Kennington Primary School

Kennington Primary School is built on an undulating 12.1 hectares, situated in Strathdale, a south eastern suburb of Bendigo. While the enrolment at Kennington Primary School has remained near 580 during the last few years, it is now more typified by movements in to and out of the school during the year. It is expected that the enrolment will remain stable over the next 3-4 years as the prep intake has remained constant in the 75-85 range over the last 2-3 years. The school has growing numbers of students from families where languages other than English are spoken (51 students in August 2015). This includes a small population of Karen refugee families from Burma.  Another significant change over time has been Student Family Occupation which has changed from 0.32 in 2007 to 0.48 in 2014.

Kennington Primary School is the host site for the Bendigo Deaf Facility. The Deaf Facility supports Deaf and hard of hearing students at Kennington Primary School, and also at Bendigo South East Secondary College and Bendigo Senior Secondary College.

At the beginning of Term 4, 2011 our grade 3 and grade 4 students were able to move into our new BER Building. With the advent of this building and through some structural changes to other buildings all classes from grade 3 to grade 6 now work in flexible learning spaces.  The opportunities provided through this learning environment have resulted in enhanced team planning, more sophistication in delivering a differentiated curriculum and greater assistance to students at their point of need. Anecdotal feedback indicates that our students, with the experience of flexible learning spaces behind them, manage the transition to secondary college and the associated learning neighbourhoods very successfully.

While Kennington Primary School is by regional and country standards a large primary school, efforts are directed at ensuring a sense of whole school community and within grades and grade levels. The success of these efforts is reflected in positive anecdotal feedback provided by parents and school councillors in forums to gather information about the school.

Members of Principal Class work closely with Leading Teachers to form the Leadership Team. Over the life of the Strategic Plan, planning and sharing of professional learning has been more typically working in grade levels rather than VELS levels. With the introduction of AusVELS grade level planning is most appropriate.  Grade level teams have worked together on Performance Planning, ensuring that each individual’s plan reflects the learning required to effectively contribute to the key strategies in the school’s Annual Implementation Plan. This is a result of a strategic intent to distribute leadership across the school. Grade Level Leaders have been appointed, and along with a leader of the Specialist Team, join the Leadership Team to form the Extended Leadership Team.

The school has made significant progress in engaging with the school community. Communication with parents has been enhanced through distribution of class newsletters, through planned regular contact with parents/carers and through the introduction of Student Led Conferences. The Annual School Fair and our Annual Carols at Kennington continue to be significant community events.

Transitions to, from and within the school continue to be a foci. The Great Start Program has successfully supported transition of pre-school students into Kennington Primary School. Successful transition for the majority of our students from Grade 6 into secondary schooling has also been achieved. Students with special needs have been provided with additional support. With the increased diversity of our students, including EAL students and students with complex needs including those diagnosed with Autism, transition processes between year levels at Kennington PS will need to provide rich detail about each child. Induction processes for students entering the school at a year level other than prep at the beginning of the year have been successful. With increased enrolments occurring throughout the year attention has been directed towards the successful induction of these students into Kennington PS.

The following information was provided as part of the School Review which took place in 2014:

While a broad curriculum is presented, emphasis continues to be on the teaching of English and Mathematics. In the NAPLAN results the school’s score in each literacy domain has been close to or above statistically similar schools throughout the previous review period. In Numeracy the school’s NAPLAN scores have also been close to or above statistically similar schools. At the last review period, student outcomes in numeracy, particularly in the higher grades were an identified concern. During the review period it has been expected that all classes complete 90 minutes of Mathematics instruction daily.

In Engagement and Wellbeing the school has generally reached the targets as established in the current Strategic Plan. Student connectedness to school has been enhanced during Grade 6 over the review period, possibly associated with increasingly sophisticated use of ICT and the learning environment created through the flexible learning spaces. In all available data sets a common concern as perceived by those surveyed is associated with student behaviour. Strategies to respond to this concern, particularly in the area of supporting students with challenging and/or different behaviours, will be further explored during the next review period. This will require a thorough and detailed process given the increasing diversity of our school population.