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82020 School Report

South Perth Primary School 2020 School Report

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FROM THE CHAIR OF THE SCHOOL BOARDDear Parents, Community Members and Staff,

Last year in the 2019 School Report I highlighted the functions and responsibilities of the Board as per the School Education Act 1999 (WA). This year I wanted to provide a more in depth summary of the Board’s work during 2020.

The Board held five meetings in 2020, with only one meeting cancelled due to COVID-19. The meetings focused on informing South Perth Primary School’s (SPPS) strategic directions, reviewing the alignment of resources to priorities and tracking SPPS’s progress towards set goals. The main items discussed are summarised below.

Membership Welcomed new Board members Alana Pham (Parent Representative), and Kelly Penglis

(Staff Representative). Attended a Board member training session (one of the Board’s set goals from 2019). Reduced the term of Board members to two years. Implemented a standard process for the review of potential Community Board Members. Invited a new Community Board Member to join the Board commencing in 2021. Thanked Amna Gumati (Community Representative), Jeannie Collins (Staff Representative)

and Cellina Prosser (Parent Representative) for their contributions and time on the Board.

Business Plan and School Report The Board spent significant time focusing on the development of the Business Plan for

2021-2023 (Plan), this started with endorsing the additional school development day to provide staff members time to focus on the setting of priorities for the Plan.

Reviewed the items developed by staff members in order to discuss and provided input into the priority areas for the Plan.

Reviewed and endorsed the 2019 School Report.

Funding and other functions Noted the 2020 Funding Agreement. Reviewed and approved The Good Standing Policy. Endorsed the School Development Days for 2021. Approved the Contributions and Charges for 2021.

I strongly encourage anyone who would like to attend a Board meeting to come along to the annual open meeting held in Term 4 each year. At the start of each school year there are always positions available on the Board and any interested member of the school community should consider nominating for a position.

The Board plays an important role in the school community alongside the school leadership team, the Parent and Citizens Association, teachers, staff members, parents and students. I look forward to continuing to be involved in this process.

Samuel DaneBoard Chair and Parent Representative

Board Members for 2020: Parent: Cellina Prosser, Sam Dane, Alana Pham;Community: Amna Gumati, Clementine Kohler;School Staff: Meagan Bosch, Jeannie Collins, Kelly Penglis, Karen Owens.


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MESSAGE FROM THE PRINCIPALDespite restrictions imposed due to the corona virus, South Perth Primary School excelled in many endeavours during the 2020 school year. Some achievements involved the whole school, many related to the extra-curricular opportunities provided for the students and some were outstanding accomplishments by individual students.

Notable highlights from 2020 include:

Whole School The allocation of funds to the school for Maintenance and Minor Works which resulted in two

projects being undertaken during the January holiday break. The internal walls and cupboards of classrooms 3-10 and the offices were painted and a fence was built to extend the available play areas for the Pre-primary students.

In March, COVID restricts became necessary. All our planned extra-curricular activities for Term 1 and 2 were cancelled, hygiene practices were increased and parent access to the school grounds was restricted. However, out of the modified practices, two major successes were noted: The independence of our students, particularly those in the early years, increased immensely.

Students demonstrated the ability to unpack their bags unaided, prepare for the day and repack their bags at the end of the day, resulting in increased self-efficacy for the students.

The teachers and education assistants quickly upskilled on the use of a range of different digital platforms in order to deliver curriculum online.

Seedling planting was held in early August, resulting in a wonderful display of flowers in the cottage garden at the front of the school and producing fruit and vegetables in other garden beds around the school.

Book Week was celebrated in early years’ classes by parents from a variety of language backgrounds reading bilingual books to the children. The P&C also held a second hand book stall for the students.

During Term 3, the students engaged in an art project with the Artist in Residence (AiR). The students’ work completed with the AiR, along with class art work, was displayed at the Art Exhibition and Auction held on Friday 23 October. The Class Parent Reps and teachers worked together to create an art piece from each class that was auctioned on the night.

The school’s Positive Behaviour brochure was developed and provided to parents. The pamphlet provides parents with a summary of the school’s behaviour policy, including the prevention of bullying and the good standing process.

Thirty-one percent of the 2020, Year 6 students gained a place in a GATE (Gifted and Talented) program, won a scholarship to a private school or were selected for a specialist secondary program in a public school:

Perth Modern: Academic Select School – one student Iona Presentation College: Academic – one student Hale School: Music – one student Wesley College: Headmaster’s Bursary – three students St George’s Anglican Grammar School: Academic, Performing Arts/Academic and Sports –

three students Penhros College: Academic – two students Melville: Academic Extension – two students Churchlands SHS: Music – one student Kent Street SHS: Cricket – one student

Extra-Curricular At the Faction Swimming Carnival held on Wednesday 4 March, four records were broken: Year 6

Girls - 50m Freestyle, 50m Backstroke and Open 50m Butterfly records and the Year 6 Boys 50m Backstroke record.


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Students from Year 6, Room 9 participated in a Cluedunnit Kids 2020. Cluedunnit Kids requires Year 6 student teams to investigate a fictional criminal offence with the goal of identifying the offender. The South Perth team was shortlisted into the top 10 Cluedunnit Kids 2020 submissions.

In August, COVID restrictions were reduced, allowing students to compete in the School Sports WA Cross Country. A student finished in the top 20 for Year 5 Boys, placing fifteenth.

The Presentation Ceremony for the City of South Perth Young Writers’ Award was held on Thursday 27 August. Three South Perth students received awards; Second Place and Highly Commended in the Lower Primary section and Highly Commended in Middle Primary.

The Faction Athletics Carnival was the first opportunity for parents to attend a school event. The week started with the Jumps and Throws on Tuesday, the Faction Tabloids and Kindy and Pre-primary races on the Wednesday and the Faction Athletics Carnival at Kent Street SHS on the Thursday. All three events demonstrated the athletic ability of students as well as their wonderful sportsmanship and team work.

The SMPSSA Interschool Athletics Carnival was held on Friday 18 September. Highlights were the Year 5/6 team games with the boys winning leaderball, passball and flag relay and the girls winning leaderball, flag relay and finishing second in passball. Individual successes included Champion Year 3 Girl, Runner Up Champion Year 5 Boys and Runner Up Champion Year 6 Girls.

In November, the Year 6 students attended camp at the Ern Halliday Recreation Centre in Sorrento. The camp had been postponed from earlier in the year due to COVID. The students engaging in physically challenging and team work activities, embracing each opportunity presented and pushing themselves out of their comfort zone.

The Senior Choir participated in a modified Massed Choir experience on the steps of the Perth Concert Hall. A Year 6 student was chosen to sing a soloist part in the performance.

Enabling students to pursue their passions and excel in areas of strength is only possible due to the dedication and passion of our staff and the outstanding support provided by parents and community members. Thank you to the wonderful South Perth Primary School community for enabling so many of our students to shine!

Karen Owens Principal


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SCHOOL PROFILESouth Perth Primary School is an Independent Public School. The school focuses on the development of the whole child with quality education programs that provide students with opportunities to optimise their academic, social, emotional, creative and physical skills. Our Vision is to inspire young minds to create and pursue possibilities.

The shared community values that underpin the school values program are respect, excellence, honesty, responsibility and cooperation. The classroom learning programs, student leadership opportunities and innovative chaplaincy activities provide opportunities for students to apply these values to their daily life at school.

High academic achievement is a characteristic of students from South Perth Primary School. In standardised testing the school consistently achieves above expected levels. South Perth students gain places in the primary extension and challenge program (PEAC). the secondary gifted and talented education program (GATE) and win scholarships to private schools for their secondary education.

Specialist teachers provide programs in Music, Drama, Physical Education and Japanese for all Year 1-6 students. Extra-curricular activities, including choir, school band, school production, chess and a wide range of sporting opportunities, are also provided for interested students.

South Perth is a culturally and linguistically diverse (CALD) school. Twenty-eight per cent of our school population come from a CALD background, speaking over 20 different languages. Many of the families that come from overseas have relocated in Western Australia due to work commitments. An English as an Additional Language/Dialect specialist teacher and education assistant support students with the acquisition of Standard Australian English.

The school is located on the corner of Angelo and Forrest Streets and caters for approximately 360 students from Kindergarten to Year 6. Students are drawn from the area of South Perth bordered by the Swan River, Douglas Avenue and South Terrace.

South Perth Primary School first opened its doors on 20 July 1898 as Forrest Street School. The school boasts a proud history of achievement over the past century with some prominent Western Australians beginning their schooling at South Perth.

Today the school provides outstanding facilities that include a mixture of heritage listed and new buildings. Four purpose-built early childhood classrooms, 13 general purpose classrooms, specialist music, art/science and computer rooms, an undercover area and a school hall support the provision of a wide range of learning programs that address the interests and needs of students.

Our highly supportive parent community provides extra funding to assist the school with the implementation of programs and the upgrading of the school grounds and resources. Parents willingly volunteer to support activities in the classroom, on excursions, at sports carnivals and with music or drama programs.

The school focuses on providing an engaging and inclusive learning program that promotes success for all students. High quality teaching, effective leadership and positive relationships are priorities at South Perth Primary School.


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SCHOOL PURPOSEVision – Inspiring young minds to create and pursue possibilities.Motto – Faith in LearningPurpose StatementOur desire and inspiration is to empower each other to: Create a safe, caring and respectful learning environment, which is stimulating and challenging. Develop each child’s unique potential as a passionate, resilient and resourceful learner.

Shared Community ValuesRespect – I respect myself, others, property and our environment.I am mindful and listen to others.Excellence – I strive to do my best. I am resilient. I listen to constructive feedback. I reflect on my learning.Honesty – I am honest and trustworthy. I am truthful.Responsibility – I am fair and responsible. I act in a safe manner and am considerate of safe practices.Cooperation – I am cooperative and helpful. I work and play well with others.


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BUSINESS PLAN 2018 – 2020

Development of the 2018 – 2020 Business Plan began in Term 4, 2017. Detailed analysis of school data was undertaken by the School Board and teaching staff. The priority areas were developed following consultation with all staff members and members of the School Board.

The school priority areas in the 2018 – 2020 Business Plan are: Health and Wellbeing STEM (Science, Technology, Engineering and Mathematics) Writing Early Learning K - 2

The Business Plan contains Outcomes, Targets and Strategies for each priority. The outcomes describe what the students will achieve, the targets outline how progress will be measured and the strategies are the actions to be implemented.

The strategies were developed under four areas: Successful students High quality teaching Effective leadership, and Positive partnerships

Success for all students is the core business of our school. Success is achieved by providing students with engaging learning programs and curriculum content that offers both breadth and depth. High quality teaching and learning programs and carefully chosen pedagogical practices assist teachers to meet the needs of all students.

The school leadership team ensures that the assessment of the school’s data and quality educational research are used to guide decision-making. Opportunities for evidence-based innovation and change are promoted. Strong relationships within the school community continue to be enhanced through communication, engagement and partnerships.


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PRIORITY AREAS – ACHIEVEMENT OF TARGETS

The Targets in the Business Plan were set to monitor and evaluate the successful implementation of the school priorities. The data collected in 2018 and 2019 forms a baseline for comparison when evaluating progress and achievement in 2020.

Targets for each of the priorities are listed below together with the data collated from 2018 to 2020. Due to the cancellation of NAPLAN in 2020, the final evaluation of Targets related to NAPLAN data will be completed using the 2021 NAPLAN data.

Data highlighted in green indicates that the Target was achieved.

Health and Wellbeing: Target 1: Increase average ratings on related criteria in National School Opinion Surveys for Parents, Students and Staff.

National School Opinion SurveyIn 2018 and 2020, all parents, staff and Year 5-6 students were invited to complete the National School Opinion Survey. The survey asks respondents to rate each criteria from strongly disagree (1) to strongly agree (5).

The student ratings on all criteria related to Health and Wellbeing were higher in 2020 than in 2018. The parent and staff ratings showed little variance from 2018 to 2020.

From the perspective of the Year 5 and 6 students, Target 1 was achieved with all common criteria rated more highly than in 2018. However, the parent and staff ratings indicate a maintenance level.

2018 2020

Student Parent Staff Student Parent Staff

Teachers at my school treat students fairly 4.0 4.0 4.6 4.3 4.0 4.5

Children feel safe at my school 4.2 4.4 4.6 4.5 4.4 4.6

Students at this school can talk to teachers about their concerns

3.6 4.3 4.4 3.9 4.4

Student behaviour is well managed at my school

3.6 3.9 4.1 3.9 3.7 4.0

Children like being at this school 4.3 4.3 4.6 4.5 4.2 4.6

This school takes students/parents/staff opinions seriously

3.6 3.6 4.0 4.0 3.6 3.9

Teachers at this school care about their students

4.1 4.6 4.5 4.0 4.3

Health and Wellbeing Average Ratings


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Health and Wellbeing: Target 2: Improve percentage ratings on most positive indicators and reduce percentage ratings on least positive indicators on the KidsMatter Health and Wellbeing Survey when compared to the 2017 Survey.

The Kids Matter Health and Wellbeing Survey is no longer available for school to use. Therefore, the school used the Social-Emotional Wellbeing Survey developed by ACER (Australian Council for Educational Research) which is one of the PAT (Progressive Achievement Tests) standardised assessment tools. The students’ responses are anonymous however the data is collated in gender and year level cohorts and compared to results from other Australian schools which have used the survey.

2017 KidsMatter Health and Wellbeing Survey - Pre-primary to Year 3

2020 Social-Emotional Wellbeing Survey Year 2-3 Black % of Agreement with Statement Red % of Disagreement with Statement

Three of the ‘most positive indicators’ which had similar survey questions in 2017 show a small improvement from 2017 to 2020.

Most Positive Indicators % Least Positive Indicators %

I always try my best at school 96 I look forward to coming to school 86

I have friends to play with at lunch time 95 Other children help me at school 87

My teachers care about me 95 I feel happy at school 89

I like myself. 94 I feel happy most of the time 90

I always take turns and share with others 93 If I have a problem I can talk to my teacher 90


I always want to know more about how things work 96.2 I could do a lot better in my school work 36.1

I like helping someone with a problem 95.8 It’s hard for me to describe how I feel 56.0

I am a happy person 94.7 I am good at solving conflicts without fighting 59.0

When I grow up I will have a good life 94.1 I can calm down quickly when I feel bad 60.8

I think it is important to treat all people with respect 93.7 I talk to someone when I feel bad 62.7


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Although the 2017 and 2020 survey tools did not ask the same questions, the percentage of students’ responses to the least positive indicators were substantially higher in 2020 than in 2017.

2020 was a very different year from any other that students had experienced. The uncertainty caused by the COVID pandemic, interruptions to education, fear for personal health and concern for family members closely affected such as frontline workers and interstate/overseas family and friends, all caused anxiety for some students.

However, even taking into consideration the effect of COVID, the results of the survey are still cause for concern. A priority in the 2021 – 2023 Business Plan is Personal and Social Capability. Low indicators from the survey will be focus areas in the new business plan.


I know how to help a friend who is upset or worried 93 My school helps the parents of students

who are worried or upset 69

I can tell when a student is upset or worried 91 We get to practise building friendships and

managing our emotions 73

I don’t give up when things are difficult 86 Students at this school get along with each other 75

My teachers encourage me to take on new challenges 86 I talk to someone when I have a problem

that I need help with 75

I feel safe at school 85 My school knows how to deal with bullying and harassment problems 76


I always want to know more about how things work 98.5 I could do a lot better in my school work 43.2

I try hard not to say or do things that hurt other people’s feelings 98.2 I worry a lot about my schoolwork and what

others think about me 48.3

I think it is important to treat all people with respect 97.8 I talk to someone when I feel bad 58.2

I can behave well and follow rules 96.8 I can control how nervous I get 58.8

I am a happy person I can be trusted to do what I say I am going

to do

96.5 I can calm down quickly when I feel bad

61.8

2017 KidsMatter Health and Wellbeing Survey Year 4 – Year 6

2020 Social-Emotional Wellbeing Survey Year 4-6 Black % of Agreement with Statement Red % of Disagreement with Statement


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NUMERACY 2018 2019YEAR 3School Mean 432 418Like School Mean 446 450Ratio 0.97 0.93YEAR 5School Mean 516 535Like School Mean 537 534Ratio 0.96 1.00

In 2019, the Year 5 school mean was the same as like schools and showed improvement from 2018. The Year 3 school mean was lower than like schools and lower than 2018. The 2019, Year 5 cohort has a higher number of academically able students whereas the 2019, Year 3 students have a larger proportion of students with specific learning needs.

STEM: Target 2: Increase the percentage of students achieving above a C grade in Semester 1 for Digital Technology and Semester 2 for Science and Design and Technology.

Summary of Grade Allocations for Semester Reports

In 2020, the Digital Technology Target was achieved at Year 2, 3, 4 and 5 with a similar percentage receiving an A or B grade in Year 6. Extensive progress was achieved at Year 2 and substantial progress at Year 4.

STEM: Target 1: Improve the comparative ratio between the school mean at Year 3 and Year 5 in NAPLAN Numeracy and the mean for ‘like schools’.South Perth Primary School Mean compared to like schoolsThe score is the average NAPLAN result for the South Perth PS cohort of students compared to the cohort of students from schools with a similar socio-economic index to South Perth.

DIGITAL TECHNOLOGY

2019 compared to 2018 - Percentage of Students Awarded an A or B GradeYear 2, 2019 49% Year 3, 2019 30% Year 4, 2019 43%

Year 1, 2018 46% Year 2, 2018 21% Year 3, 2018 37%

Ratio 1.66 Ratio 1.43 Ratio 1.16Year 5, 2019 61% Year 6, 2019 79%

Year 4, 2018 54% Year 5, 2018 52%

Ratio 1.13 Ratio 1.52

DIGITAL TECHNOLOGY

2020 compared to 2019 - Percentage of Students Awarded an A or B GradeYear 2, 2020 57% Year 3, 2020 58% Year 4, 2020 43%

Year 1, 2019 8% Year 2, 2019 49% Year 3, 2019 30%


Year 4, 2019 43% Year 5, 2019 61%



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In 2020, the Science Target was achieved in Year 2, 5 and 6 with substantial progress achieved in both Year 2 and Year 6.

In 2020, the Design and Technology Target was achieved at Year 2, 5 and 6 with substantial progress achieved at Year 2.Altogether, two thirds of the STEM: Target 2: Increase the percentage of students achieving above a C grade in Semester 2 for Digital Technology, Science and Design and Technology, were achieved.

SCIENCE

2019 compared to 2018 – Percentage of Students Awarded an A or B GradeYear 2, 2019 52% Year 3, 2019 51% Year 4, 2019 47%

Year 1, 2018 41% Year 2, 2018 55% Year 3, 2018 55%


Year 4, 2018 42% Year 5, 2018 51%


SCIENCE

2020 compared to 2019– Percentage of Students Awarded an A or B GradeYear 2, 2020 64% Year 3, 2020 52% Year 4, 2020 46%

Year 1, 2019 36% Year 2, 2019 52% Year 3, 2019 51%


Year 4, 2019 47% Year 5, 2019 58%


DESIGN AND TECHNOLOGY


Year 1, 2018 32% Year 2, 2018 67% Year 3, 2018 39%


Year 4, 2018 60% Year 5, 2018 45%


DESIGN AND TECHNOLOGY


Year 1, 2019 28% Year 2, 2019 65% Year 3, 2019 62%


Year 4, 2019 47% Year 5, 2019 63%



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STEM: Targets 3: Improve the mean score achieved by Year 5 and 6 students on the PAT Thinking standardised test.

The PAT Inquiry and Problem Solving in STEM Contexts standardised test is an assessment tool developed by ACER (Australian Council for Educational Research). Core concepts such as cause and effect; scale; energy and matter and structure and function and core practices such as planning and conducting empirical investigations; analysing and interpreting data and evaluating and communicating information are assessed.

The results demonstrate a progression of development from Year 4 to Year 6 with 40% of the Year 6 cohort achieving in the top band and no Year 6 students achieving in the lowest band. A small improvement was achieved at all year levels from 2019 to 2020. Opportunities for inquiry in the STEM context were limited in 2020 due to reduced school weeks as a result of COVID restrictions.

In 2019, the mean score of the Year 3 group was lower than like schools but similar to the school’s mean score in 2018. In 2019, the mean score, for Year 5 was similar to like schools and higher than 2018.

Percentage of Studentsin PAT Bands

Year 4 Year 5 Year 6

2019 2020 2019 2020 2019 2020

More than 135 6 9 7 15 30 40

125 – 134 26 38 37 30 39 38

115 – 124 32 34 41 41 29 17

105 – 114 32 16 11 11 3 4

Less than 105 3 3 4 4 0 0

Mean Scaled Score 120.4 123.3 123.4 124.4 130.0 132.8

Ratio 1.02 1.01 1.02

WRITING 2018 2019YEAR 3School Mean 428 427Like School Mean 440 456Ratio 0.97 0.94YEAR 5School Mean 474 499Like School Mean 501 505Ratio 0.95 0.99

South Perth Primary School Mean compared to like schoolsThe score is the average NAPLAN result for the South Perth PS cohort of students compared to the cohort of students from schools with a similar socio-economic index to South Perth.

Writing: Target 1: Improve the comparative ratio between the school mean at Year 3 and Year 5 in NAPLAN Writing and the mean for ‘like schools’.


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Writing: Target 2: The percentage of South Perth Primary School students achieving above Band 5 in Year 3 and Band 7 in Year 5 to be equal or greater than ‘like schools’.

Percentage of SPPS students in top two bands compared to percentage in like schoolsIn 2019, the percentage of students who achieved in Band 5 and 6 at Year 3 and Band 7 and 8 at Year 5 from South Perth PS was compared to the cohort of students from schools with a similar socio-economic index to South Perth.

While the percentage of students achieving above Band 7 in Year 5 improved significantly in 2019, the percentage is still just below like schools. The 2019, Year 3 cohort had significantly less high achieving students than like schools however a similar percentage to the 2018 South Perth cohort.

Writing: Target 3: Achieve equal to or greater than Student Progress from Year 3 to Year 5 in Writing when compared to like schools.

South Perth Primary School Student Progress compared to like schoolsThe score is the average number of NAPLAN points students progressed from Year 3 in 2017 to Year 5 in 2019. The progress achieved by South Perth PS students in 2019 is compared to average progress of students from school with a similar socio-economic index as South Perth.

The progress from Year 3, 2017 to Year 5, 2019 was greater than like schools for the stable cohort and similar to like schools for the whole cohort. The progress was significantly higher for both cohorts when compared with Year 3, 2016 to Year 5, 2018.

WRITING 2018 2019YEAR 3School % 54% 52%Like School % 66% 76%Ratio 0.82 0.68YEAR 5School % 8% 31%Like School % 31% 34%Ratio 0.26 0.91

WRITING 2018 2019YEAR 3 to Year 5School Progress 27 62Like School Progress 50 64Ratio 0.54 0.97YEAR 3 to Year 5 Stable CohortSchool Progress 36 67Like School Progress 50 64Ratio 0.72 1.05


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Early Learning K-2: Target 1: Achieve ‘Meeting’ for all seven standards in the NQS in the annual school self-assessment and at a verification visit.

National Quality StandardsThe National Quality Standards provide a national framework that is used by Early Childhood Educators and the School Leadership Team to assess the programs for K-2 students and plan for improvement. To be Meeting a Quality Standard, the school must be confident that all elements within the standard are being met.

During 2020, the K-2 teachers attended four workshops facilitated by a National Quality Standards trained verifier. During these sessions, the teachers interrogated each element within the seven Quality Areas and discussed current practice and areas for improvement.

The Elements that the school is still working towards achieving are:

1.1 The educational program enhances each child’s learning and development.

Teachers have agreed that this element is one area where further professional learning, including visits to other Early Childhood classes, would be beneficial.

4.2 School administrators, educators and staff are collaborative, respectful and ethical.

Further development is needed around developing trust and respect for existing leaders and for teachers who are engaged in leadership training and career development.

Trust between colleagues is a whole school focus in 2021. Workshops for teachers and education assistants were held in December 2020 and January 2021. A focus on elements of trust will be a regular agenda item on school development days and at staff meetings in 2021.

A teacher and an education assistant visited another early childhood centre in 2020. Networking opportunities for K-2 teachers will be explored through the Curtin Education Community network.

Quality Area 2018School Self-Assessment

2019School Self-Assessment

2020School Self-Assessment

Quality Area 1Educational program and practice Meeting Meeting Working Towards

Quality Area 2Children’s health and safety Meeting Meeting Meeting

Quality Area 3Physical environment Working Towards Working Towards Meeting

Quality Area 4Staffing arrangements Working Towards Working Towards Working Towards

Quality Area 5Relationships with children Meeting Meeting Meeting

Quality Area 6Partnerships with families and communities Meeting Meeting Meeting

Quality Area 7Leadership and service management Meeting Working Towards Meeting


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Early Learning K-2: Target 2: Increase average ratings on related criteria in the National School Opinion Surveys for Parents and Teachers.

National School Opinion SurveyIn 2018, the National School Opinion Survey data was collected and collated as one sample by parents and teachers from K – 6. Whilst 60% of parent respondents had students in K-2, the survey results are more reflective of whole school attitudes.

The K-2 parents were surveyed separately in the 2020 National School Opinion Survey. The school staff was surveyed as one sample.

From the K-2 parent perspective, Target 2 was achieved with 80% of criteria rated higher in 2020 than in 2018. However, the staff ratings indicate a maintenance level.

Criteria - Confidence in Learning ProgramAverage Ratings

2018 2020Parent Staff Parent Staff

Teachers at this school expect my child to do his or her best 4.1 4.9 4.2 4.7Teachers at this school provide my child with useful feedback 3.8 4.4 3.8 4.4Student behaviour management is well managed at the school 3.9 4.1 3.9 4.0The school takes parents/staff opinions seriously 3.6 4.0 3.9 3.9Teachers at this school motivate my child to learn 3.9 4.5 4.0 4.5My child is making good progress at this school 3.9 4.1My child’s learning needs are being met at this school 3.8 4.3 4.0 4.2This school is well led 3.7 4.3 3.9 3.9My child’s teachers are good teachers 4.1 4.6 4.3 4.2

Criteria – BelongingAverage Ratings

2018 2020Parent Staff Parent Staff

Teachers at this school treat students fairly 4.0 4.6 4.2 4.5My child feels safe at this school 4.4 4.6 4.5 4.6I can talk to my child’s teacher about my concerns 4.3 4.5 4.3 4.4My child likes being at this school 4.3 4.6 4.4 4.6This school works with me to support my child’s learning 3.8 4.3 3.9 4.4Teachers at this school care about my child 4.1 4.6 4.3 4.3


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ACADEMIC AND NON-ACADEMIC ACHIEVEMENTThe school collects and analyses a large data sample during the school year. The data is used for self-assessment and planning purposes. Due to the COVID epidemic, NAPLAN assessments were not conducted in 2020.

Australian Council for Educational Research – Progressive Assessment Test (PAT) data and Student Report data was used to reflect on the students’ progress and future planning. Teachers use the data to complete whole school, year level, class and individual student planning. School data related to the Business Plan is also presented to the School Board. The 2021 -2023 School Business Plan is being developed to address the areas identified for development from the school data.

This section of the report provides a sample of whole school data used during self-assessment and planning processes.

ACADEMIC ACHIEVEMENTThe Year 1, 3 and 5 Reading and Mathematics PAT data is presented as a sample of the academic data collected during 2020. Progressive Assessment Tests (PAT) were administered in September. The Reading was completed by the Pre-primary to Year 6 students and the Mathematics by Year 1-6 classes.

PAT Reading

The 2020, the Year 1 cohort achieved at a lower level than expected and when compared to other year level cohorts at South Perth Primary School. Based on this data set, 71% of the Year 1 cohort achieved at a level similar to the bottom 40% (stanines 1-4) of the normed group. Seven students were in the bottom 11% of all Australian students and at risk of not meeting the minimum standard in NAPLAN 2022.

PAT Early Years Reading End Year 1 - Group ReportS:\AdminShared\All Staff\AAA SCHOOL DATA\AAA PAT DATA\PAT 2020

July-September NormsFamily name Given name Gender Year level Active tags Score Scale Stanine Percentile

Abdollahi Tanin Female Year 1 EALD S 10 78.7 5 51Abdul Samad Elhaam Female Year 1 CMR, EALD 9 76.7 5 45Acevedo Ivanka Female Year 1 CMR, CMW 6 70.4 4 26Barnes Boston Male Year 1 CMR, CMW 17 92.5 7 85Bell Georgia Female Year 1 0 40.3 1 1Birch Summer Female Year 1 CMW 11 80.6 5 56Bose Aryaman Male Year 1 EALD S 7 72.6 4 33Check Azma Female Year 1 8 74.7 4 39Chillemi Willow Female Year 1 24 125.5 9 99Chiou Emily Female Year 1 13 84.3 6 66De Luis David Male Year 1 21 103.6 9 97Deviren Can Male Year 1 2 57.8 2 5Diaz Castineyras Benjamin Male Year 1 EALD, CMR 7 72.6 4 33Dunlop Riley Male Year 1 CMW 7 72.6 4 33Felton Richie Male Year 1 21 103.6 9 97Fredericks Jacynta Female Year 1 EALD S 6 70.4 4 26Gilbert Elspeth Female Year 1 CMR, CMW 11 80.6 5 56Hanton Penelope Female Year 1 22 107.8 9 98Hew Li Ann Female Year 1 CMR, CMW 16 90.3 7 80Hopkins Mav Male Year 1 CMR, CMW 16 90.3 7 80Karlsson Destiny Female Year 1 EALD E 0 40.3 1 1Karthick Parnika Female Year 1 EALD S, CMW 7 72.6 4 33Kott Sam Male Year 1 6 70.4 4 26Kyung Ji-A Female Year 1 EALD E 15 88.3 6 76Lee Alex Male Year 1 EALD S 9 76.7 5 45Lowden Matilda Female Year 1 22 107.8 9 98Luczak Thomas Male Year 1 EALD, CMW 5 67.9 3 19Mousavi Alex Male Year 1 EALD S 5 67.9 3 19Newett Jace Male Year 1 SAER 2 57.8 2 5O'Shea Edith Female Year 1 18 94.8 7 88Ogilvie Connor Male Year 1 CMR, CMW 6 70.4 4 26Orosi Juliet Female Year 1 12 82.5 6 62Patil Ananya Female Year 1 EALD S 7 72.6 4 33Pauza Natalia Female Year 1 CMW 9 76.7 5 45Price Beau Male Year 1 7 72.6 4 33Qiu Charlene Female Year 1 CMR, EALD S 16 90.3 7 80Qiu Leah Female Year 1 CMR, EALD S 14 86.3 6 71Rebeiro Mason Male Year 1 SAER 5 67.9 3 19Siva Jewel Female Year 1 EALD S 5 67.9 3 19Siva Jaydee Female Year 1 EALD 5 67.9 3 19Szucs Abel Male Year 1 EALD S 6 70.4 4 26Takehara Kaho Female Year 1 EALD S 9 76.7 5 45Teh Preston Male Year 1 EALD, SAER 5 67.9 3 19Thiel Mila Female Year 1 EALD S 6 70.4 4 26Titov Zoe Female Year 1 1 52 1 2Tuangsit Aida Female Year 1 CMR 9 76.7 5 45Webber Jamie Male Year 1 6 70.4 4 26Wencel Chloe Female Year 1 12 82.5 6 62Williams Hannah Female Year 1 CMR 6 70.4 4 26Williams Max Male Year 1 CMR, CMW 2 57.8 2 5Williams Livia Female Year 1 SAER 22 107.8 9 98Yasumura Yuuki Male Year 1 EALD E 3 61.9 2 8


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Over 50% of students achieved in the top 40% (stanines 6-9) of Year 3 students, 20% at stanine 5, comparable to the normed cohort and 29% are in the bottom 40% (stanines 1-4). Overall, the cohort has achieved at a higher level than expected when compared to the normed cohort.

The Year 5 cohort achievement level was above the normed group. No students achieved below the minimum standard. Fifty-four percent of students achieved in the range of the top 40% i.e. stanines 6-9 and 25% achieved at the same level as 20% at stanine 5; when compared to the normed cohort.

In order to provide opportunities to increase the percentage of students achieving at stanine 8 and 9, students at stanine 6 and 7 will continue to be case managed in year level groups. As part of the case management process, year level teachers work collaboratively to develop teaching and learning plans that address identified areas for improvement.

PAT Reading 5th Edition PAT Reading Test 3 - Group ReportS:\AdminShared\All Staff\AAA SCHOOL DATA\AAA PAT DATA\PAT 2020

Year 3 NormsFamily name Given name Gender Year level Active tags Score Scale Stanine Percentile

Barnes Carter Male Year 3 CMR, CMW 25 115.7 6 62Bell Savannah Female Year 3 CMR, CMW 19 104.9 4 34Borah Sudarshana Female Year 3 EALD S 14 97 3 17Brown Parker Male Year 3 CMR 21 108.2 5 42Chang David Male Year 3 27 120.4 6 74Check Rahim Male Year 3 EALD 27 120.4 6 74Cheon David Male Year 3 EALD S 18 103.3 4 30Close Dylan Male Year 3 CMR, CMW 29 126.7 7 85Coelho Kate Female Year 3 CMW 26 117.9 6 68Colls Ben Male Year 3 18 103.3 4 30Cooke Cruz Male Year 3 SAER 21 108.2 5 42Deshpande Margi Female Year 3 EALD, CMR 21 108.2 5 42Faulkner Harrison Male Year 3 CMR, CMW 25 115.7 6 62Fredericks Jeremi Male Year 3 EALD S 12 93.7 3 12Gannon Abigail Female Year 3 27 120.4 6 74Giwelli Salma Female Year 3 EALD, CMR, CMW 27 120.4 6 74Hrico Alex Male Year 3 EALD, CMR, CMW 23 111.7 5 52Kano Mana Female Year 3 EALD, CMR, CMW 22 109.9 5 47Kim Mina Female Year 3 EALD S, CMW 15 98.6 3 20Lander Isabella Female Year 3 8 86.4 1 4Lawson Owen Male Year 3 CMR, CMW 26 117.9 6 68Lazarevska Luna Female Year 3 EALD 28 123.3 7 80Lee Lucas Male Year 3 EALD 29 126.7 7 85Leonard Jamie Male Year 3 CMW 24 113.6 5 57Lewis Cooper Male Year 3 29 126.7 7 85Liong Anastasia Female Year 3 CMR, CMW 20 106.5 4 38Lowden Zac Male Year 3 SAER 13 95.4 3 14McCarthy Lachlan Male Year 3 22 109.9 5 47Misaghian Keanu Male Year 3 29 126.7 7 85Morton Ella Female Year 3 30 131.1 8 91Nedobitko Nikita Male Year 3 EALD, CMW 23 111.7 5 52Newett Lilianna Female Year 3 CMR, CMW, SAER 30 131.1 8 91Pal Rik Male Year 3 EALD E, CMW 27 120.4 6 74Potter Fieke Female Year 3 EALD E, CMW 14 97 3 17Rathod Aarya Male Year 3 CMR, CMW 15 98.6 3 20Richardson Thomas Male Year 3 30 131.1 8 91Saculles Raine Male Year 3 22 109.9 5 47Salom Vega Lucia Female Year 3 EALD S 28 123.3 7 80Smart Adelyn Female Year 3 SAER 7 84.2 1 3Smith Olivia Female Year 3 CMR, CMW 28 123.3 7 80Szucs Andy Male Year 3 EALD, CMR, CMW 31 137.5 8 96Titov Max Male Year 3 CMR 27 120.4 6 74Walker Benjamin Male Year 3 EALD 28 123.3 7 80Winchcomb Isaac Male Year 3 CMR 25 115.7 6 62Yavari Ario Male Year 3 EALD, CMW 15 98.6 3 20

PAT Reading 5th Edition PAT Reading Test 5 - Group ReportS:\AdminShared\All Staff\AAA SCHOOL DATA\AAA PAT DATA\PAT 2020


Alexander Lucy Female Year 5 SAER 15 117.5 4 29Allenby Indianna Female Year 5 15 117.5 4 29Austen Noah Male Year 5 26 145.3 8 94Carvalho Armani Female Year 5 CMW, CMR 21 130.1 6 66Chinnery Ava Female Year 5 19 125.7 5 53Chu Jotham Male Year 5 EALD E 25 141.4 8 90Dane Abigail Female Year 5 CMW 28 157 9 99Ducie Hazel Female Year 5 CMR 24 138.1 7 85El Sayed Orsen Male Year 5 16 119.5 4 34Fiedler Gemma Female Year 5 EALD E 16 119.5 4 34Gonzalez Leon Male Year 5 CMW, CMR 27 150.1 9 97Harding Ava Female Year 5 22 132.6 6 73Hardley Ethan Male Year 5 CMW 22 132.6 6 73Hrico Max Male Year 5 EALD, CMR, CMW 22 132.6 6 73Jones Will Male Year 5 CMR, CMW 20 127.8 5 60L'Herpiniere Tyler Male Year 5 24 138.1 7 85Lowden Heidi Female Year 5 CMW 20 127.8 5 60Marron Nicholas Male Year 5 14 115.5 3 23McCawley Emma Female Year 5 CMW, CMR 21 130.1 6 66Meuleman Naomi Female Year 5 SAER 13 113.6 3 19Pacheco Dos Santos Georgia Female Year 5 CMR, CMW 23 135.2 7 79Patil Pranjal Female Year 5 EALD E 18 123.5 5 46Perez Andreina Female Year 5 EALD 23 135.2 7 79Sim Harper Female Year 5 19 125.7 5 53Udagawa Saya Female Year 5 EALD, CMR, CMW 19 125.7 5 53Williams Mia Female Year 5 20 127.8 5 60Winchcomb Mikayla Female Year 5 CMR, CMW 24 138.1 7 85Wormall Madeleine Female Year 5 22 132.6 6 73


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Classroom teachers also implement learning programs to meet the needs of students achieving at stanine 1 and 2, with individual education plans developed as required. In 2021, the school’s SAER Policy will be reviewed with a focus on improving whole school processes for identification of and provision for students at educational risk.

PAT Mathematics

The PAT data in Mathematics showed the Year 1 cohort achieving at a higher level than the normed cohort. Forty-nine percent of the Year 1 students achieved in the top 40% (stanines 6-9) and 29% at stanine 5 compared to 20% of the normed cohort. However, two students were in the bottom 11% of normed cohort and are at risk of not meeting the minimum standard in NAPLAN 2022.

PAT Maths 4th Edition PAT Maths Test 1 - Group ReportS:\AdminShared\All Staff\AAA SCHOOL DATA\AAA PAT DATA\PAT 2020


Abdollahi Tanin Female Year 1 EALD S 9 88.8 4 38Abdul Samad Elhaam Female Year 1 CMR, EALD 16 99.5 6 66Acevedo Ivanka Female Year 1 CMR, CMW 12 93.6 5 51Barnes Boston Male Year 1 CMR, CMW 16 99.5 6 66Bell Georgia Female Year 1 6 83 4 24Birch Summer Female Year 1 CMW 14 96.6 5 59Bose Aryaman Male Year 1 EALD S 14 96.6 5 59Busetti Alice Female Year 1 EALD S, SAER 14 96.6 5 59Check Azma Female Year 1 13 95.1 5 55Chillemi Willow Female Year 1 27 121.8 9 97Chiou Emily Female Year 1 18 102.5 6 73De Luis David Male Year 1 28 126.4 9 98Deviren Can Male Year 1 11 92.1 5 46Diaz Castineyras Benjamin Male Year 1 EALD, CMR 20 105.7 7 80Dunlop Riley Male Year 1 CMW 20 105.7 7 80Felton Richie Male Year 1 26 118.4 8 95Fredericks Jacynta Female Year 1 EALD S 12 93.6 5 51Gilbert Elspeth Female Year 1 CMR, CMW 1 62.4 1 1Hanton Penelope Female Year 1 24 113.2 8 91Hew Li Ann Female Year 1 CMR, CMW 16 99.5 6 66Karlsson Destiny Female Year 1 EALD E 3 74.4 2 9Karthick Parnika Female Year 1 EALD S, CMW 19 104.1 6 77Kott Sam Male Year 1 7 85.1 4 28Kyung Ji-A Female Year 1 EALD E 19 104.1 6 77Lee Alex Male Year 1 EALD S 9 88.8 4 38Lowden Billy Male Year 1 SAER 10 90.5 5 42Lowden Matilda Female Year 1 23 111.1 7 88Luczak Thomas Male Year 1 EALD, CMW 24 113.2 8 91Mousavi Alex Male Year 1 EALD S 18 102.5 6 73Newett Jace Male Year 1 SAER 5 80.6 3 19O'Shea Edith Female Year 1 19 104.1 6 77Ogilvie Connor Male Year 1 CMR, CMW 13 95.1 5 55Orosi Juliet Female Year 1 18 102.5 6 73Patil Ananya Female Year 1 EALD S 10 90.5 5 42Pauza Natalia Female Year 1 CMW 9 88.8 4 38Price Beau Male Year 1 17 101 6 70Qiu Leah Female Year 1 CMR, EALD S 30 144 9 99Qiu Charlene Female Year 1 CMR, EALD S 21 107.3 7 83Rebeiro Mason Male Year 1 SAER 10 90.5 5 42Siva Jewel Female Year 1 EALD S 10 90.5 5 42Siva Jaydee Female Year 1 EALD 14 96.6 5 59Szucs Abel Male Year 1 EALD S 10 90.5 5 42Takehara Kaho Female Year 1 EALD S 23 111.1 7 88Teh Preston Male Year 1 EALD, SAER 21 107.3 7 83Thiel Mila Female Year 1 EALD S 14 96.6 5 59Titov Zoe Female Year 1 17 101 6 70Tuangsit Aida Female Year 1 CMR 24 113.2 8 91Webber Jamie Male Year 1 21 107.3 7 83Wencel Chloe Female Year 1 12 93.6 5 51Williams Livia Female Year 1 SAER 24 113.2 8 91Williams Max Male Year 1 CMR, CMW 24 113.2 8 91Williams Hannah Female Year 1 CMR 8 87 4 33Yasumura Yuuki Male Year 1 EALD E 5 80.6 3 19


Year 3 NormsFamily name Given name Gender Year level Tags Score Scale Stanine Percentile

Barnes Carter Male Year 3 CMR, CMW 24 116.3 6 64Bell Savannah Female Year 3 CMR, CMW 20 110.3 5 48Borah Sudarshana Female Year 3 EALD S 22 113.2 5 56Brown Parker Male Year 3 CMR 30 128 7 87Chang David Male Year 3 30 128 7 87Check Rahim Male Year 3 EALD 29 125.5 7 84Cheon David Male Year 3 EALD S 21 111.8 5 52Close Dylan Male Year 3 CMR, CMW 27 121.4 6 76Coelho Kate Female Year 3 CMW 26 119.6 6 72Colls Ben Male Year 3 18 107.5 4 40Cooke Cruz Male Year 3 SAER 25 117.9 6 68Deshpande Margi Female Year 3 EALD, CMR 18 107.5 4 40Faulkner Harrison Male Year 3 CMR, CMW 28 123.4 7 80Fredericks Jeremi Male Year 3 EALD S 14 101.9 4 26Gannon Abigail Female Year 3 18 107.5 4 40Giwelli Salma Female Year 3 EALD, CMR, CMW 24 116.3 6 64Hrico Alex Male Year 3 EALD, CMR, CMW 25 117.9 6 68Kano Mana Female Year 3 EALD, CMR, CMW 19 108.9 5 44Kim Mina Female Year 3 EALD S, CMW 19 108.9 5 44Lander Isabella Female Year 3 9 93.9 3 12Lawson Owen Male Year 3 CMR, CMW 28 123.4 7 80Lazarevska Luna Female Year 3 EALD 23 114.7 5 60Lee Lucas Male Year 3 EALD 32 134.3 8 94Leonard Jamie Male Year 3 CMW 28 123.4 7 80Lewis Cooper Male Year 3 21 111.8 5 52Liong Anastasia Female Year 3 CMR, CMW 17 106.1 4 37Lowden Zac Male Year 3 SAER 22 113.2 5 56McCarthy Lachlan Male Year 3 22 113.2 5 56Misaghian Keanu Male Year 3 30 128 7 87Morton Ella Female Year 3 24 116.3 6 64Nedobitko Nikita Male Year 3 EALD, CMW 28 123.4 7 80Newett Lilianna Female Year 3 CMR, CMW 20 110.3 5 48Pal Rik Male Year 3 EALD E, CMW 28 123.4 7 80Potter Fieke Female Year 3 EALD E, CMW 29 125.5 7 84Rathod Aarya Male Year 3 CMR, CMW 18 107.5 4 40Richardson Thomas Male Year 3 31 130.8 8 91Saculles Raine Male Year 3 14 101.9 4 26Salom Vega Lucia Female Year 3 EALD S 23 114.7 5 60Smart Adelyn Female Year 3 22 113.2 5 56Smith Olivia Female Year 3 CMR, CMW 29 125.5 7 84Szucs Andy Male Year 3 EALD, CMR, CMW 26 119.6 6 72Titov Max Male Year 3 CMR 23 114.7 5 60Walker Benjamin Male Year 3 EALD 33 139 9 97Winchcomb Isaac Male Year 3 CMR 30 128 7 87Yavari Ario Male Year 3 EALD, CMW 24 116.3 6 64


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The PAT data in Mathematics showed the Year 3 cohort achieving at a higher level than the normed cohort. Fifty-six percent of the Year 3 students achieved in the top 40% (stanines 6-9) and 30% at stanine 5 compared to 20% of the normed cohort. No students are at risk of not meeting the minimum standard in Year 5 NAPLAN in 2022.

The Year 5 cohort achieved at a level above the normed group. No students achieved below the minimum standard. Fifty percent of students achieved in the range of the top 40% (stanines 6-9) and 21% achieved at the same level as 20% at stanine 5, when compared to the normed cohort.

In 2021, teachers will continue to research available Mathematics resources to replace EnVision Maths, which is no longer being produced. When choosing a new teacher resources, the following criteria will be considered:

A program that has been developed to match the revised Australian and WA curriculum.

Frequent opportunities for students to develop mathematical fluency and perform mental computations.

Provision of regular opportunities for practice and revisiting of mathematical concepts.

Inclusion of common mathematically language across all year levels and consistent with the WA Curriculum.

Provision of regular opportunities for students to think mathematically and explain methods used to reach solutions.

Inclusion of extra resources for students needing to consolidate earlier concepts and for extension of most able students.

Inclusion of resources that provide for the application of mathematical concepts to real life problems and the integration of STEM.



Alexander Lucy Female Year 5 SAER 10 112.6 3 21Allenby Indianna Female Year 5 12 115.6 4 28Austen Noah Male Year 5 33 152.7 9 99Carvalho Armani Female Year 5 CMW, CMR 28 138 7 88Chinnery Ava Female Year 5 18 123.5 5 52Chu Jotham Male Year 5 EALD E 30 142.2 8 93Dane Abigail Female Year 5 CMW 25 132.9 7 78Ducie Hazel Female Year 5 CMR 25 132.9 7 78El Sayed Orsen Male Year 5 19 124.8 5 56Fiedler Gemma Female Year 5 EALD E 9 111 3 17Gonzalez Leon Male Year 5 CMW, CMR 30 142.2 8 93Harding Ava Female Year 5 15 119.6 4 40Hardley Ethan Male Year 5 CMW 25 132.9 7 78Hrico Max Male Year 5 EALD, CMR, CMW 32 148.2 9 97Jones Will Male Year 5 CMR, CMW 19 124.8 5 56L'Herpiniere Tyler Male Year 5 18 123.5 5 52Lowden Heidi Female Year 5 CMW 27 136.2 7 85Marron Nicholas Male Year 5 9 111 3 17McCawley Emma Female Year 5 CMW, CMR 24 131.4 6 75Meuleman Naomi Female Year 5 SAER 10 112.6 3 21Pacheco Dos Santos Georgia Female Year 5 CMR, CMW 10 112.6 3 21Patil Pranjal Female Year 5 EALD E 24 131.4 6 75Perez Andreina Female Year 5 EALD 21 127.3 6 64Sim Harper Female Year 5 19 124.8 5 56Udagawa Saya Female Year 5 EALD, CMR, CMW 26 134.5 7 82Williams Mia Female Year 5 13 117 4 32Winchcomb Mikayla Female Year 5 CMR, CMW 30 142.2 8 93Wormall Madeleine Female Year 5 20 126 5 60


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NON ACADEMIC ACHIEVEMENT2020 PAT - Social-Emotional Wellbeing Survey The Social-Emotional Wellbeing Survey was completed by students from Year 2 to 6. However, the Year 5 boys’ data was not included in the results as the sample was less than 10.

Table 1 provides a comparison of South Perth Primary School students compared to all schools, as distributed across each of the five developmental levels.

Table 1Developmental

LevelVery Highly

Developed %Highly

Developed %Developed

%Emerging

%Low %

Year 2 14.0 23.3 60.5 2.3 0.0

Year 3 11.9 19.0 54.8 9.5 4.8

Year 4 15.2 18.2 60.6 6.1 0.0

Year 5 25.0 10.0 55.0 5.0 5.0

Year 6 21.3 23.4 46.8 8.5 0.0

South Perth 16.8 20.0 55.1 6.5 1.6All Schools 16.2 22.6 46.3 10.3 4.7

Developmental Level

Very Highly Developed %

Highly Developed %

Developed %

Emerging %

Low %

Year 2 18.6 25.6 48.8 7.0 0.0

Year 3 31.0 7.1 40.5 16.7 4.8

Year 4 27.3 9.1 48.5 15.2 0.0

Year 5 35.0 5.0 45.0 10.0 5.0

Year 6 40.4 10.6 34.0 14.9 0.0


Developmental Level

Very Highly Developed %

Highly Developed %

Developed %

Emerging %

Low %

Year 2 20.9 9.3 60.5 9.3 0.0

Year 3 16.7 7.1 61.9 11.9 2.4

Year 4 15.2 9.1 69.7 6.1 0.0

Year 5 25.0 5.0 60.0 10.0 0.0

Year 6 23.4 8.5 57.4 10.6 0.0


When compared to all schools, South Perth Primary School students achieved a similar percentage of students in the very high and high developmental levels and fewer students in the emerging and low levels.

The survey measures two dimensions of social-emotional wellbeing: Feelings and Behaviours and Internal Strengths. Table 3 compares South Perth students’ Feelings and Behaviours with all schools and Table 4 compares Internal Strengths.

Table 2 – Feelings and Behaviours

Table 3 – Internal Strengths


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Comparing the results between the two dimensions of Feelings and Behaviours and Internal Strengths, South Perth students demonstrated significantly higher development in Feelings and Behaviours than in Internal Strengths. The individual survey questions that demonstrated a concern have been identified and will be addressed through the 2021-2023 Business Plan priority of Personal and Social Capability.

Attitude, Behaviour and EffortThe Attitude, Behaviour and Effort graphs in this section of the report are based on Semester 2, 2020 Student Report data. Teachers rate each student against a set of criteria based on a frequency scale of consistently, often, sometimes and seldom. The criteria assessed are different for Pre-primary to Year 2 and Year 3 to Year 6.

The Year 3-6 graph shows that the vast majority of students demonstrate the criteria consistently. In Year 4, a student was not assigned Attitude, Behaviour and Effort grades due to the limited time that the student had been enrolled at South Perth Primary School. The attitude, behaviour and effort of the Year 3 group was less consistent than the Year 4, 5 and 6 cohorts.

KEY1. Works to the best of their ability2. Shows self-respect and care3. Shows courtesy and respect for the rights

of others4. Participates responsibly in social and civic

activities5. Cooperates productively and builds

positive relationships with others6. Is enthusiastic about learning7. Sets goals and works towards them with

perseverance8. Shows confidence in making positive

choices and decisions


2322

The Pre-primary to Year 2 students are less consistent in the demonstration of the criteria than the Year 3-6 students. This is expected as the students are still developing their social and emotional skills. Goal setting is a difficult concept for Pre-primary students to master however is a desirable skill that builds student ownership and independence in their learning. Overall, the attitude, behaviour and effort of South Perth Primary School students is excellent.

KEY1. Is enthusiastic about learning2. Participates responsibly3. Sets goals and works towards them

KEY1. Displays independence2. Makes positive choices with confidence3. Reflects on and talks about own learning4. Displays perseverance

5. Expresses emotions appropriately 6. Respects the ideas, feelings and needs of others7. Resolves conflicts in a positive manner8. Interacts with peers and adults in acceptable ways9. Collaborates in group activities


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AttendanceRegular school attendance is closely correlated to students achieving optimal educational and social outcomes. Irregular school attendance is a significant risk factor, with individual student attendance of less than 90% being cause for concern.

At South Perth Primary School, a small number of our students with poor attendance patterns are case managed. The school works with parents and carers to identify barriers and issues and then develops a plan to improve attendance patterns.

The table below indicates the percentage of students in each attendance category. The attendance percentages in each category were similar in 2019 and 2020.

Semester 2, 2020 Individual Students’ Attendance Rates

Semester 2, 2020 Year Level Attendance Rates

The attendance rate in Kindergarten and Pre-primary has continued to show improvement with rates now comparable across all year levels. The percentage of unauthorised absences is still of concern, particularly as overseas holidays to home countries was not a cause of unauthorised absences in 2020.

Absences due to COVID concerns were marked as authorised. The main reason for unauthorised absences in 2020 was failure of parents to notify the school as to the reason for the absence. Monitoring of parent notifications and reminder notes and emails will continue to be a priority in 2021.

Level of Attendance %

2019 %

2020 %

Regular – 90% or greater 79 78

Indicated - 80% to < 90% 16 17

Moderate - 60% to < 80% 4 4

Severe - < 60% 1 2

Year Level

Attendance Rate %

Authorised %

Unauthorised %

Kindergarten 92.5 59 41

Pre-primary 92.0 82 18

Year 1 93.7 65 35

Year 2 92.2 78 22

Year 3 93.0 86 14

Year 4 91.0 54 46

Year 5 93.7 68 32

Year 6 94.0 75 25

Compulsory Years 92.8 73 27


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Survey QuestionsParents Students

5 & 6K-2 3-6 OverallTeachers at this school expect children to do their best 4.2 4.1 4.2 4.6Teachers provide children with useful feedback about their school work 3.8 3.5 3.7 4.3

Teachers at this school treat students fairly 4.2 3.7 4.0 4.3

This school is well maintained 4.3 4.2 4.3 4.2

Children feels safe at this school 4.5 4.2 4.4 4.5

Parents can talk to teacher about concerns 4.3 3.9 4.1Students at this school can talk to teachers about their concerns 3.9

Student behaviour is well managed at this school 3.9 3.5 3.7 3.9

Children like being at this school 4.4 3.9 4.2 4.5

This school looks for ways to improve 3.9 3.4 3.6 4.3

This school takes parents/staff/students opinions seriously 3.9 3.3 3.6 4.0

Teachers at this school motivate children to learn 4.0 3.6 3.8 4.7The school provides students with opportunities to do interesting things 4.4

Children are making good progress at this school 4.1 3.7 4.0

Children’s learning needs are being met by the school 4.0 3.4 3.8The school works with parents to support children’s learning 3.9 3.4 3.7

Staff receive useful feedback about their work at school

Staff are well supported at this schoolThe school has a strong relationship with the local community 3.9 3.6 3.8

The school is well led 3.9 3.5 3.7I am satisfied with the overall standard of education achieved at this school 4.0 3.5 3.8

I would recommend this school to others 4.0 3.5 3.8

The teachers are good teachers 4.3 3.9 4.2 4.7

Teachers at this school care about the children 4.3 3.9 4.0 4.5

National School Opinion Survey The National School Opinion Surveys for Parents and Students were conducted in 2020. The parents of students in Kindergarten to Year 2 were surveyed separately from the Year 3-6 parents. Eighty-four K-2 parents completed the survey compared to 48 Year 3-6 parents.

The survey results are analysed by the school staff and the School Board. Overall, the survey results were very positive. However, it was notable that all questions were rated more highly in the K-2 Parent survey than the Year 3-6 survey. Also, the students’ ratings were higher than the parents on all questions other than ‘This school is well maintained.’National School Opinion Surveys Summary 2020


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In the parent survey, the most positive survey question ratings were received for: Children feel safe at this school. The school is well maintained. Teachers at this school expect students to do their best. Children like being at this school. The teachers are good teachers.

In the Year 5 & 6 student survey, the most positive survey question ratings were received for: Teachers at this school motivate children to learn. The teachers are good teachers. Teachers at this school expect students to do their best. Children feel safe at this school. Children like being at this school. Teachers at this school care about the children.

Criteria related to Health and Wellbeing and Belongingness and Confidence in the Learning Program were used to measure the effectiveness of the Early Learning K-2 priority in the 2018 – 2020 Business Plan.


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PRIORITY AREAS FOR 2021-2023 BUSINESS PLANAs a result of the analysis of the school data by the School Board, teaching staff and leadership team and consideration of current literature on educating students for the future, the following priority areas and outcomes were agreed for the 2021 – 2023 Business Plan.

Personal and Social CapabilitiesThe students will:

Develop self-awareness, self-regulation and motivation. Demonstrate empathy and social skills. Display cultural awareness and respect for their culture and others.

Critical and Creative ThinkingThe students will:

Identify, explore and organise information and ideas. Generate ideas, possibilities and actions. Reflect on thinking and the problem solving processes. Analyse, synthesise and evaluate reasoning and procedures.

Oral LanguageThe students will:

Communicate effectively using both expressive and receptive language skills. Speak with confidence in both formal and informal settings. Utilise conventions such as expression, fluency, vocabulary and body language to support purpose, audience and context.

Physical Development K-2The students will:

Develop fundamental movement skills, fine motor skills, spatial awareness, strength and agility. Demonstrate the skill of motor planning, remembering and performing steps to make a movement happen. Display confidence to explore their environment and take risks.

South Perth Primary School

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FINANCIAL REPORTThe school’s finances are overseen by the Finance Committee which consists of the Principal, Manager Corporate Services, senior teachers and a member of the School Board. The Finance Committee meets at least once per term. The school’s budget is finalised late in Term 1 following the confirmation of student centred funding allocations. Spending is monitored throughout the year with cost centre managers instructed to spend funds during first semester.

The Student Centred Funding Model was introduced to all public schools in 2015. Under this model, schools received funding in a one-line budget. The funding is for all aspects of running the school including staffing, utilities, resources and minor works.

In 2020, the school received $3,333,633 in Student Centred Funding. This included $91,029 for the targeted initiatives of the school chaplain, school psychologist, School Sports program and Universal Access for Kindergarten.

The Income and Expenditure tables on the following pages provide detailed information of the Cash Revenue and Expenditure. Only $214,655 of the Student Centred Funding was allocated to cash.

The remainder of the One Line Budget was spent on staffing. The school was compliant with the requirement to spend at least 96% of the school budget within the school year.

The P&C worked closely with the school’s Finance Committee to fund projects identified by the school. P&C funds supplemented the school funds to the amount of approximately $75,420 which included $48,370 for the new playground in the ECE, $8,500 for library books and school resources, $8,500 for the Artist in Residence, $8,000 towards the School Chaplain and $1,000 for the Year 6 Graduation.

The graphs and tables on the following page provide a Financial Summary as at 31-12-2020.

29

8

South Perth Primary SchoolFinancial Summary as at

31 December 2020

1 17,111.00$ 15,450.00$ 2 79,518.00$ 49,109.16$ 3 44,636.36$ 42,203.64$ 4 76,420.74$ 77,806.09$ 5 -$ -$ 6 -$ -$ 7 1,050.00$ 1,050.00$ 8 4,196.55$ 1,876.25$ 9 93,285.00$ 93,285.00$

10 -$ -$ 11 Farm Revenue (Ag and Farm Schools only) -$ -$ 12 -$ -$

316,217.65$ 280,780.14$ 73,902.93$ 73,902.93$

Student Centred Funding 235,905.00$ 235,904.00$ 626,025.58$ 590,587.07$

-$ -$ 626,025.58$ 590,587.07$

Locally Raised Funds184,568.89$ Student Centred Funding235,904.00$ Other Govt Grants 1,050.00$ Other 1,876.25$ Transfers from Reserves93,285.00$

516,684.14$

Total Salary AllocationTotal Funds Available

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Transfer from Reserve or DGRResidential Accommodation

Other State Govt/Local Govt RevenuesRevenue from Co, Regional Office and Other Schools


Actual

31 December 2020

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary ContributionsCharges and FeesFees from Facilities Hire

0

10

20

30

40

50

60

70

80

90

100

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds36%

Student Centred Funding

46%

Other Govt Grants0%

Other 0%

Transfers from Reserves

18%

Current Year Actual CashSources

Insert your School Logo Here or Delete if not

required

Page 1 Rev and Exp Report.xls

1 17,111.00$ 15,450.00$ 2 79,518.00$ 49,109.16$ 3 44,636.36$ 42,203.64$ 4 76,420.74$ 77,806.09$ 5 -$ -$ 6 -$ -$ 7 1,050.00$ 1,050.00$ 8 4,196.55$ 1,876.25$ 9 93,285.00$ 93,285.00$


316,217.65$ 280,780.14$ 73,902.93$ 73,902.93$


-$ -$ 626,025.58$ 590,587.07$


516,684.14$




Opening Balance






Actual

31 December 2020

Other Revenues




0

10

20

30

40

50

60

70

80

90

100

$000

Revenue Source


Budget Actual



46%

Other Govt Grants0%

Other 0%


18%



required


1 17,111.00$ 15,450.00$ 2 79,518.00$ 49,109.16$ 3 44,636.36$ 42,203.64$ 4 76,420.74$ 77,806.09$ 5 -$ -$ 6 -$ -$ 7 1,050.00$ 1,050.00$ 8 4,196.55$ 1,876.25$ 9 93,285.00$ 93,285.00$


316,217.65$ 280,780.14$ 73,902.93$ 73,902.93$


-$ -$ 626,025.58$ 590,587.07$


516,684.14$




Opening Balance






Actual

31 December 2020

Other Revenues




0

10

20

30

40

50

60

70

80

90

100

$000

Revenue Source


Budget Actual



46%

Other Govt Grants0%

Other 0%


18%



required


1 17,111.00$ 15,450.00$ 2 79,518.00$ 49,109.16$ 3 44,636.36$ 42,203.64$ 4 76,420.74$ 77,806.09$ 5 -$ -$ 6 -$ -$ 7 1,050.00$ 1,050.00$ 8 4,196.55$ 1,876.25$ 9 93,285.00$ 93,285.00$


316,217.65$ 280,780.14$ 73,902.93$ 73,902.93$


-$ -$ 626,025.58$ 590,587.07$


516,684.14$




Opening Balance






Actual

31 December 2020

Other Revenues




0

10

20

30

40

50

60

70

80

90

100

$000

Revenue Source


Budget Actual



46%

Other Govt Grants0%

Other 0%


18%



required


Inspiring young minds to create and pursue possibilities


PB30


31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$

10 -$ -$ 11 -$ -$ 12 Farm Operations (Ag and Farm Schools only) -$ -$ 13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$ 14 Camp School Fees to CO (Camp Schools only) -$ -$

611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$

Bank Balance 215,362.15$ Made up of: -$

1 General Fund Balance 80,710.41$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 118,163.83$ 5 Suspense Accounts 21,493.91$ 6 Cash Advances -$ 7 Tax Position (5,006.00)$

215,362.15$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary ExpenditureTotal Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and EquipmentCurriculum and Student Services

ActualBudget

Residential Operations

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

AdministrationLease PaymentsUtilities, Facilities and Maintenance

Professional DevelopmentTransfer to Reserve

0

50

100

150

200

250

300

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position



31 December 2020


required

1 26,022.00$ 21,856.95$ 2 -$ -$ 3 190,669.27$ 168,378.58$ 4 84,456.47$ 83,668.47$ 5 252,179.34$ 177,913.15$ 6 13,596.55$ 12,638.51$ 7 40,000.00$ 40,000.00$ 8 4,897.00$ 5,421.00$ 9 -$ -$


611,820.63$ 509,876.66$ -$ -$

611,820.63$ 509,876.66$ 14,204.95$









Other Expenditure


ActualBudget






0

50

100

150

200

250

300

$000

Expenditure Purpose


Budget Actual

10

30

50

70

90

110

130

$000Cash Position


0 school rep

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