2016 Annual Report 1

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1 2016 Annual Report 1

2 Messages from the Principal and School Board Chair. 3 School Context, Vision Statement, Purpose, Beliefs, Priority Areas and Enrolment Trends 4 School Performance and Student Achievement. On Entry Assessment Pre Primary 5 5 NAPLAN Spelling Performance Year 3 and Year 5. 6 NAPLAN Writing Performance Year 3 and Year Data Analysis ENGLISH.. 8 Data Analysis of Targets in Business Plan ENGLISH. 9 Data Analysis of Targets in Business Plan MATHEMATICS Non Academic Data ATTENDANCE AND BEHAVIOUR 12 Delivery and Performance Agreement (DPA). 13 Specialist Programs National Quality Standards (NQS) Surveying the Community.. 19 Celebrating 2016 HIGHLIGHTS Financial Summary

3 From the Principal Our collective goal at Falcon Primary School is to provide students with an enriching, engaging and challenging curriculum that will prepare them for success whilst at the school and as life-long learners. Parents and staff play a vital role in helping students maximise their potential. Every student is encouraged to take advantage of the many resources and opportunities available to them including technology, team building activities, sport offerings, teacher/ class websites, languages, music and leadership through the Student Representative Council. At Falcon our focus on the social and emotional well-being of students and staff is catered for by our very successful Values in Education program. This is the centrepiece of our pastoral care and is considered essential to our student success. Kids Matter and the introduction of Aussie Optimism in 2017 further emphasise the importance we place in this area. The support from parents is also essential to the success of our school. We have an active and supportive P&C Association who raise much needed funds to support school initiatives and a very functional School Board. Every classroom is represented by a Parent Liaison Officer who attends meetings and promotes classroom and school needs. It is with pleasure that I present the 2016 Annual School Report to the community and extend an invitation to the public to visit our school or our website to receive a full sense of our school community and view first-hand the dynamic and vibrant learning environment in which we undertake our core practice. WARREN BACHMAN PRINCIPAL From the School Board Chair The School Board has played an important role in school decision-making in relation to school priorities. Operational matters (day-to-day) is the responsibility of the principal. Regular communication between the school community and the School Board is vital to ensuring that the Board involves the parent community in decision-making about Falcon Primary School. Currently we have four parent members, one community member and four staff members on the Board. Minutes are taken at each meeting and tabled for community access. It is advisable that key points from Board meetings are raised in other forums such as P&C meetings and through classroom parent representatives. Currently the Board meets on eight occasions (week 3 and week 8 of each term) and contributes to the school s Business Plan and Annual Report. A Delivery and Performance Agreement is signed by the Principal, the Board Chair and the Director General of Education. This agreement is binding and is for the duration of a full three year cycle for all independent public schools. ANDREW BENNETT CHAIR 3

4 School Context Falcon Primary School is an Independent Public School located in Mandurah, one of the fastest growing areas in Australia. It first opened in 1990 and became an independent public school in It is located approximately 500 metres from Avalon Bay and is an attractive and functional learning environment that attracts high quality staff that provide stability and continuity to school programs. Our school continues to be sought after as a school of choice with a consistent number of out of catchment area requests. Approximately 30% of our community consists of migrants from the U.K, South Africa, NZ, Asian and African nations. In 2016 we had 23 Aboriginal students and 16 students who received an allocation from Disability Resourcing. Vision Statement Our vision is to inspire and support students to reach their potential, contribute positively to the community and connect to their world. Purpose Staff works collectively with the community to facilitate student learning and promote values that enable students to live successfully in a changing society. Shared Beliefs on Teaching and Learning Children learn in an environment that is inclusive, safe and where they feel valued and supported Learning experiences should respect and accommodate differences between learners Parents, teachers and students share common goals, interact positively and are mutually supportive Learning should be meaningful, enjoyable, relevant and consistent with the background of the student Parents and teachers work in partnership to develop students who are independent, self-reflective and responsible Parents, teachers and students share and actively promote essential community values Priority Focus Areas Priority 1: Priority 2: Priority 3: Priority 4: Student Enrolment Every Student is a Successful Student High Quality Effective Teaching Building Effective Partnerships A Safe and Inclusive Learning Environment All teaching staff meet the professional requirements to teach in Western Australian public schools and can be found on the public register of teachers of the Teacher Registration Board of Western Australia. 4

5 School Performance and Student Achievement On Entry Assessment Literacy & Numeracy All Pre Primary students across Western Australia take part in the On Entry Assessment Program targeting literacy and numeracy at the commencement of the year. This assessment requires the class teacher to work one to one with each child to gather information used to tailor programs to meet the needs of the students in their class. Recommendations from the On Entry data in literacy for 2016 indicated. A focus for the early years on developing oral language in the areas of concepts of print, vocabulary and phonological awareness. Oral comprehension is a major part of literacy development A need for increased opportunities and teacher instruction for role-play writing and explicit modelling as well as shared writing instruction in Kindergarten and Pre Primary classes National Assessment Program in Literacy and Numeracy (NAPLAN) Students in Years 3, 5, 7 and 9 across Australia undertook national testing in literacy and numeracy. The following tables display the Year 3 and Year 5 NAPLAN results for Falcon Primary School in Reading, Spelling, Grammar and Punctuation as well as Numeracy. Falcon Primary School students proficiency is compared to Western Australian like schools. Like school comparisons are based on the Index of Community Socio-Educational Advantage (ICSEA). Research shows that key factors of students family backgrounds have an influence on their educational outcomes at school. ICSEA provides a scale that numerically represents the magnitude of this influence or level of educational disadvantage. 97% of Year 3 students performed at or above the National Minimum Standard compared to 96% in like schools and 94% in state schools. The trend line for Year 5 indicates improved performance. There are less students at risk and more at or better than like schools in very high progress. Boys performed satisfactorily compared to girls. 5

6 Year 3 data shows a reduction in students in the bottom bands similar to like schools and below the state. The implementation of Jolly Phonics has brought consistency across most classrooms in K to 3 Quality of instruction and consistency in phonological and phonemic awareness needs monitoring Students in Years 3 to 6 will need to be tracked closely with phonics knowledge that is applied to their spelling Data indicates a need to ensure that collaborative and classroom level planning is specific and consistent Explicit integration of all elements of grammar and punctuation across the three strands of English required Teacher modelling in all productive and receptive modes of Speaking and Listening, Reading, Viewing and Writing will progress the refinements needed in collaborative processes across the school. Year level targets need to be set for all year levels in operational planning not just Year 3 and 5 as articulated in the Business Plan. 6

7 Based on longitudinal summary of data, relative assessment and proficiency band data there appears to be a slight decline trending below like schools. There has been considerable progress in Year 3 although the majority of students are in the satisfactory range. Students in Year 3 and Year 5 are performing at the expected minimum standard in Numeracy. Both years 3 and 5 have a proficiency rate that is on par with other like schools in 2015 and 2016 More targeted support with teacher planning, case management to lift student performance. This could be provided by the Mathematics Lead Teacher. Increased use of physical materials and games to support the development of concepts, proficiencies and skills. 7

8 Data Analysis English Learning Area Longitudinal Data ( ) READING Both the Year 3 and Year 5 data shows a minimal increase since Targeted strategies for Year 3 include locating information in text and figurative language. In Year 5 this strategy needs to be applied to inference. SPELLING Continued explicit teaching of phonemic awareness, spelling rules and common words. Investigate innovative strategies to improve literacy scores in GRAMMAR/PUNCTUATION Explicit teaching required with a focus on strategies for teaching boys. WRITING -A focus on teaching paragraphing, characters and setting with explicit teaching of writing forms across years. Graph Analysis Higher percentage of boys at/below the National Minimum Standard and the lower mean score for boys in Year 3 was consistent with the school mean. Recommendations Ongoing support to boys in Year 4 (2017) Develop boys interest in reading by exposure to interesting authors and titles Use new PM Readers purchased that specifically target reading levels Graph Analysis In Year 3 girls performed better than state/national norms and boys performed 12 NAPLAN scores below the school average. By Year 5 girls exceeded the state but not the national mean. Boys still below school, state, national mean. Recommendations Focus on the teaching of paragraphing, characters and setting Provide targeted support to identified boys (Year 3) Explicit teaching of Narrative writing form Continue with writing as a school focus in

9 Data Analysis of Business Plan Targets English Learning Area Literacy skills include those skills required for speaking, listening, reading, viewing and writing. Evaluating student performance across the school is an ongoing activity. Teachers use tools such as Literacy Net, First Steps continua and Moderation tasks to support their judgements. NAPLAN and South Australian Spelling data is used to validate teacher judgement and analysis determines recommendations for future teaching. TARGETS The average growth rate of student achievement meets or exceeds the average national growth rate (+90) from in NAPLAN. In Year 5 this growth rate was not met comparing 2014 results with 2016 in Spelling ( +81), Reading (+83), Writing ( +73) or Grammar and Punctuation (+79) The average growth rate of Pre Primary to Year 1 student achievement meets or exceeds the average literacy growth rate from On Entry Assessment. (This data is not available.) Increase student gains in Writing by 5% across the whole school. This is measured by comparing as tested cohort results in Writing from Yr 3 Yr The Year 3 growth from was 8.5% growth for school from 377 to 396. WA growth: 4.3% 397 to 414 AUS :4.75% 402 to 421 The Year 5 growth from was negative (-4.75%) from 466 to 444. WA: 465 to 470 (1.1%) AUS: 468 to 475 (1.5%) NEW TARGETS FOR A focus on work samples across the grades is used to confirm teacher professional judgement. STUDENT ACHIEVEMENT Boys performance in Writing, Spelling, Grammar & Punctuation and Reading continues to be lower than girls at FPS in Year 3 and Year 5 Growth of Year 3 Writing is significant from compared to WA and AUS growth Negative growth for Year 5 Writing from Fluctuation in Grammar & Punctuation results from 2014 to 2015 and 2016 in Year 3 and Year 5 CONCLUSIONS Writing should continue as focus area to help consolidate skills with Grammar & Punctuation and Spelling. Longitudinal trend of NAPLAN scores for Year 5 to improve by 20 NAPLANS from 452 in 2015 to 472 in (Dropped by 12 in 2016 to 444) RECOMMENDATIONS Continue to focus on improving boys results in all areas of Literacy. Implementation of explicit teaching strategies in Writing with a focus on Grammar & Punctuation and Spelling. Continue Jolly Phonics with K, PP, 1, 2 and Jolly Grammar in Yr 3. Follow targets identified in Operational Plan to determine assessment tasks / moderated samples and whole-school focus. 9

10 Data Analysis of Business Plan Targets Mathematics Learning Area Teachers utilise tools such as Numeracy Net, Moderation, On Entry Assessment and PAT On-line to support their assessment of students. NAPLAN data is used to validate teacher judgements and analysis of data determines recommendations for future planning and teaching. TARGETS The Year 5 Numeracy mean will increase from 3 below like schools in 2015, to at or above like schools in The Year 5 Numeracy mean decreased from 3 below like schools in 2015 to 14 below the like schools in The Basic Facts Test mean score will improve from 67.4% as Year 4s in 2015 to 77% as Year 5s in 2016 and 87% as Year 6s in The basic facts mean improved from 67.4% as Year 4 in 2015 to 79.4% as Year 5 in 2016 The numeracy mean will increase from 14 below like schools as Year 3 in 2014 to less than 5 below the like schools mean as Year 5s in The numeracy mean decreased to 21 below the like schools mean in

11 Data Analysis Mathematics Learning Area (continued) CONCLUSIONS In comparison to like schools in NUMERACY, Falcon PS has performed below expected in Year 3 and below expected for Year 5. Year 3: Almost equal spread of females and males at or below the National Minimum Standard Results show females had an overall lower mean than males (372 to 376) Year 5: More boys than girls at or below the National Minimum Standard Results show females below the mean of males (458 to 469) There is a large group of students with limited achievement in Year 3. There is a smaller than expected group of students who made very low progress from Yr 3 to Yr 5 although more than expected made low progress. Students had most difficulty with short answer questions in NAPLAN. Since 2012 there has been a noticeable increase in the % of Yr 5 girls achieving A/B grades on reports. Basic facts mean scores in Year 5 improved 12% from Year 4 (same cohort) ACTIONS - Increased FTE allocated to the Mathematics Lead Teacher - Continue to promote Numeracy to girls - Support Year 2 & Year 4 students in Mathematics in Term Support Year 2 & Year 4 students in Mathematics in Continue to develop a Maths rich environment across the school. - Continue Numeracy Block of a minimum of 60 mins daily to include - Explicit teaching - Basic Facts, Speed and Accuracy, Mental Maths Strategies according to a Falcon PS Scope and Sequence - Comprehensive Program Number and Algebra, Measurement and Geometry, Statistics and Probability according to the Western Australian Curriculum and Assessment Outline and Falcon Primary School Scope and Sequence - Mathematics Focus Day with rotating stations involving practical activities - Maths Literacy Include Mathematics terms in class spelling lists. - Class teachers integrate through Science and Humanities eg Tables and Graphing - Continue school-wide tables program in Semester where students are recognised for learning their tables with school volunteers and parents. - Continue school-wide tables program in Semester where students are recognised for learning their tables - Continue with Sir Cool presenting simple Maths strategies and facts. - Continue upkeep and review of Maths trolleys - Stocktake and cull Maths store room - Continue financial literacy with Smart Start (et al) sessions. - Paint additional targets and games involving numbers on walls and paving - Track the students identified as making very low progress and those at or below the benchmark. - Provide extension programs and activities to increase the % of Falcon students in the top 20% bracket. (Competitions, extension classes etc.) - Provide support for Year 2 students assessed from Reports 2016 as being at risk (D grade) - Provide support for Year 4 students at or below the benchmark from NAPLAN in Audit Mathematics programs against the most difficult questions and questions where Falcon students performed below expected using Best Performance CNAP program - Familiarise Year 2 and Year 4 students with example NAPLAN questions during Term 4 - Continue use of the school Problem Solving Guide and Mental Maths Strategies. - Reduce interruptions to learning program eg length of assemblies, unplanned incursions, PA messages etc Support practical, hands-on maths activities to engage boys - Run workshops for parents and professional learning for teachers (Dr Paul Swan Feb 2017) 11

12 Attendance Trends (2014 to 2016) NON ACADEMIC ASSESSMENT GROUP STUDENT IMPROVEMENT TARGET BUSINESS PLAN ACHIEVED /NOT ACHIEVED ATTENDANCE Pre Primary to Year 6 Reduce the percentage of unauthorised absences in Pre Primary to Year 6 from 39% in Sem. 1 (2015) to 35% in Sem. 1 (2016) Achieved (reduced to 35%) Year 5 BEHAVIOUR K Year 6 Years 3-6 Reduce the percentage of moderate at risk students from 9 as Year 4 Sem. 1 (2015) to 7 as Year 5 Sem ) Reduce the number of Level 2 behaviour (school Behaviour Net) from 20 students in 2016 to 15 students by 2018 Reduce entries recorded in duty files in Term 1 from 102 in 2015 to 90 students in 2016 Made progress toward this target with a reduc- Target progressing Achieved target with 60 student entries Actions in Response ATTENDANCE Actions in Response BEHAVIOUR Communicate to teachers the % of at-risk students from 2016 AIEO follow-up with Aboriginal student attendance School focus on reducing unexplained absences - SMS message sent home twice per day - Letters home to parents - Class teachers required to follow-up Assistant Principal provide class print outs of fortnightly attendance records Promote GOLD and SILVER certificates Increased use of student diaries Chaplain implemented BUZ program in Year 5 Aussie Optimism in Year 4 Promote Positive Behaviors Expected - lining up, movement around the school plus assembly The school has a Pastoral Care Plan with a budget allocation of $5,500 with a whole school emphasis on Values Education, Peer Support, various incentive schemes, Active Citizenship and KidsMatter. 12

13 Delivery and Performance Agreement (DPA) Progress The Delivery and Performance Agreement is an agreement made by every Independent Public School signed by the school Principal, Board Chair and the Director General of Education. This year we commenced our second DPA and the information below indicates our progress for TEACHING AND LEARNING - Full implementation of the Western Australian Curriculum Outline PP to Year 6. - Progress report on the National Quality Standard (NQS) and its impact on K-2 staff. - Professional learning on Explicit Instruction teaching strategies to further improve student performance. - Develop scope and sequence planning documents for all classes K to Year 6 in English and Mathematics. - Apply the Australian Professional Standards to teacher Performance Management. STUDENT PERFORMANCE - Participation in NAPLAN testing Year 3 and 5; Checkpoint Assessment Moderation tasks. - Monitor the improvement of targets/milestones in the new Business Plan for academic and nonacademic areas. - Documented plans completed for special needs students and students in DCP care. - Annual School Report completed in collaboration with the School Board and placed on website. RESOURCING AND SUPPORT - One line Budget implemented in collaboration and with the support of the School Board and Finance Committee. - Workforce Profile completed and used to match short and long term workforce gaps. - Disability Resourcing/NCCD for special needs students completed and included in census. - Procurement of work contracts undertaken with value for money being the main aim. BUSINESS PLAN - Developed in consultation with staff and School Board for the period Includes Key Focus areas and Improvement Targets. - Endorsed and approved by School Board with regular reports on progress of targets provided by principal. GOVERNANCE - All Board members trained by Department of Education representatives. - Terms of Reference developed using legislative guidelines - School Education Act and Regulations. - Board members included on various school committees and decision making teams. COMPLIANCE - The school complies with all legislation and agreements (State and Commonwealth) as well as industrial awards. School planning aligns with the Department s directions outlined in Focus system requirements are carried out as per policies (Attendance, Finance, HR, Curriculum, OSH) and reported as per the Program Delivery component. 13

14 The Arts Visual Arts In 2016 Visual Arts was offered to all students in Pre Primary through to Year 6. Visual Arts is an aspect of The Arts learning area which also includes dance, drama, media and music. Visual Arts allows students to explore ideas and improvise with ways to represent their ideas as well as developing skills and processes such as shape, colour, line and texture. The student improvement target (Business Plan ) is a long term target To increase the overall ability of Year 6 students each year, to use textures/patterns in a wide range of their art works (drawing, painting, clay) to an 80% achievement standard. Trey Cockman Year 5 Anika-Rose Orchard Year 4 Ry Bin Lusimoen Pre Primary Jazmin Gowdie Year 6 14

15 The Arts Music In 2016 Performing Arts (Music) was offered to all students in Pre Primary through to Year 6. Music is an aspect of The Arts learning area which includes the development of aural skills by exploring elements of music including rhythm, tempo, pitch, dynamics, form and timbre to create music. The students through the Choir were exposed to different audiences, places and occasions where music is experienced. The student improvement target (Business Plan ) is a long term target. To increase the overall ability of Year 4 students notation of reading skills from 10% in 2016 to 60% as a Year 6 group in

16 Languages (Japanese Studies) Japanese Studies was offered to all students in Pre Primary through to Year 6 in Commencing in Year 3 in 2018 one Language must be offered by schools. These languages include Chinese, Japanese, Indonesian, French, German and Italian. The study of an Aboriginal language is also appropriate as is Auslan. The teaching emphasis in this learning area is on socialising, informing, creating and reflecting as well as language variation and change. The photographs below show the engagement of our children in Japanese language across the curriculum. The student improvement target (Business Plan ) is a long term target. The percentage of students achieving at or above the achievement standard for Listening, Responding and Speaking will increase from 90% in Year 2 (2015) to 93% in Year 5 (2018) 16

17 Health and Physical Education Physical Education was offered to all students in Pre Primary through to Year 6 by specialist teachers. A major emphases is on being healthy, safe and active and teaching children movement skills and sequences within physical activity contexts increased complexity and transference of learned skills to new activities. Health Education has focused on maintaining a healthy lifestyle and protective behaviours The student improvement targets (Business Plan ) short and long term. SHORT TERM TARGET To increase the percentage of students receiving a B grade (good performance) on Semester 2 reports from 25% in 2015 to 35% in LONG TERM TARGET To increase the percentage of students who improve their fitness results (term 2 to term 3) from 85% in 2015 to 90% by

18 National Quality Standard (NQS) The staff in Kindergarten through to Year 2 participate in a continuous, ongoing review on the seven Quality Areas and elements of the National Quality Standard. This is a review process that allows identification of areas for improvement and action. Below is an example of our school s NQS Improvement Plan. The quality areas targeted in the plan include educational programs and practice, staffing arrangements and developing collaborative partnerships with families and communities. The NQS plan is monitored by the school and strategies are implemented and reviewed annually. 18

19 Surveying the Community As a mandatory requirement of all public schools the following National School Surveys were completed in The response from parents, staff and students follow. PARENT OPINION SURVEY The response from parents to this survey was positive indicating the school continued to be highly regarded within the local community. 1. Parents would recommend Falcon Primary to other families moving into the area. 2. The quality of teaching and the leadership and management of the school is considered very high. 3. The school is well led. 4. Teachers at the school care about my child. STAFF OPINION SURVEY The staff survey identified five areas listed below. 1. Teachers care about their students at this school. 2. Teachers at this school are good teachers. 3. This school is well led. 4. The school has a strong relationship with the community. 5. I would recommend the school to others. STUDENT OPINION SURVEY A survey of students in Year 5 raised the following top responses. 1. Teachers expect students to do their best. 2. The school gives students an opportunity to do interesting things. 3. The school looks at ways to improve. 4. Teachers motivate students to learn. 5. I like being at my school. 6. Student behaviour is well managed. 7. Students feel safe at this school. 19

20 Celebrating Falcon Primary School 20

21 Celebrating Falcon Primary School 21

22 Financial Summary Falcon Primary School operates on a One Line Budget, which incorporates all components of funding received by the school. The majority of funding is assigned to staff salaries and the remainder to the resources needed for the teaching and learning program. A breakdown of the budget is provided below. 22

23 23

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