by the
Harrison Identity that organises learning into the Expressive, Analytical, Personal,
Community and Global self.
Specialist programs provide learning in Japanese, music, drama, dance, band, chess, ICT and
information literacy. The school also offers Step Up programs (extension) in literacy and
numeracy. Each student has access to web-based learning programs including Mathletics,
Reading Eggs and Hot Maths. Personalised learning is a key aspect of Harrison School. All
students have personal learning goals identified in semester reports. Our students in Year79 develop personal learning plans and individual timetables.
ICT is embedded in the curriculum and students have access to the latest technology to
assist with learning. The buildings and infrastructure are designed to meet the IT needs of
the various classes including, student intranet, interactive whiteboards, laptops and
computers. Our school is a text book free school with all secondary students using an iPad to
access information and learning tasks.
Students expanded their e-learning experience with the introduction of on-line learning
programs called Edmodo and Schoology
Our Music and Drama program expanded with fantastic performances by the students
during the year. This included community performances by bands and choirs and a major
drama production called That’s Theatre.
Harrison School continued to connect with schools on a local, national and international
level. The school had a visit from its sister school in Beijing and a staff study tour was
conducted to Tomio Daisan School in Nara, Japan. Year 5/6 students were able to video link
to NASA and the Japanese choir were involved in turning on the NBN in Gungahlin with a
video conversation with a school in Japan. A number of excursions took students out into
the community and beyond to experience learning outside the classroom, from Birrigai to
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Annual School Board Report 2013
Melbourne and Cooba to the snow fields. Students in Preschool went to the airport and
Year 1/2 to Questacon.
Harrison School won a NAB National Schools First Award for the Well Station Project. This
seed funding will see students and the community involved in the restoration of the Well
Station shearing shed and groomsmen's quarters and surrounding area.
Students have represented Harrison School at district, ACT and national level events. A large
student group perform at the ACT Limelight spectacular and other community events.
Students in Preschool to Year 2 and Year 3/4 won the Chief Minister’s Reading Challenge. A
number of students received awards for the ACT Science Challenge.
Progress against School Priorities in 2013
Priority 1.
Strengthen the induction and professional learning program to support 'The Harrison Way'
in our P-10 school.
Targets
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Student satisfaction survey results show an increase from 70% (2012) to 80% for
students believing that they are treated with respect by other students.
Staff, student and Parent satisfaction survey results show a 5 point improvement in
communication between school and home.
Staff, student & parent surveys show an 80% satisfaction rate for induction.
80% of staff using coaching approaches to reflective practice during team
meetings.
School improvement domain covered with this priority
Leading & Managing
Progress
The 2013 school satisfaction survey resulted in 82% of students indicating they are treated
with respect by other students.
Communication has been a challenge this year as the school continues to grow. The
Harrison School Community Association (HSCA) established a Face Book page to
communicate events. Our newsletter is now fully electronic and the community news goes
out each Thursday. On the school satisfaction survey, staff 87% and parents 67% indicated
communication between school and home is effective. The parent result is below our target
and so further work is needed to unpack the areas where parents feel communication can
be improved.
Our induction programs have produced good results for parents and students but below our
target for staff: 91% of parents and 90% of students reported satisfaction with induction
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Annual School Board Report 2013
programs, while 65% of staff indicated they were happy with induction. We have
established a Human Resource (HR) officer to lead and manage induction programs and
process. We will be establishing a Community Liaison Officer (CLO) to support the induction
program for families and students, communication processes and support for parents
seeking information. The HR executive will work with the CLO and Team leaders to ensure
our new families feel welcomed and a part of the Harrison Community.
We have developed pamphlets for the Middle school and conducted an orientation session
for parents of students in year 4.
At the start of 2013, staff were introduced to coaching and how it could be used to improve
reflective practice, dealing with challenges and improving the conversation with parents and
students. Feedback from Team leaders indicate 100% of staff have used coaching on a
regular basis (at least every team meeting) and 90% of staff reported in the annual staff
satisfaction survey that use coaching approaches in reflective practice.
Team leaders also reported that they hear the use of coaching language and the ‘SNAP’
coaching format informally in staff studies. The coaching approach has been used in the
following:
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team meeting coaching sessions
- Snap coaching-teachers coach in pairs on topics selected by the coachee.
- Focus topics- A topic is selected and staff use the coaching approach to
identify options for action
coaching session in Professional pathways meeting with teachers
lesson observations by supervisors or mentors and coaching afterwards to set
directions
for probationary or contract teachers, the mentors or supervisors use the coaching
approach process for feedback following classroom observation and for completing
reports
to provide structure for parent conversations
issues or concerns brought to team leader
designing student support plans and during ILP meetings
annual professional discussions between teachers and executive staff
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Priority 2
Building teacher capacity and confidence in implementing the Australian curriculum.
Target/s
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Increase NAPLAN means scores by 4 average points.
Increasing the number of students achieving an A, B or C for maths by 5%
Decrease the number of students receiving D or E for maths 5%
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Annual School Board Report 2013
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In school survey shows 80% of teachers feel that have an increased confidence in
accessing the Australian Curriculum on-line and implementing the assessment
standards.
Classroom programs show students are participating in maths activities daily.
School improvement domains covered with this priority
Learning and Teaching
Progress
The implementation of the Australian Curriculum continued with focus on the assessment
standards. Staff reported they were able to assess student work using the standards. A
number of teams developed rubrics to assist class teachers. Our A-E table shows the results
for the achievement of A-E for years 1 to 6 from 2012 to 2013. There is a positive movement
for the number and percentage of students receiving an A, B or C. We also have had a drop
in students receiving a D or E.
Table: A-E results for Years 1-4 for maths for 2012-2103
2012 Number of 2012 Percentage 2013 Number of
Grades
students
of students
students
achieving grade
achieving grade
achieving grade
2013 Percentage
of students
achieving grade
A-C grades
413
89
474
92
D-E grades
51
11
39
8
Source: School Data
In 2014 the data collection will be expanded to include year 1-10.
The table below provides an overview of the NAPLAN mean scores for year 3, 5, and 7 in
relation to our reading and numeracy ETD targets. In 2013 we had our first year 9 cohort
who sat the NAPLAN assessment so there was no time series data for a target to be
calculated.
In 2013 the school’s mean scores were within the target range, considering the confidence
intervals for year 3, 5 and 7 reading and numeracy.
Table: NAPLAN mean scores and targets for reading and numeracy.
Test and Year Cohort
SCHOOL 2013
School Target 2013
Reading Year 3
424
422±26
Reading Year 5
490
495±24
Reading Year 7
529
533±12
Numeracy Year 3
401
400±26
Numeracy Year 5
479
479±22
Numeracy Year 7
527
526±12
Source: NAPLAN Data December 2013
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Annual School Board Report 2013
Priority 3
Building student voice across P - 10
Targets
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Student satisfaction survey indicates 75% of students agree they have a say in their
learning
80% of students indicate they have achieved goals set for the semester in their
reports.
Student survey indicates 80% of students aware of leadership opportunities and
programs.
Each learning team has student led community or active citizenship project
School improvement domain covered with this priority
Student Environment
Progress
The school satisfaction survey showed that 75% of students agree they have a say in their
learning. The school will be looking to improve this result by implementing a feedback
process for students on their learning.
The students’ participated in three way meetings in term 3 to review semester 1 and set
goals for semester 2. The school is now implementing a formal process for recording a
student’s achievement on goals set in semester reports. The school did not collect data in a
consistent format for reporting on achievement of goals set by students and so cannot
report on the target identified. Students in years 7-9 participated in personal learning time,
where students could work on assignments, seek information and coaching from teachers,
peer tutoring for clarifying concepts with learning and assignments.
The school satisfaction survey showed 92% of students are aware of leadership
opportunities and programs. The school has school prefects, sports leaders, Student
Representative Council (SRC) and peer leaders for various programs, eg Chess, Library and
lunchtime games. We conducted a leadership training day and our senior leaders led
activities for the Junior School Athletics carnival, swimming carnival and cross country. In
2014 we will run a sports leadership elective for year 9 and 10 students.
The school did not achieve the target of each learning team having a student led community
or active citizenship project. However, our students were active in supporting community
and citizenship projects. This included fundraising for natural disasters, Camp Quality,
Cancer research, Harmony Day, NAIDOC Week, ANZAC DAY, Remembrance Day, Jump Rope
for Heart, Chief Minister’s Reading Challenge, Ride and walk to school program, Floriade,
Nara Candle Festival and sister school visits.
Preschool Unit- Quality Improvement
The National Quality Framework which has been agreed by the Council of Australian
Governments (COAG) has put in place a new National Quality Standard to ensure high
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Annual School Board Report 2013
quality and consistent early childhood education and care across Australia. The National
Quality Standard assists the school in identifying preschool unit strengths, and areas that
require improvement. The school has identified the following preschool unit strengths using
the National Quality Standard. Areas for improvement will be identified in the School’s
Operating Plan.
Education program and practice
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The Early Years Learning Framework (EYLF) is used to guide discussions in fortnightly
team meetings. This is reflected in program and planning that shows a clear link
between the Framework and individual aims for students.
All students have at least two ‘Learning Stories’ as evidenced in their portfolios.
Learning stories indicate individual achievement against the EYLF outcomes and are
linked to further planning to support student progress.
Authentic assessment as demonstrated in observations and portfolios is developing
to become more individualised and allow opportunities for students to express their
knowledge in a range of experiences.
There is an identified future priority to remove single levelled tasks from portfolios
to include open ended and independent work samples.
Children’s health and safety
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Assistant teacher's first aid qualifications were up to date and equipment safety
processes were embedded from 2012's focus.
Hygiene procedures were displayed and consistently practiced in the context of the
program.
A system for recording minor incidents or injuries continued as a regular part of
accountability.
All staff maintained up to date awareness of children's safety in regards to
mandatory reporting.
Relationships with children
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All Preschool students developed a learning goal that was revised in Semester 2.
Reflection of goals was included in the portfolios.
Classroom examples have been shared and documented in planning and Learning
Stories to indicate where students have made decisions around their own learning
and resources.
Staffing arrangements
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All teaching staff in Preschool for 2013 were qualified early childhood teachers.
Two assistant teachers completed their Certificate 3 qualification which ensured all
teaching assistants are now qualified to teach in the Preschool.
A successful system of qualified early childhood educators across the school is used
to cover teaching time and lunch time duties. This allows for a connection between
teachers from across the whole school with students. It also gave Preschool staff an
opportunity to have lunch and connect with teachers from other teaching areas.
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Annual School Board Report 2013

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Consistency with release time for teachers was provided by Early Childhood trained
Executive Teacher and school music specialist teacher.
Strength in collaborative practice and consistency across the Preschool educators
team continued through shared planning formats, a structure of feedback through
observation, strategic team meeting discussions around pedagogy and new teacher
mentoring.
Leadership and management
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Whole Preschool teaching philosophy was on display in the classroom and this
philosophy was clearly evident in classroom practice, in building relationships with
families and through information sent home in term by term outlines.
The 2013 Preschool operational plan was designed in consultation with the
Preschool teachers’ anecdotal information and in relation to the 2012 National
Quality Standard Assessment and Rating process. Key improvement strategies were
discussed rigorously at team meetings and classroom teachers were responsible for
implementing actions in their day to day program.
Through reflection and evaluation of the 2013 operational plan. Clear goals were set
for 2014 with a continued focus on student voice and a new target of implementing
actions set through student, teacher and community design of the outdoor area.
Physical environment
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All new preschool staff have been involved with adjusting and refining the strategic
outdoor plan.
Funding has been approved for a gazebo structure
Outdoor planning continues to incorporate engaging experiences: tyre garden has
been extended; vegetable gardens have been maintained with student involvement.
Vegetable garden produce was used as stimulus for a shared cooking experience
between Preschool and Senior school students.
Collaborative partnerships with families and communities
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The Preschool program continued to demonstrate strength in community
connections both within and outside the school setting. Classes linked with senior
school students for cooking and 'buddy classes'.
Preschool staff supported the organisation of the school End of Year Concert. The
event was an excellent opportunity for the Preschool students to showcase their
learning at the concert. The students performed at two concert events (matinee and
evening) and the majority of preschool students and families attended each event.
A connection with parents/carers through volunteering in the classroom and for
excursions continued to be an everyday part of the Preschool experience.
The students engaged in 3 excursions and also a visit from firefighters and police as
part of their learning program.
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Annual School Board Report 2013
Financial Summary
The school has provided the Directorate with an end of year financial statement that was
approved by the school board. Further details concerning the statement can be obtained by
contacting the school.
The following summary covers use of funds for operating costs and does not include
expenditure in areas such as permanent salaries, buildings and major maintenance.
Professional learning
Financial Summary
31-Dec-13
-Teacher professional learning funds
(6001-PL-00)$14,994.62
-Principal professional learning funds
(6001-PL-00) $1,116.57
-School funds allocated to professional learning
(3760-TEA-00 )$8,000.00
- -CRS Days that have a B code- Used for Beginning
Teacher Support- 14 Days
-CRS Days that have a D code – Used for CRS days
related to teacher PL other than CRS days for
Beginning Teacher Support- 1 day
-Approximately 25 days have been used as in-built
relief for staff attending professional learning.
The average expenditure at the school level per
fulltime equivalent teacher on professional learning
was $301.00
Voluntary contributions
INCOME
Self management funds
Voluntary contributions
Contributions & donations
Subject contributions
External income (including
community use)
Proceeds from sale of assets
Bank Interest
TOTAL INCOME
70,903.73
0
36,605.79
1293960.38
EXPENDITURE
Utilities and general overheads
Cleaning
Security
Maintenance
278,877.10
226,080.82
2,337.32
65,603.53
Mandatory Maintenance
Administration
Staffing
Communication
Assets
37,910.43
37,849.90
22,445.57
50,033.07
Leases
General office expenditure
Educational
This school received $52,270.05 in voluntary
contributions in 2013. These funds were used to
support the general operations of the school. The
spending of voluntary contributions is in line with the
approved budget for 2013.
1,046,557.85
52,270.05
22,440.14
65,182.82
Subject consumables
TOTAL EXPENDITURE
OPERATING RESULT
Actual Accumulated Funds
16,134.56
144,501.73
36,331.48
918105.51
375854.87
-171,955.80
Outstanding commitments (minus)
9,987.39
BALANCE
193911.68
17
Annual School Board Report 2013
Reserves
Name and purpose
Amount
Expected
Completion
ICT – Smartboard ongoing expenses
$7571.72
ongoing
$20,000.00
December 2014
$20,000.00
2015
$20,665.00
ongoing
$20,000.00
December 2014
$4,000.00
December 2014
$1,000.00
December 2014

Teaching tool to assist students to actively be
involved and motivated in their learning in the
classroom. To enrich students’ knowledge
through the use of ICT.
Climbing Wall: Establish climbing wall in new gym

Provide a sporting activity associated with
climbing equipment and knowledge of use of
equipment and safety aspects.
Windmill & Tank: Installation of windmill and tank in
the environmental area

To provide an understanding to all children
associated with the environmental science
curriculum. Develop physical land space
assigned to environmental science area.
Photocopier : Purchase of replacement copier

Supporting the administration of Harrison
School to have an effective and efficient
working environment for all staff, students and
parent body.
New classroom equipment & resources – additional
support for setting up of new classroom and
equipment requirements

Providing the school with equipment and
resources as required.
Sports programs : Establish sports programs and
special run programs

Supporting all children to their sporting
abilities. Students achieving at high level in
particular sporting avenues and representing
Harrison School in District and Regional sports.
Incorporating partnerships with external
sporting groups.
Environmental and Outdoor programs – to implement
and ongoing support for environmental and outdoor
18
Annual School Board Report 2013
programs

Providing opportunities to recycling programs
and enhancing knowledge of best practices for
the environment.
Staffing Reserve:Reserve to support staffing deficit

December 2014
$5,000.00
December 2014
$50,000.00
December 2014
$80,000.00
December 2014
$40,000.00
2014
Provide shade structure particularly in senior
site due to lack of covered areas. Increase
outdoor furniture in senior site.
ICT software & licences

$1,600.00
Review and refocus Harrison School
Shade Structures

2014
Installation of outdoor equipment and
structures to support learning environment
Review & Refocus

$8,000.00
Support for China Visit
Preschoool outdoor structures

2014 ongoing
Purchase of performing arts equipment to
support required needs in the arts area
CNV Visit Beijing

$45,000.00
Allow school to provide small group transport
to and from venues for students and support
teachers.
Performing Arts Equipment: Reserve to provide
equipment in the performing arts area

2014 ongoing
Increase in staffing in administration and
Building Service Officer due to the increase in
workloads created by rapid growth of school.
School bus:Provide transport for small group

$390,000.00
Support funding for new applications, licences
and software
19
Annual School Board Report 2013
Endorsement Page
I declare that the Harrison School Board has operated in accordance with the provisions of
the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a
public school, other than the principal of the school ifa) The member is absent from 3 consecutive meetings of the board without reasonable
excuse or leave given by the board or
b) Contravenes section 49 (disclosure of interests by members of school boards)
without reasonable excuse.
46
47 (2)
The members of the school board of a public school must, whenever is necessary,
nominate a member of the board as a member of any selection panel established by
the chief executive to make recommendations to the chief executive about the
appointment of the principal to the school.
However, the school board must meet at least four times a year.
48 (10) The school board must keep minutes of its meeting.
49
Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board
otherwise decides, the member (The first member) must nota) be present when the board considers the issue or
b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school
board must give the chief executive a statement of any disclosure of interest under this
section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representative:
Community Representative
Teacher Representative
Student Representative:
Board Chair:
Principal:
Samantha Murray, Deanna Gibbs, Mr Andrew Koop
Waris Mughal
Debra Sayers, Matthew Veitch
John Fitzgerald, Alec Brinkman
Mr Andrew Koop
Dennis Yarrington
I certify that to the best of my knowledge and belief the data and information reported in
this Annual School Board Report represents an accurate record of the school’s operations
this year.
Principal Signature: _________________________
Date: _____________
I approve the report, prepared in accordance with the provision of the Education Act,
section 52.
Board Chair Signature: __________________________
Date: ____________