2014 Annual Report to
the School Community












Mount Beauty Secondary College












School Number: 8100


































Simone Roy-Chowdhury



Name of School Principal:



















Rob Boland



Name of School Council President:
















Date of Endorsement:






















All Victorian government school teachers meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au).


This school meets prescribed minimum standards for registration as regulated by the Victorian Registration and Qualifications Authority (VRQA) in accordance with the Education and Training Reform Act 2006, inclusive of those schools granted an exemption by the VRQA under the 'Student enrolment numbers' and/or 'Curriculum framework for schools - languages program' minimum standards until 31 December 2014.









About Our School





School Context






Mount Beauty Secondary College is a small, remote, rural college in the North-East of Victoria with a student population of 172. It services the Upper Kiewa Valley towns of Falls Creek, Bogong Village, Mount Beauty, Tawonga South, Tawonga and Dederang. Our school caters for a wide range of student abilities, interests and pathways. The school achieves this by providing a comprehensive and individualised curriculum that reflects best teaching practice as well as community needs and values. The College has 19.1 equivalent full time teaching staff: 2 Principal class, 20 teachers, 4 Education Support Staff, working various time fractions.

The College has a core Year 7 program with a mixed core and vertical modular groupings (elective system) in Years 8-10. The school is structured to promote acceleration into VCE and offers a wide range of VCE units. We also offer VET programs, through the school and through outside agencies and VCAL. The school prides itself on an excellent extra-curricular program including a strong music program, Advance CFA Youth Crew, a Student Executive, snow sports and sport and volunteering within the community. Our growing downhill snow sports program is a highlight, with a renewed focus on building up the Cross Country program and experiencing other ski areas. Mount Beauty Secondary College aims to produce responsible community members who are equipped to respond to the challenges of a dynamic world, both at a local and global level. Student leadership opportunities are promoted heavily to all students, with six Year 9 students attending the School for Student Leadership in 2014, our Year 9 students participating in BOEC’s Future Makers program and Year 9/10 students enrolled in the Advance CFA Youth Crew program, in partnership with Tallangatta and Corryong Secondary Colleges.












In 2014, our teacher assessments (AusVELS) were reflective of the NAPLAN results for both Year 7 and 9 in English and Maths, showing the staff are assessing students fairly accurately. Students achieved results similar or higher in school comparisons on these results.

NAPLAN results were also quite positive for both Year 7 and 9. Our Year 9s performed at a higher standard in both reading and numeracy in like school comparisons (NB: no comparison for Year 7s). There has been a slight decrease in improvement in both reading and numeracy when compared to the 4-year average.

Relative growth from Year 5-7: Students achieved 67% medium to high growth in reading, 65% medium to high growth in numeracy, 80% in writing, 67% in spelling and 80% in grammar and punctuation. These are good results, but could be improved.

Relative growth from Year 7-9: Students achieved 92% medium to high growth in reading, 86% medium to high growth in numeracy, 50% in writing, 86% in spelling and 66% in grammar and punctuation. These are mixed results, showing we may need a focus on writing and grammar/punctuation.

VCE: The mean study score for all VCE subjects taken by students show that our students performed at a similar standard to similar schools, with our median study score being 28 (out of 50). We were able to offer a wide range of subjects at Unit 3/4 level, 16 at the College and others through Distance Education and the VVLN. All students transitioned successfully from school to either further education, work or a traineeship.

In 2015, we will support continuous school improvement by:

  1. Staff will be part of Professional Learning Teams in Research and Thinking Skills, Academic Vocabulary or Problem Solving and Thinking, designed to focus on, improve and embed in our curriculum, these 3 key areas which are part of our Strategic Plan.
  2. Continuing our ‘Reading for Pleasure’ program, with a focus on developing students’ reading habits, their spelling and writing.
  3. Providing time and the opportunity in meetings for staff to utilize student data to assist differentiation in classes to ensure student engagement is maintained and success is experienced by all students.












Our attendance levels show that they are similar when compared with other schools, with attendance in 2014 being slightly better than the state median. There has been a slight increase on attendance overall on the 4-year average. Attendance levels are overall quite good, considering appointments, other than the basic medical ones, tend to require travel, which takes time. We also have a number of families that work in the hospitality/tourist industry, meaning family holidays in school times are fairly common.

We address non-attendance in a variety of ways: Any parents that do not call in will be phoned to seek clarification for the absence. Students with poor attendance are often paid a house visit, where possible, by the student well-being coordinator, chaplain or principal class staff and are actively encouraged to attend, even for part of the day. Situations where non-attendance is due to wellbeing issues have the students (and families if possible) linked in to our wellbeing support network. Persistent absences are followed up with letters to families and referral to the DET as deemed necessary. We utilize a variety of options for students that are disengaging from school and aim to keep them linked to the school whenever possible. Differentiation of learning activities and our elective system are also techniques used to keep students engaged in their schooling.

Our student retention until the end of year 10 is still higher when compared to other schools; the options of leaving to 25 hours of work or further education are limited and apprenticeships are also hard to attain in our small town. The number of students leaving between Year 10 – 12 to go to further work or full time study is similar when compared to other schools, however the 4-year average for students is lower compared to other schools, suggesting our students have historically stayed at school a bit longer than students at other schools.


In 2015, we will support continuous school improvement by:

  1. Supporting a strong extra-curricular program, available to all, to promote engagement.
  2. Ensuring the curriculum is being documented, to monitor work completed in classes is following the VCAA requirements.
  3. Staff will include their area of expertise from the PLTs into their curriculum documentation to assist with student engagement and extension.
  4. Targeting the engagement of boys by promoting the Trade Training Centre and other areas.












The students’ attitudes to school survey results reflect the connectedness to school factor. Our results for 2014 show that our students are less connected to school than students at other schools, however the 4-year mean ranks the results as being similar to other schools.

In 2015, we will support continuous school improvement by:

  1. Work towards completing eSmart modules and embedding the practices across the curriculum.
  2. Continue outside partnerships with counselling services and other agencies as needed for students with additional needs.
  3. Working towards establishing and embedding an evidence based whole school well-being program.












In 2014, school resources were used efficiently to ensure the College was working towards improving student outcomes. We managed a small surplus of funds to carry over into 2015. Our Year 7 intake was quite small, however looking at the student data, we decided to have 2 smaller classes instead of one larger one to assist those students who were a bit behind in their learning. We also offered a remedial reading class to 1 Year 7 student in Semester 1 and 2 Year 8s in Semester 2 in order to improve their reading levels. At VCE level, we accessed the Victorian Virtual Learning Network to offer 2 students specialist maths, as we were unable to staff a class that small. We were able to offer 31 VCE units overall and a total of 28 middle school units per semester, to provide our students with a great range of choice, designed to keep them engaged, provide real pathways after school and to ensure they would be happy to continue to attend school here.

Maintaining pride in our school facilities is important, as students will look after things they value. We upgraded the boys’ toilets, replaced worn seating with new, sturdy seating and repaired other tables/benches. Benches were removed from under hazardous trees and replaced where students could sit safely. Some dangerous paving was repaired to make it safer and gravel roadways were topped up where needed.

We engaged the services of a psychologist about half way through the year and due to not having used the funds during the first half, we were able to employ her on a weekly basis to build relationships with the students and staff, as well as run resilience and well being based programs with specific groups of students.

Community partnerships were strengthened by having students complete work experience in the local area, the Year 9 students (Future Makers program) completed a small project in groups at a variety of community organisations, such as the primary school, Year 11s volunteered for Rotary and some students completed the basic training and assisted with the Disabled Wintersports Australia program. We also had a number of students completing a School Based Apprenticeship at local businesses.

Being a small school many staff often have to take on more than one position of responsibility, on top of their teaching load. At larger schools, generally only the most experienced teachers have to take on a position of responsibility. To encourage staff to pick up these ‘jobs’, we were able to offer those going above and beyond a small incentive in the form of a special payment.

To ensure continuous improvement in 2015, we will:

  1. Research the best option to suit our school to be able to plan for and replace aging computers/laptops.
  2. Look at our accountability measures of staff to ensure they are working towards improving student outcomes.
  3. Provide staff with methods and ways to measure student outcomes, through our Professional Learning Teams and Performance and Development Plan process.






For more detailed information regarding our school please visit our website at




Performance Summary














The Government School Performance Summary provides an overview of how this school is performing and how it compares to all other Victorian government schools.


All schools work in partnership with their school community to improve outcomes for children and young people.  Sharing this information with parents and the wider school community will foster engagement and collaboration to support further gains and positive learning experiences for all students.





















School Profile












School Enrolments


A total of 172 students were enrolled at this school in 2014, 83 female and 89 male.













Overall socio-economic profile


Based on the school's Student Family Occupation index which takes into account parents' occupations.























Proportion of students with English as a second language.


























Parent Satisfaction Summary


Average level of parent satisfaction with the school, as derived from the annual Parent Opinion survey.  The score is reported on a scale of 1 to 7, where 7 is the highest possible score.

























School Staff Survey


Measures the percent endorsement by staff on school climate derived from the annual School Staff survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree) on school climate from staff at the school.

Data are suppressed for schools with fewer than three respondents to the survey for confidentiality reasons.











































Performance Summary
















































Student Outcomes



School Comparison



















Teacher assessments from the Australian Curriculum/Victorian Essential Learning Standards (AusVELS)


Percentage of students in Years 7 to 10 with a grade of C or above in:


·         English

·         Mathematics


The grades are the same as those used in your child's end of year report.


A 'C' rating means that a student is at the standard expected at the time of reporting.












































Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year.


Year 7 assessments are reported on a scale from Bands 4-9.


Bands represent different levels of achievement.  For Year 7, the National Minimum Standard is at Band 5.






































Being the first year of secondary school, Year 7 NAPLAN is not used for the School Comparison.































Average score achieved on the NAPLAN Reading and Numeracy tests conducted in May each year.


Year 9 assessments are reported on a scale from Bands 5-10.


Bands represent different levels of achievement.  For Year 9, the National Minimum Standard is at Band 6.









































































Performance Summary































Student Outcomes



School Comparison




















































NAPLAN Learning Gain does not require a School Comparison.








NAPLAN Learning Gain
Year 5 - Year 7


Learning gain of students from Year 5 to Year 7 in the following domains; Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.


NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior).  If the current year result is in the top 25%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.























NAPLAN Learning Gain
Year 7 - Year 9


Learning gain of students from Year 7 to Year 9 in the following domains; Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.


NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior).  If the current year result is in the top 25%, their gain level is categorised as ‘High’, middle 50%, is ‘Medium’ and bottom 25%, is ‘Low’.













































NAPLAN Learning Gain does not require a School Comparison.























Victorian Certificate of Education (VCE)


Mean study score from all VCE subjects undertaken by students at this school.


This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including government and non-government schools) is set at 30.












































































Students in 2014 who satisfactorily completed their VCE: 100%

Year 12 students in 2014 undertaking at least one Vocational Education and Training (VET) unit of competence: 52%

VET units of competence satisfactorily completed in 2014: 98%

Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2014: 100%






Performance Summary



































Student Outcomes




School Comparison














  Student Attendance


Average days absent per full time equivalent (FTE) student per year.  Common reasons for non-attendance include illness and extended family holidays.


Absence from school can impact on students’ learning. A school comparison rating of ‘lower’ indicates that the absence rate in this school is greater than what we would estimate, given the background characteristics of their students.


Average 2014 attendance rate by year level:































88 %

91 %

87 %

89 %

92 %

96 %

































Student Retention


Percentage of Year 7 students who remain at the school through to Year 10.















































Students exiting to further studies and full-time employment


Percentage of students from Years 10 to 12 going on to further studies or full-time employment.



Note: This measure uses data from the previous year.































Performance Summary



























Student Outcomes



School Comparison











Students Attitudes to School


Measures the Connectedness to School factor derived from the Attitudes to School survey completed annually by Victorian government school students in Years 5 to 12.  The school's average score is reported here on a scale of 1 to 5, where 5 is the highest possible score.










































How to read the Performance Summary













What are student outcomes?


Student outcomes show the achievements of students in this school in English and Mathematics. They also show results in national literacy and numeracy tests and, for secondary colleges, the Victorian Certificate of Education (VCE) examinations. They provide important information about student attendance and engagement at school.


For secondary colleges, the Performance Summary also provides information about how many students at this school go on to further studies or full-time work after leaving school.


You can see these results for the latest year, as well as the average of the last four years (where available).


The Performance Summary also allows you to compare student outcomes for students at this school with the outcomes of students in all other Victorian government schools.


What is a School Comparison?


The School comparison is a way of comparing school performance that takes into account the different student intake characteristics of each school.


A School comparison takes into account the school’s academic intake, the socio-economic background of students, the number of Indigenous students, the number of non-English speaking and refugee students, the number of students with a disability, and the size and location of the school.


The School comparison measures show that most schools are doing well and are achieving results that are ‘similar’ to what we would estimate given the background characteristics of their students.  Some schools are doing exceptionally well with the students they have, and have ‘higher’ performance.  Some schools have ‘lower’ performance after taking into account their students’ characteristics – these schools will receive targeted support to ensure that there is improvement.




































Looking at both the student outcomes and school

comparisons provides important information about what

a school is doing well and the areas that require further



More information on school comparison performance

measures can be found at:




What is the meaning of ‘Data not available’?


For some schools, there are too few students to provide

data. For other schools, there are no students at some

levels, so school comparisons are not possible. Newly

opened schools have only the latest year of data and no

averages from previous years. The Department also

recognises the unique circumstances of Specialist, Select Entry, English Language and Community Schools where

school comparisons are not appropriate.


What is this school doing to improve?


All schools have a plan to improve outcomes for their

students. The ‘About Our School’ statement provides a

summary of this school’s improvement plan.











Additionally, NAPLAN learning gain charts are provided for each of the NAPLAN domains.  These compare a student's current year NAPLAN result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same NAPLAN score two years prior).


If the current year result is in the top 25% their gain level is categorised as ‘High’, the middle 50% is categorised as ‘Medium’ and the bottom 25% is categorised as ‘Low’.



















































Financial Performance and Position


















Financial Performance - Operating Statement

Summary for the year ending 31 December, 2014




Financial Position as at 31 December, 2014




















Funds Available


High Yield Investment Account


Official Account


Other Accounts


Total Funds Available




Student Resource Package





















Government Provided DE&T Grants


Government Grants Commonwealth


Government Grants State


Revenue Other


Locally Raised Funds






























Total Operating Revenue



























Financial Commitments


Operating Reserve


Total Financial Commitments















Student Resource Package




















Books & Publications


Communication Costs




Miscellaneous Expense


Professional Development


Property and Equipment Services


Salaries & Allowances


Trading & Fundraising


Travel & Subsistence































Total Operating Expenditure


























Net Operating Surplus/-Deficit




























Asset Acquisitions







































Misc Expenses may include Bank charges, Health and Personal Development, Administration charges, Camp/Excursion costs and Taxation charges.  

























Salaries and Allowances refers to school-level payroll.






















Financial performance and position commentary


















Although this report suggests the school ran a deficit in 2014, all indications at this stage show that in fact, we were going to be repaid a small surplus in 2015. Property and Equipment Services and utilities expenditure increased in 2014, so we will aim to reduce spending in these areas by reducing the cost of the gardening bills. Any major damage that is incurred will be directed to the Department’s hotline for repairs/maintenance, so should not incur a cost to the school. Some extreme weather in 2014 caused a lot of damage, of which the school only got back about half of the cost. The school received a State Government Energy Efficiency Grant in 2014 of $10,000, to make the school more efficient in managing energy use. Part of the funding was used to replace the hot water system and the remaining funds will be used to complete an energy audit and implementation of any of the energy saving suggestions made. This should hopefully reduce utility bills. The school also received the NSCSWP funding to pay for our chaplain in 2014, a Commonwealth Government Grant which helped support the wellbeing of our students, families and staff.