OUYEN P12 - Secondary Campus

8220

Annual Implementation Plan 2009

Strategic Intent

 

 

	GOALS	TARGETS	ONE YEAR TARGETS
Student Learning	High levels of student achievement, particularly in English and Mathematics for all students including Koorie To improve student deep thinking skills of comprehension, analysis, evaluation and ability to transfer their skills to new challenges and situations. Work towards the development and establishment of a P12 College in Ouyen, including adoption of teaching and learning practices to stage related learning and flexible learning spaces.	Year 7 NAPLAN test means will be at or above 4.1 VELS levels Progress on NAPLAN test from Year 7 through to Year 9 will 0.9 of a VELS level or better for all students including Koorie The downward trend in the mean for VCE Further Mathematics (MA07) will be arrested and will work towards a target of a mean study score of 31 The mean for VCE English (EN01) will be at or above 32 study score points. Development of a 7/8 learning neighbourhood and teaching team. Coordinated working relationships with OPS in curriculum and teaching models in the Middle years.	Year 7 NAPLAN test means will be at or above VELS level 4.1   Progress be at or above one VELS level.   The mean study score for VCE Further Mathematics (MA07) will be at or above 32.   The mean study score for VCE English (EN01) will be at or above 32    Year 7/8 learning neighbourhood established. Regular P-12 Teaching and Learning meeting established.
Student Engagement & Wellbeing	Enhancement of student engagement and of opportunities for them to direct their own learning   Decreased levels of student absence.   To improve the connectedness of boys to school.	College average absence will consistently be less than 14 days.   Student Opinion Survey means for all variables will be at or above the 50% quartile for the State   Specifically focus on the following targets for boys in the Student Opinion Survey: School Connectedness - 3.5 or greater Student Morale - 4.7 or greater Student Distress - 4.9 or greater	Average student absence to be 12.0 days or below   Attitudes to School Survey means for all variables to be at or above 50 % quartile for the State   Attitudes to School Survey means to be: School Connectedness - 3.5 or above Student Morale - 5.0 or above Student Distress - 5.0 or above
Student Pathways & Transitions	Improved integration of the curriculum experienced by students in the years 5 to 8. High levels of students proceeding to further education or employment with a training component Improved internal tracking processes	The score for the Transitions variable of the Parent Opinion Survey will be at or above the state mean over the long term. 100% of students will be successful in gaining a tertiary place, employment, or employment with a training component Real retention rate to improve from 60% to 75% over the next 3 years Introduction of Students at Risk Mapping Tool	The score for the Transitions variable of the Parent Opinion Survey will be at or above 5.5 100% of students successful in gaining a tertiary place, employment, or employment with a training component Real retention rate to improve to 80% SAR Mapping Tool used in school for all ‘at risk' students

 

 

 

 

Implementation

 

 

Key Improvement Strategies and Significant Projects	What the activities and programs required to progress the key improvement strategies	How the budget, equipment, IT, learning time, learning space	Who the individuals or teams responsible for implementation	When the date, week, month or term for completion	Achievement milestones the changes in practice or behaviours
Development P-12 School  in Ouyen	Development of Schematic Design of P12 school for inclusion in May budget options.       Establishment and functioning of Merged School Councils for 2009, with merged CASES 21 operations, but operating on current campuses.   Increased links with primary feeder schools including investigation of timetable alignment.	DEECD Building Futures Program funding if deadlines met         Regional funding and support to assist schools and Business Managers through process       Regular teaching and learning team meetings	P12 Executive Committee and Architect consultant.           Current school council members to form interim merged council.         Timetabler Curriculum coordinators AP	If Schematic Design complete by end of February the school can move to design development and tender documentation. Throughout 2009 with a view of appointing new P12 elected council in 2010       Depending on the complexities of the model, could be trialled in Semester 2 2009 or ready for 2010	Schematic design completed and funding approved           OPS & OSC merged School Council meet throughout 2009.           Integrated timetable across both schools ready for 2010.
Enhanced teaching and learning across the school.  (Principles of Learning and Teaching.  PoLT)	Whole school use of Principals of Learning and Teaching (PoLT) as a tool for improvement in T&L	All staff to use POLT surveys with selected class(es) and use data as feedback for T&L improvement.   POLT work to be integrated into whole school Performance and Development Culture through P&D folders and teacher ‘Individual P&D plans'.	POLT coordinator   Leadership group.       All staff	End Term 1: All teaching staff to have conducted POLT survey with their selected class(es)   End Term 2: Survey results reviewed by individual teacher and across whole school   Areas of strength and weakness identified   Staff select a peer to ‘learn from' in classroom observation sessions   Term 4: Selected class(es) re- surveyed and results reviewed   Whole process reviewed for 2010.	All staff to have surveyed a class and collated, reviewed and responded to results by participating in classroom observations with a colleague   Feedback and self reflection embedded into whole school P&D culture   PoLT focus included in all teaching staff individual P&D plans
Implement the VEL Standards	Enhance staff knowledge and understanding of the VELS via appropriate PD   Continue to audit OSC curriculum and reporting against VELS and work towards full compliance   Extend the integration of interdisciplinary aspects into discipline based units   Ensure New Student Report Card has been effectively implemented	PD attendance as appropriate         Regular feedback and reporting through Curriculum Committee meetings.                 Ongoing audit of new reporting process for VELS compliance	All staff           Curriculum Coordinator                     Reporting and assessment coordinator	Terms 1 - 4           Terms 1-4                       Terms 1-4	Years 7 - 10 curriculum and reporting to be aligned to VELS       Curriculum Documentation reflects VELs units of work and includes Inter Disciplinary learning.   Discipline based curriculum to report against interdisciplinary domains.     Student reporting is VELS compliant
Performance & Development Culture	Following P&D accreditation in 2008, imbed and review processes.	Creation of P&D Culture responsibility position within the school to oversee and imbed processes     Continue refinement of individual teacher P&D plans.	Principal             Leadership team POLT coordinator P&D coordinator All staff	P&D folders created in Term 1           Individual P&D plans developed early in Term 2   Individual P&D plans reviewed in Term 4 by leadership team/Principal.	P&D folders for every staff member   2009 new staff follow P&D culture induction process   IP&D plans created and used as basis of conversation between Principal and teacher
ICT/elearning	ePotential audit tool used by all teachers to self assess     All staff work towards putting a curriculum module on the College website as a lead in to the Ultranet     Review and updating of College Elearning Plan       All staff to become to have used the interactive Smartboard in a class situation	ePotential audit completed in staff P&D session     Workshops run internally for sharing knowledge   External PD where required   Creation of eLearning coordinator position in organisational duties for 2009   Creation of Teaching and Learning meeting time each fortnight to enable internal PD to occur on a regular basis	Principal   Leadership team     eLearning coordinator     All staff     Principal	ePotential survey completed early Term 2     In servicing ongoing throughout year   By Semester 2     Term 1	Improvement in Staff Opinion Survey professional growth variable to above 50th Percentile.   All staff have an ICT goal in P&D plans   Webpage has interactive curriculum content.   eLearning coordinator position created   Increased use of eLearning in classrooms   All staff have used interactive Smartboards.
Numeracy and Literacy improvement focus within the school	Involvement in CEP P12 Innovation project with a cluster focus on numeracy improvement   Within budget constraints to give affirmative action to numeracy   Use On Demand testing to continually update student individual learning plans to focus on the bottom 15% of students   Within budget constraints to look to employ a ‘learning support' teacher to work with the identified bottom 15% across 7-10.	AP part of CEP P12 project within the Mallee Cluster         If staffing permits, operate 2 maths groups at Year 10   Develop individual learning plans at 7/8 which include On Demand testing records       Employment of part time teacher for ‘learning support'	AP               Principal           Year 7/8 coordinators                 Principal	Terms 1-4               Term 1           Terms 1-4                   Term 1	Regular PCO participation in CEP P-12 Project           2 maths groups operating at Year 10         Student outcomes improve for all students by 0.5 or greater               Numeracy support provided to ‘at risk' students

 

 

 

 

Key Improvement Strategies and Significant Projects	What the activities and programs required to progress the key improvement strategies	How the budget, equipment, IT, learning time, learning space	Who the individuals or teams responsible for implementation	When the date, week, month or term for completion	Achievement milestones the changes in practice or behaviours
Student Welfare	Continue to focus attention on the value of good attendance and acknowledge good performance in this area                             Working with the whole school community with a focus on reducing the incidence of bullying at school             Begin to look at the Restorative Practice within the context of student management	Student welfare coordinator (SWC) to continue to monitor absences & publicise in the newsletter SWC sets up SSO process to produce attendance certificates each term     Continue to use Attendance ‘Traffic Lights' sheet to accompany semester reports.   Good attendance is acknowledged and rewarded each term and incorporated into end of year ‘Presentation Night'. Working with the SRC and local Youth Development officer, develop a strategy for engaging student body in identifying and reducing the impact of bullying   Keep accurate records of student bullying incidents and update processes around this issue   Utilise Regional support staff on Restorative Practice	SWC                   Year level coordinators       Whole school community         SRC Coordinator. SRC Mallee Track Health Community Youth worker   Year level coordinators.   AP   Principal     Amanda Wheeler	Monthly Newsletter reports on Student Absences     Certificates for 100% attendance each term     Attendance data given out with end of semester reports                 Student surveys and action plan developed in Term 1 around bullying       Terms 1-4         Term 2	Student absences at or below 12 days average per year     Improvement in student safety variable in Student Attitudes to School Survey Electronic student tracking record keeping for student management processes             The incidence of bullying is reduced                     Restorative Practice is introduced into the school
Student Pathways & Transition	High levels of students proceeding to further education or employment with a training component         Increased links with OPS at staff, student and curriculum level       Introduction of Students at Risk Mapping tool	Build ongoing partnerships with parents, employers, providers of further education and training   Ongoing individual counselling and tracking of all students in years 9-12   Ongoing maintenance and improvement of the transition links and programs between the college and primary schools     Implementation of SARMT into school processes	Careers Pathway coordinator             Year 7/8 Home Group model team         Student welfare team with office support	Ongoing but with increased tempo in Semester 2           Ongoing with some shared activities throughout the year. ‘Early Start' week in early December   Term 2	100% of students will be successful in gaining a tertiary place, employment, or employment with a training component       Increased interaction and programs between the feeder schools and Ouyen P12       Successful implementation of the SARMT process for 2009 data

 

School Overview

 

In 2008 Ouyen Secondary College had an enrolment of 175. As is reflected across much of rural Victoria, in recent years there has been a downward enrolment trend at Ouyen. Indications are that the secondary student population will remain between 151 and 175 over the next few years. Students at Ouyen come from varying social and economic backgrounds with very few from non-English speaking backgrounds.

 

The school buildings at Ouyen are well maintained, with plans approaching Master Plan Stage for a new school to be built on the same site. All rooms are air conditioned and well furnished to provide an attractive learning environment. Facilities include a Community Centre on the College grounds providing an assembly hall, gymnasium, squash courts and cafeteria. The college owns a bus and car which allows staff and students easy access to travel. There are specialist science, technology, computer, careers and home economics facilities as well as a multi-media presentation room and video conferencing facilities. Students have access to sets of lap top computers, with all computer systems upgraded on a three year basis. The computer program provides a high computer/student ratio with most classrooms having Internet access and some with interactive whiteboards.

The focus of the school is on Student Engagement and Learning. The aim is to provide a safe and supportive environment offering a range of learning experiences suited to individual needs and to enhance student connectedness and wellbeing. Achievement is recognised and celebrated throughout the college community. Academic expectations are set high with a commitment to excellence in all fields of endeavour. VCE results are consistently above state average. The school provides a wide range of extra-curricular activities such as camps, debating, public speaking, drama, sport and work experience.

The curriculum has an emphasis on traditional values in literacy and numeracy.  Mathematics is compulsory in Years 7 to 10, English is compulsory for all year levels.  The eight curriculum areas share an agreed percentage of time negotiated through the curriculum committee, with music and L.O.T.E. determined by staff availability.  There is access to vocational education programs and extensive course and careers counselling support for students across the upper school.

Ouyen has an active College Council and Parent Club which are actively involved in fundraising, school activities and the development of curriculum programs. 2008 Parent Satisfaction Surveys showed parent satisfaction at 4.7 (on a 7 point scale).

The average score for teacher satisfaction (morale) at this school was 66.8 on a scale from 0 to 100 where 100 is the best possible score.

All teaching staff participated in professional learning throughout the year such as the Teacher Professional Leave Program, Australian Government Quality Teacher Program and the Induction/Mentoring for Beginning program for teachers. All teachers in Victorian Government Schools are registered with the Victorian Institute Of Teaching.

 

Principal's Report

I clearly remember being in the audience at the 2007 Presentation Night and being very impressed with the achievements of the students and staff of Ouyen Secondary College.  I was certainly excited at the prospect of being the Acting Principal of the school in 2008.  I can now say that the vast majority of my impressions of the school have been confirmed.  This is a school with a proud record of achievement, and an expectation of participation and excellence in performance.  Past performances are proudly recalled on our walls to inspire the students of today, and remind us that a relatively small remote school can compete and achieve with the best across a range of areas.   

Certain moments and outcomes have stood out for me over the year.  My first whole school assembly impressed with the courtesy and attention of the audience. The magnificent efforts of students who participated in the Biathlon on a very hot day in March.  The standard of the debating in the finals of the House competition.  Hosting a parliamentary enquiry at Ouyen and speaking of the exceptionally high tertiary uptake figures for this school.  Watching our School Captains step forward and lay a wreath at the dawn service on Anzac Day.  Working with a College Council who are positive and active.  Working with staff through the Performance and Development Culture accreditation process.  Meeting parents and community members in various forums including Ouyen Inc, social men's tennis and the wonderful Mallee Music Making Muster weekend.

There are challenges ahead.  We are currently beginning the reality stage of the new P12 development in Ouyen.  This will require a great deal of extra work and commitment from the school community.  However, the potential to create a community school which serves the district well for the next 50 years is overwhelmingly exciting.  With positive forward thinking and cooperation, this project can deliver a facility which will continue to build pride in the education provided within the community.  The buildings will have different shape and forms, but the values and behaviour of the people who work in them are the key to continuing success.

Our student data is telling us that work needs to be done around student behaviours towards each other.  Respect for self and others is sometimes forgotten in the maelstrom of adolescence.  Name calling and bullying can be very destructive forces in a young person's life.  The Leadership group of the school has been very changeable over the past few years following a long term of continuity.  As Acting Principal I have been acutely aware of the potential instability this can cause.  I can assure the community that the people who have been given the responsibility of leadership within the school in recent years, have all strived to do their very best for the students and minimise the impact of such changes. 

On a personal note I arrived in Ouyen with 38 years of experience in Education.  However, I have been continuing to learn all year.  This is the first time I have operated in a small school and I have come to appreciate the strengths and challenges.  I have appreciated the values and community dynamic which a town like Ouyen generates.  I have learnt about modified lawn mower pulls and been a judge at the Vanilla Slice festival.  I know that my last memory will be people, many of whom I hope stay in contact with.  I know that I will be back to visit, and will be very keen to keep an eye on what is happening in Ouyen.  Thank you Ouyen Secondary College, for the opportunity to work in your school.  I will never forget 2008.

 

Malcolm Goldsworthy

Acting Principal

 

School Council President's Report

2008 marks an important phase in the development of our new education facilities.  Many hours of work have been done throughout the year by members of the primary and secondary schools, their councils and their leadership teams.  The effort of all of these people is appreciated and will resonate into the future.   Ouyen Secondary College has been fortunate to have Mal Goldsworthy as Acting Principal for 2008.  He brought with him not only his passion for education but also a practical knowledge of moving to a P12 school  Congratulations to Shelley Kay on her appointment as Assistant Principal at the College.

In 2009 we welcome Leanne Dawes as Acting Principal for the first semester, as the combined school councils move toward the appointment of a P-12 Principal, an important step in the process of developing our new school.

OSC has over the years been fortunate to attract quality staff, some for a short time, some for longer.  This year we thank David Harslett, Liz & James Byrne and Amanda Grech for their contribution to our school and wish them well in the future.  Special thanks go to Paula Riggs who is retiring after many years of service to the College.  We wish her well in the coming years.  We welcome into the new P12 in 2009 Jon Cartledge, Tendai Nyamunduru and Cathy McKechnie in her new role at the Fuller Street Campus.  

As the dry conditions continue, Mr. Amos and his helpers have kept the school and grounds looking great, again winning the Regional Garden Award.  The school has made a significant investment in a new irrigation system for the oval which should mean a quality surface throughout the year.  This was made possible with the assistance of a Federal Government Community Water Grant.

The College continues to achieve significant results in a range of pursuits; this includes cricket, athletics, swimming, public speaking, modified lawn mowers and of course academia.  The school has a long history of success and this will be carried forward into the future, driven by the passion of all of those people involved in the College.  By adopting the Ouyen Education Plan and establishing a new facility, the community can be confident that the education of our children will continue to prosper and our successes will continue.

 

Mr. Steve Vallance

Ouyen Secondary College

Council Chairman

 

 

Student Progress & Achievements

Student Learning

Student learning has been measured by external assessment tools, including the Year 7 and Year 9 Naplan Tests and Unit 3/4 study scores. Inferences about progress in student learning at Ouyen Secondary College can also be drawn from performance trends in externally assessed national competitions in English, Mathematics and Science.

At years 7 and 9 results from the Naplan Tests showed that 100% of students were performing above the National Minimum Standard in reading and numeracy whilst more than 80% were performing above National Minimum Standard in writing, spelling, grammar and punctuation.

 

NAPLAN Years 7 & 9

At Ouyen Secondary College, the Median VCE and VET study scores have remained at 30 for the past three years, indicating that at least half the students achieved an average score just above the state average. The school mean study score in English saw a slight drop from 31.8 to 30.7 but was still well above the state average score. The mean study score for Further Maths improved for 2008, from 27.2 to 34.7; again well above the state mean. 100% of students at Year 12 completed their VCE in 2008 whilst 70% of those involved in VET satisfactorily completed the units of competence undertaken.

 

Student Engagement and Wellbeing

Student absences fell considerably in 2008 continuing a trend reflected over the past three years. The average student absence days fell from 17.1 in 2007 to 14.2 in 2008.

At Year 12 the average days absent was 5.4 reflecting the commitment of these students to their studies. At year 7 the average days absent was 9.8 a drop of 4.8 days from 2007. The year level with the highest average absences was again year 9 with average days absent of 25.5. The college will need to look closely at this year level in an endeavour to increase student engagement and improve attendance. The college staff will continue to work to further improve attendance across all year levels. Our Welfare Coordinator monitors absences, liaises with Year Level Coordinators, and targets "at risk" students, to ensure that they are gaining positive feedback and some personal success.           

Student connectedness to school, as measured on the student satisfaction survey, dropped slightly in 2008 and is an important issue for the college community to address in the coming years. Surveys showed a drop in most areas except for the areas relating to Teacher Empathy and Effectiveness and Stimulating Learning, in which there was an improvement.

 

Student Pathways and Transitions

The graph below indicates the destination of our exiting year 12 students in 2007.  It indicates that the College is very good at the transition out of year 12, with students positively linked to the next stage of their learning. University enrolment is considerably above State mean which is a tradition in the community.

Internal data from 2008 is reflecting similar outcomes. The College has strong staff expertise in this area and time is invested in pathway counselling and support processes. Students do leave the College prior to year 12 but our data indicates that they are placed into employment or training. The College is conscious of the need to develop alternative pathway programs for students within the school context.  VET programs and the School Based Apprenticeship scheme helps to meet this need.

 

Retention rate between Years 7 & 12

Retention data for the school is on an upward trend.

Apparent retention is based on the numbers of students who are still in the school at Year 12 who began in Year 7.

Real retention is based on the actual students who begin at Year 7 and are still enrolled in Year 12.

For Ouyen SC the two figures are usually similar, this indicates that there are not many students moving in and out of the community.

We are consistently below State norms in apparent retention, (64.9% compared to State 77.5% in 2008) but are above the state mean at 59.5% in real retention.  

Put simply we hold onto the students who begin with us and finish with us, at about the same (2007) or at a better rate as the rest of the State. It would be expected that with the continued development of alternative pathways that this figure would rise.

Improvement Strategies

• Maintain high level of holistic transition support eg accommodation, scholarships.
• Continue to develop alternative pathway programs to improve retention rates.
• Investigate alternative programs to complement those already used at year 9 &10 in recognition of the needs of this age group.
• Use of the SARS Mapping tool to improve tracking and support for ‘at risk' students across the school.

Future Directions

Throughout 2008, in accordance with the aims of the Ouyen Education Plan (OEP), the college communities from both the Ouyen Primary and Secondary schools continued to work together towards the objective of becoming a P-12 College. This objective was attained at the end of 2008 with the announcement that from January 1, 2009 the two existing Ouyen schools would be replaced by a single entity, that of Ouyen P-12 College and that the finances of both schools would be merged from January 1. The college would continue to operate from what would now be known as two campuses (Primary and Secondary) until a new school could be built on the existing secondary campus site. This announcement represented a significant milestone for education in Ouyen, an achievement which was the result of a great deal of hard work by individuals and teams within the college community.

Also throughout 2008, a planning committee consisting of a DEECD (Department of Education Employment and Childhood) representative, an architect, staff representatives, school council presidents and principals continued to work towards the development of a master plan for the building of a new school, as part of the Building Futures Program.

Ahead of our newly formed P-12 College are many challenges around the transition to a truly P-12 teaching and learning community. Our Strategic Plan and the Annual Implementation Plan set out goals which will need to be met in order for this aim to be achieved. Goals include the adoption of teaching and learning practices to stage related learning, the use of ICT and flexible learning spaces. An allocation of a Teaching and Learning Coach for two days each week will greatly assist in this area, providing a link between both campuses and the staff and students from years 5 to 8. The formation of small teams of staff (P-12) will assist with promoting and monitoring transition as will regular meetings between campus bursars and management staff.

In 2009 we will need to establish closer links between the primary and secondary campuses as well as working to strengthen those that already exist.

The establishment of a P-12 College Council will allow for the formation of subcommittees to oversee areas such as uniform, school name, motto and emblem.

Communication and consultation will continue to be very important in all areas of both the college and wider community if they are to develop ownership of the new entity.

Whilst all of the above offers a very exciting glimpse of the future we must remember that the core business of our college is the education of the students we have today. We need to stay grounded and work hard to provide the best learning environment possible for students at all year levels keeping the focus on the achievement of high standards in teaching and learning and in literacy and numeracy. Staff will continue to be involved in Professional Development and with the implementation of the Principals Of Teaching and Learning (PoLT).

Another challenge facing the college is the need to improve student engagement, connectedness, safety and wellbeing as measured in the Student Satisfaction Survey. The 2008 survey showed that there were some serious issues in these areas especially in the area of student safety. An anti-bullying program early in 2009 and carried out throughout the year will aim at improving student safety. There is also a need to look closely at the curriculum offered at Years 9 & 10 in order to maximise student engagement and reduce student absence rates and behaviour problems at these levels.

Student involvement in decision making is also an area to work on during 2009. By raising the profile of the SRC, having students on Curriculum Committee (as in previous years) and having student representatives on College Council we will aim to give students a real say in what happens at their school.

2009 will offer the college the opportunity to forge stronger community links, giving students opportunities to extend their learning beyond the classroom. Events such as the Centenary celebrations and the Vanilla Slice Festival will provide opportunities for purposeful student/community involvement.

Our aim should be to look towards the challenges and opportunities of 2009 with enthusiasm and as a tight knit team.

Leanne Dawes

(Acting Principal)

Financial Performance & Position

 

The Ouyen Secondary College financial performance has conformed with DEECT guidelines and is reflected by the figures contained in the Operating Statement detailed in GL21150 and the Financial Commitment Summary.

 

Financial Performance - Operating Statement Summary for the year ending 31st December, 2008
Revenue	2008 Actual
DE&T Grants	302,034
Commonwealth Government Grants	51,800
State Government Grants	9,725
Other	32,795
Locally Raised Funds	133,921
Total Operating Revenue	530,275
Expenditure
Salaries and Allowances	16,029
Bank Charges	15
Consumables	107,756
Books and Publications	1,198
Communication Costs	11,090
Furniture and Equipment	21,967
Utilities	49,794
Property Services	158,496
Travel and Subsistence	550
Motor Vehicle Expenses	15,002
Administration	6,466
Health and Personal Development	735
Professional Development	13,591
Trading and Fundraising	10,441
Support/Service
Miscellaneous	55,480
Total Operating Expenditure	$468,609
Net Operating Surplus/-Deficit	$61,666
Capital Expenditure	$78,609
Please note that the above amounts do not include any credit revenue or expenditure allocated or spent by the school through its Student Resource Package.

We have been successful in receiving Commonwealth Government funding for a Round 3 Water Grant and expect this project to be completed in 2009.

 

Financial Position as at 31st December, 2008
Funds Available	2008 Actual
High Yield Investment Account	360,716.84
Official Account	24,188.62
Other Bank Accounts( listed individually)
Total Funds Available	384,905.46
Financial Commitments	2008 Actual
School Operating Reserve	61,585.54
Co-operative Bank Account
Assets or Equipment Replacement < 12 months	30,000.00
Revenue Receipted in Advance	30,000.00
Building/Grounds including SMS < 12 months
Region /Clusters Funds/School Based Programs  < 12 months
Provision Accounts < 12 months
Repayable to DEECD
Other Recurrent Expenditure (Accounts Payable)	319.92
Assets or Equipment Replacement > 12 months	50,000.00
Building/Grounds including SMS > 12 months	150,000.00
Region /Clusters Funds/School Based Programs  > 12 months	63,000.00
Provision Accounts > 12 months
Co-operative loan >12 months
Beneficiary/Memorial Accounts
Total Financial  Commitments	$384,905.46

The balance of these funds and other funds held in reserve are to fund the change-over or upgrading of various equipment including the school vehicles and mandated OH&S requirements for some technology machines.  Further funds are reserved for new equipment or additions which will be required for the building program of the new P-12 College, as agreed to by the combined School Councils.

 

 

School Contact Information

 

Address:	Fuller Street, Ouyen.  3490
Principal:	Leanne Dawes
School Council President:	Steven Vallance
Telephone:	50921182
Email:	ouyen.p12@edumail.vic.gov.au
Web site:	www.ouyensc.vic.edu.au/

 

 

This report contains summary data extracted from the School Level Report. If you would like to access the School Level Report,