2015 annual report€¦ · both independently and collaboratively in the 21st century exhibiting...

HAWKER PARK PRIMARY SCHOOL

2015 ANNUAL REPORT

OUR VISION

At Hawker Park Primary School we endeavour to motivate and inspire all students by offering a safe and positive environment which actively fosters their social, emotional and academic attributes to their full potential. We seek to facilitate and develop enthusiastic lifelong learners who form positive relationships, participate both independently and collaboratively in the 21st Century exhibiting critical thinking, creativity, curiosity, resilience, perseverance, compassion and happiness.

From the Principal To our Hawker Park School Community and wider community, I present to you the first Annual School Report as an Independent Public School (IPS). The Report captures the learning experiences, activities and achievements that your children have been involved in during the year. Within the Report the school‟s academic results are communicated. I am very impressed and proud of Hawker Park‟s academic performance. When measured against the State and National mean, we out-performed both in all areas of literacy. In numeracy, we achieved above the State mean but not the National mean. Compared to like-schools using their ICSEA values determined by DET, Hawker Park achieved at expected level in all areas except Grammar and Punctuation and Spelling where we achieved above expected level in year 3 and numeracy was below expected level in year 5. Together with the School Board, we plan for improvement, which will ensure the School remains an active place where students learn in a respectful, kind and caring environment with a friendly, happy atmosphere. Our students are fully supported by their families who work in partnership with the school to gain the best outcomes for children. We thank our students, our parents and community members who support the students in a myriad of ways. I acknowledge and thank our highly qualified, experienced and dedicated staff members, who have worked determinedly to assure success for all students. I thank the staff for their engagement in successfully implementing our strategic directions of SMARTS and ICT across the school. By working in harmony with the School Board, the P&C, parents, students and staff, we have continued to generate a vibrant school with the motto “Together We Grow”.

Dr Irma Roberts

On Behalf of the Staff Hawker Park Primary School

Together we grow.

47 Hawker Avenue, Warwick WA 6024 Principal: Dr Irma Roberts Ass Principal: Andrew Etheridge Registrar: Sandie Beard Level 3 Teachers: Liz Everall Denise Ansingh

Telephone (08) 9448 6750 Facsimile (08) 9448 6766 ABN: 60 101 091 971

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History and Location Hawker Park Primary School opened in 1982 as a Level 5 School by Foundation Principal Lou Moran. This northern suburbs school in Warwick is located 17 km north of the CBD and walking distance from the Warwick train station. The catchment area of this northern suburbs school in Warwick is contained by Warwick and Beach Roads, the Mitchell Freeway and Erindale Road. The original area was the „Springvale Estate‟ development. Despite research, there appears to be no significance in the origin of the name „Hawker‟. Students learn in comfortable, clean, well-furnished and equipped, air-conditioned classrooms suitable for 21st Century education In 2015, Hawker Park gained Independent Public School status.

Student Profile The school population is predominantly of Australian background although this trend is changing to include many children from across the globe. Student numbers had increased over the last 5 years but dropped in *2015 when the year seven students moved to the secondary system and we experienced a downturn in the mining industry that meant students left the state to travel east and those families that were coming from the east did not come.

Enrolment Trends and Student Attendance

Year K P 1-6 Total

2016 (anticipated) 42 33 154 229

2015 33 35 141 209

2014 31 36 176 243

2013 39 26 184 249

2012 25 36 184 245

2011 34 26 175 235

The average student attendance rate (percentage) is shown in the table below. Note that the school‟s attendance rate has improved over the last four years and exceeds that of the state.

2011 2012 2013 2014 2015

School State School State School State School State School State

Primary 94.7% 92.7% 93.3% 92.3% 94% 92.6% 94.2% 92.1% 94.6% 92.7

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School Facilities Hawker Park Primary is an Independent Public School surrounded by natural bushland and large open spaces which combine to create a calm and inviting place of learning. Enrolments currently stand at 210 students from Kindergarten to Year 6 giving the school a strong community feel. Invaluable direction and support is provided to the school through community representatives, parents, staff, the School Board and an active Parents and Citizens‟ Association (P&C). Our dedicated and highly competent staff ensure our focus continues to be on literacy, numeracy and values with an emphasis on using technology as a learning tool throughout the whole curriculum. The highly qualified Staff provide a wide range of expertise, assisting students to develop into well mannered, respectful and kind people, enabling them to become confident and effective members of the community. Staff recognise the wide range of interests and abilities of our students who are catered for through a comprehensive support, intervention and enrichment program. In 2014 we began the implementation of the school‟s ICT 1:1 Apple device program for Years 2-6. By 2015 we have students in Years 2 and 3 integrating their own Apple iPads and Year 4-6 students excelling with their own laptops used across the whole curriculum. Our school has extensive Wi-Fi coverage and or classrooms are equipped with smart interactive whiteboards. As an Independent Public School, Hawker Park Primary endeavours to motivate and inspire all students by offering a safe and positive environment which actively fosters their social, emotional and academic attributes to their full potential. Our pastoral care is based on our three core values of respect, kindness and manners. School programs offered at Hawker Park Primary include but are not limited to:

Music taught from Years P-6 by a specialist teacher (includes choir)

Instrumental Music, taught to Year 5 & 6 students by visiting teachers on a weekly basis

Indonesian taught from Years 1-6 by a specialist teacher

Pastoral care program; Buz Friendship

Early Learners programme for pre-kindergarten children ( Term 4 2hours/week) Extracurricular activities include:

Incursion

Excursions

Year 6 camp

Graduation Christmas concert

Competitions entered include:

Speak Up Awards,

Write a Book in a Day,

Designing Advertisements.

Physical education includes:

Interschool competitions

Swimming

Athletics carnivals

Cross country In the senior part of the school there is opportunity for students to become School Captains and participate in leadership roles. Hawker Park Primary School's motto, 'Together We Grow,' epitomises students, staff and parents working together in

a spirit of cooperation and teamwork for the development of students.

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Staff Profile, Class Organization and Professional Engagement This year, with the one line budget, the school has used 93% of the State Government provided budget to employ personnel. The school has employed a non-teaching Principal, an Associate Principal with 0.5 teaching load, two Level 3 Teachers and nineteen part time and full time teachers. The non-teaching staff comprises one full-time registrar, a school officer for three days each week, a library officer for one day each week, a Chaplain, two days each week, ten part time education assistants, a gardener who works two and a half days each week, a Cleaner-in-charge and two part time cleaners. Combined staff, possess a wide range of experience, expertise and talent. All teaching staff meet the professional requirements to teach in Western Australian schools and are registered with the Western Australian Teacher Registration Board. At Hawker Park, our students develop creative, academic, social, physical and life-long skills, enabling them to become confident and effective members of society. Students are catered for through a comprehensive support, intervention and enrichment program. In the senior part of the school opportunities present themselves for students to become School Student Leaders. Staff members expect high standards of behaviour and have created a positive and safe environment at the school. A system of pastoral care and discipline focuses on rewarding positive behaviours with clear consequences for negative behaviours. Direct parent contact is part of this system at the classroom, school and playground level.

The Outcomes We Seek As an IPS school, one outcome we seek is to enhance our partnership with parents. Some ways in which we do this is through the School Board, P&C, informal discussions, and Surveys. On the 29

th June 2015, parents were surveyed to

find out what they liked about the school. The top three responses were as follows:

1 Staff – dedicated, professional, support, talented, excellent, excellent role models, energetic, advice offered, wonderful, approachable, genuinely care, interested helpful, positive and effective, friendly, warm, well mannered, teachers go outside classroom to create memories. Quality experienced teachers, they go above and beyond, respect for each little person, teachers celebrate student achievements, committed to students, time given, teachers and parents working together, support and interest given to parents and children is supreme, high level of education, forward thinking, students thrive

2 A small school that is friendly and everyone knows each other, interest taken in all children and families, safe learning environment, teachers know all children well, positive atmosphere, lovely setting, parent children interaction, personal, every student matters – but large enough to provide diversity

3 Friendly warm, welcoming, close community feel/spirit, helpful, pride, vibe, colour, bush, positive, inclusive, familiar, a member of the family feel, parents get involved in and out of school, many activities organised to include parents, working together, an active P&C, School Banking, assemblies well attended by parents.

Other outcomes we seek are to facilitate and develop enthusiastic lifelong learners who are able to positively participate both independently and collaboratively in the 21st Century exhibiting leadership, critical thinking, creativity, curiosity, resilience, perseverance, compassion and happiness. Our whole school celebrates each child‟s unique intelligences & strengths and this ensures we cater for individual learning styles. At Hawker Park we refer to this as our “SMARTS” program.

Visual / spatial – picture smart

Kinesthetic – body smart

Linguistic – verbal word smart

Logical– number smart

Musical / rhythmic – music harmonic smart

Interpersonal – people smart

Intrapersonal – myself smart

Naturalistic – nature smart

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In working to achieve our vision, we seek to ensure our students achieve the following:

School Values: Respect Kindness Manners

Academic attributes of Literacy and Numeracy

Working within a safe and positive environment

Develop confidence, perseverance, resilience

Lifelong quality learning in a small school environment

Fostering student social, emotional and intellectual intelligences

ICT and 21st Century Learning

SMARTS- Multiple intelligence

Exhibiting critical thinking, creativity, curiosity, resilience, perseverance, compassion and happiness.

2015 Priorities Priorities for 2015 were established after a process of school self-reflection and after data was analysed regarding children‟s progress in 2014 and 2015. The evidence was collected from teacher judgements and standardised tests; commercial, system, school and teacher tests; common assessment tasks; moderation; Formal Semester Reports and NAPLAN (National Assessment Programme Literacy and Numeracy). Within the Business Plan (developed in consultation with the School Board), the areas established, using the School Improvement and Accountability Framework, for 2015-2017 are: Teaching Resources Learning Environment Leadership Relationships From the Business Plan, Operational Plans are developed as follows: LITERACY Reading: The Big 6 HASS History and Geography: Maintain NUMERACY Focus SCIENCE Maintain MARKETING Maintain VALUES Maintain National Values (Chaplain and Staff) SAER Maintain ATTENDANCE Maintain

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Early Childhood Education Our early childhood programmes are dynamic and innovative. Experienced and well-qualified staff members take a collaborative approach to planning and implementing the Early Years Learning Framework and engage fully with welcoming and supporting parents in these critical early years of schooling. Over 60 families attended both the Welcome Picnic and Movie Night in March and the Twilight Family Funtivities in November which epitomise the partnership with parents highlighted in our school motto Together We Grow. Hawker Park has been increasingly inspired by the philosophy of the Reggio Emilia approach to learning. Our teachers and education assistants also promote a nature pedagogy incorporating the adjacent bushland and our own stimulating outdoor environment for integrating many learning areas. This includes promoting sustainable practices. After building a successful relationship with academics from Edith Cowan University in 2014 we were asked to host visits from 120 second year education students. The students were welcomed to explore our learning environments and hear particular philosophies of our centres practice. Hawker Park remains a leading school in play-based learning in WA. This year the School Curriculum and Standards Authority (SCSA) recognised expertise at the school and seconded two early childhood teachers as Principal Consultants of Early Childhood to develop curriculum and assessment tasks for the Western Australian Curriculum. In term four, our school funded a weekly Early Learners programme for the pre-kindy (3-4 year olds) students. This programme ran for two groups of students for our 2016 enrolled kindergarten students. The programme will continue in 2017. The importance of early childhood education is recognised as a crucial time in a child‟s learning and parents are acknowledged as their child‟s first teachers.

The National Quality Standards The National Quality Standard (NQS) is a framework developed to ensure quality education in early childhood. It comprises 7 quality areas, 18 standards and 58 elements. At Hawker Park Primary School the NQS is relevant from Kindergarten to Yr 6. The school audits its programmes and practices in relation to the elements of all seven quality areas and uses the key – green, amber and red - to identify to what extent we are addressing each element. Green indicates that we are meeting the requirement, amber indicates that we are working towards it. As an assessment tool, HPPS assessed itself using the NQS across the whole school from K-6 with the following results.

2014 33 Green 57% 2015 49 Green 84% 25 Amber 43% 9 Amber 16%

The data indicates a 27% improvement across the school from 2014-2015 in the area of meeting requirements.

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LITERACY Review Student performance is monitored through:

NAPLAN data in years 3 and 5 in reading, writing and spelling

Analysis of semester reports. Achievement determined by teacher observation, anecdotal records, teacher and commercially produced tests and continuous assessment tasks. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

How well are we doing?

10% of students achieved an A in their Semester 1 report

19% of students achieved a B in their Semester 1 report

58% of students achieved a C in their Semester 1 report 10% of students achieved a D in their Semester 1 report

0% of students achieved an E in their Semester 1 report

3% of students were not allocated a grade in their Semester 1 report

Regular use of learning and teaching strategies such as 6 Thinking Hats, Y charts, Venn Diagram, Think Pair Share, ISTAR, TAPPLE.

Overall the school is performing well. There has been a huge increase in the integration of technology into our programs. Warm ups, explicit teaching, expression of creativity and presenting challenges at all ends of the performance spectrum need continual review, implementation and development.

The Hawker Park English Programme (Linked to Australian Curriculum) Pre Primary to Year 7 -collated and developed through consultation with staff by Pamela Barnes - is used for planning.

Writing: Whole school approach to teaching narratives and persuasive texts.

Consistent focus on finding and retrieving information, and paraphrasing.

ICT tools have provided an invaluable resource in writing through the provision of unlimited and easily accessible information.

NAPLAN results in Writing show that 40% of students are making high to very high progress from Year 3 to 5.

Punctuation and Spelling improved in all years in NAPLAN and are now well above the Australian Mean

Year 3 students were well above the Australian mean in the additional areas of Paragraphing and Text Structure.

Year 5 students were well above the Australian mean in Audience, and Sentence Structure.

Areas of focus required for Yr 3 are Vocabulary and Cohesion.

Areas of focus required for Yr 5 are Text Structure, Persuasive Devices, with additional focus needed on Vocabulary.

Students in the top category for Year 3 and 5 NAPLAN were 35% and 38% respectively well exceeding the expected norm of 20%.

Students in both Year 3 & 5 NAPLAN well exceeded the WA & Australian means for Writing. Yr 3 - All students exceeded National Minimum Standard (NMS)

NAPLAN Australian Mean Score 416 WA 408 School 450 (+34)

This is a similar difference in comparison to the Australian Mean Score last year. (+35)

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Yr 5 – 3 students below NMS 0 students at NMS all other students exceeded the National Minimum Standard

Australian Mean Score 478 WA 471 School 499 School performance continues to be above the Australian Mean Score (+21) which is a lesser difference to last year.

Reading: Springboards, Making Connections and Read Around, Write About

programmes are regularly used by all year levels. Middle and senior classes use these resources more for common /assessment tasks.

NAPLAN year levels 3 and 5 are above both the Australian and WA Mean Score.

Yr 3 – 1 student below National Minimum Standard (NMS)

NAPLAN Australian Mean Score 426, WA 413, School 461 (+35) This is a greater mean score than 2014 and a greater difference in comparison to the Australian Mean Score than last year.

Yr 5 – 1 student below the NMS NAPLAN Australian Mean Score 498 WA 489 School 530 (+32) School performance continues to be above the Australian Mean Score which is a slightly smaller difference to last year.

Viewing: Viewing is strongly integrated in English and across the other Learning Areas.

Greater use and integration of Technology means this is an even more integral part of the curriculum.

Use of ICT provides an excellent source for research and other activities such as online stories and videos.

HPPS English Scope and Sequence utilised as a consistent source of reference for teachers.

Interactive Whiteboards, iPads and computers consistently utilised to enhance student learning.

Use of such strategies such as the 6 Thinking Hats is integrated.

Oral: Technology allows us to easily record and analyse oral language. It also allows children to self-reflect

and improve.

„Speak Up Awards‟ to be broadened in 2016 to include all year levels.

“The Art of Conversation Cards” regularly utilised across all year levels.

Consistent promotion of the use and importance of Oral Language integration across all curriculum areas and all year levels. E.g. games, role-play, reading readiness, formal presentations, incidental opportunities, expansion of vocabulary challenges, news telling.

Spelling: Uniform approach across grades with Sound Waves, helps in developing student‟s skills. Consistent

building of skills at each year level ie. Phonological Awareness, Auditory segmenting, Onset and Rime, is also consolidated.

Pre-primary students exposed to Sound Waves through oral activities.

Multisensory approaches to the learning of words utilised in the K/P and integrated within Sound Waves throughout the year levels.

NAPLAN all year levels are above both the Australian and WA Mean Score.

Yr 3 – all students well above National Minimum Standard (NMS) Australian Mean Score 409 WA 400 School 454 (+45) Hawker Park PS performance for Yr 3 is well above the WA and Australian Mean and with a slightly greater difference to last year.

Yr 5 – Majority of students are above the National Minimum Standard (NMS), 1 is at NMS and 1 below NMS.

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Australian Mean Score 498 WA 493 School 504 (+6) Hawker Park PS performance for Yr 5 above the WA and Australian Mean and with a lesser difference to last year.

Grammar /Punctuation: Whole School Literacy Plan continues to be a key document in planning.

„Rules Rule Grammar Book‟. Sequence of activities promoting the first 10 grammar rules for early years has worked well.

Laptops highlight the use of incorrect English.

Daily editing sessions applied.

Warm-ups important for drilling levels of sentences, DRAMA (writing effects) Writing forms, conjunctions e.g. FANBOYS

NAPLAN all year levels are above both the Australian and WA Mean Score.

Yr 3 – all students well above National Minimum Standard (NMS) Australian Mean Score 433 WA 424 School 518 (+85) The difference between the Hawker Park PS Yr 3 mean and the Australian mean is much greater than in 2014.

Yr 5 – Majority of students well above NMS with one student above the NMS and 1 student at NMS. Australian Mean Score 504 WA 496 School 528 (+24) The difference between the Hawker Park PS Yr 5 mean and the Australian mean is less than for 2014.

What are we seeking to achieve?

Continue practise of explicit teaching (regular) in grammar. E.g. Warm-ups, Drilling, Chants.

Students with proficient English skills so they have these skills for their future

Students to be confident learners who can draw on strategies to assist them solve problems.

Students to be independent thinkers, flexible and self-motivated learners.

Using Interactive Whiteboards, iPads and computers as a resource to enhance student learning. (not as a means to replace good teaching practice).

Consistent practice throughout the school (incorporating the use of Common Language, Soundwaves, use of common programs such as Making Connections and Springboard Reading Programmes).

Highly effective screening of students K – 2 to ensure early diagnosis of learning difficulties and at point of need in the following year levels.

Maintain implementation of Student Support Team processes to ensure all students maintain progress through learning difficulties.

Implementation of strategies to effectively challenge all students at all levels within the class.

Continued focus on Explicit Direct Instruction, TAPPLE and iSTAR.

Regular use of modelling to teach the different writing forms.

Maintain involvement in competitions to offer challenges to the students who display proficient mastery of skill in the different areas of literacy.

Continue to research best practice and implement strategies that will inform our teaching and understanding of how children learn.

Continue to implement the Big 6.

Maintain and utilise a whole school assessment and recording plan.

Provide EA support with the goal of improving every individual student‟s development and understandings.

Practically assess the application of finances into online resources.

Maintain Support a Reader Program.

Maintain drilling of high frequency words in the lower year levels.

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Regular maintenance and updating of IT resources.

Regular use of ICT to support Oral Language activities.

Continue to implement games as a part of daily learning activities.

Maintain effective formation of timetables to allow for uninterrupted sessions of learning.

How can we improve?

Revise common editing symbols.

Improve opening paragraph to Persuasive text framework.

Focus on improving student‟s range of vocabulary in Writing. Eg shades of meaning, time order conjunctions.

Continue to use and modify the whole school English Scope and Sequence plan.

More effectively use iPads to substitute, augment, modify, redefine more and more if/when appropriate.

Explore and utilise strategies and plan lessons so that students who are proficient in literacy skills in different areas are consistently challenged to progress even further.

Make informed choices when purchasing resources for use within the school.

Ensure support time is supplied to the point of need across all year levels.

Utilise more parent involvement.

Implementation of Whole School Oral Speaking Competition.

Develop proficient assessment and recording systems for work completed on ICT devices.

NUMERACY

Student performance is monitored through:

Analysis of Semester Reports.

Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

NAPLAN tests in years 3 and 5.

Standardised Tests.

Maths Easy Mark.

Teacher made tests (common assessment tasks).


Targeting Maths and Paul Swan activities have led to improved practise.

Students are given multiple opportunities and a variety of hands on activities.

Targeting maths has provided a whole school approach.

9% of students achieved an A in their Semester 1 report 27% of students achieved a B in their Semester 1 report 51% of students achieved a C in their Semester 1 report

9% of students achieved a D in their Semester 1 report

4% of students not assessed in their Semester 1 report

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Term mental testing is showing positive progress through class averages. Results are acknowledged at assemblies.

Easy Mark yearly testing implemented this year. Results to be recorded on Whole School Assessment Records and reviewed during term 4

NAPLAN RESULTS

Yr. 3 –1 out of 23 students is at National Minimum Standard (NMS) and all other students are above NMS. Australian Mean Score 398 WA 385 School 425 (+27) Hawker Park PS mean is above the Australian and WA mean. Last year Hawker Park PS mean was lower than the Australian mean. (-5) This year‟s result shows an improvement.

Yr 5 – 3 out of 16 of students are at NMS, 1 student is below NMS and the remainder of students are above NMS. Australian Mean 492 WA 485 School 489 (-3) Hawker Park PS scores are above WA mean and below the Australian mean. Last year Hawker Park PS mean was above the Australian mean (+29).


All students to make very high/ high progress in NAPLAN.

Improve number of students making very high/high progress in year 3 – 5 NAPLAN.

Be above the 12 „like‟ schools mean scores in 2016 NAPLAN results.

Confident, independent learners.

Children who can problem solve.

All children know their tables and can apply them for problem solving.

Strong mental computation skills.

Consistent practise - whole school approach.

Maintain Mathematics as a school priority.

Common maths programs (e.g. Targeting Maths, Mathletics) across the school to eliminate learning gaps.

Daily Practise of basic facts.

Clear continuum for progression.

How can we improve?

Continue to implement strategies to maintain a Whole School Numeracy approach.

Purchase resources for ICT devices, place value and other identified areas of need.

Improve consistent practice across the school through discussion, sharing, charts, drills, warm-ups.

Common language for problem solving, e.g. 1 Read the question. 2 What is the question asking you to find out? 3 Locate the question. 4 What could you do to get the answer? 5 Can you solve it now? 6 Can you write your solution?

Utilise NAPLAN, EASYMARK and class records and observations to identify and provide Teacher Professional Development in areas of need.

Use iSTAR teaching process in Numeracy.

Use Department‟s NAPLAN Numeracy planner in term 1 – Yr 3 and 5 for planning

Increase use of online resources.

Continue recognition of positive maths achievement at assemblies.

Explore and utilise strategies and plan lessons so that students who are proficient in numeracy skills in different areas are consistently challenged to progress even further.

Explore ways of implementing Targeting Maths more effectively in split classes.

Broaden Professional Learning to areas other than Numeracy.

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Partner with Parents at home for times tables and drills.

Regular sharing times at meetings.

Additional Paul Swan Professional Learning in areas of need.

HEALTH & PHYSICAL EDUCATION

Review


Analysis of semester reports. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

Performance at carnivals – School and Interschool.

Class assessments, records including teacher observations What are we seeking to achieve?

Understanding and knowledge and practise of good physical health, social health, emotional health, intellectual health (Healthy Well Being)

Teach the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities.

Provide the opportunities for the education of students to adopt lifelong healthy and active living.

Improved fitness and health.

Students with a healthy Body Mass Index. (BMI)

Students who are able to make positive choices for their health.

Positive role modelling of healthy choices within the school.

Positive attitudes towards sport and fitness.

Students with good emotional literacy.

Practise of good social skills. How well are we doing?

2.2% of the children are achieving an A in their semester report.

37.2% of the children are achieving a B in their semester report.

59.9% of the children are achieving a C in their semester report.

0.7% of the children are achieving a D in their semester report.

Swimming carnival for yrs. 3-6.

Interschool sport for upper primary (football, soccer and netball).

Successful involvement in interschool carnivals.

Daily fitness programs at class level.

Creation of the Cross Country Club.

School swimming lessons.

Motivational speakers.

Buz programs with School Chaplain.

Special clinics visited – Football.

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Daily provision of a range of sports equipment for use during play time.

More frequent bush walks by classes.

Regular weekly sport.

City to Surf school community team established. How can we improve?

Teach the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities.

Focus on teaching students the correct skills of throwing and catching from the early years.

Regular whole school fitness where students are actually improving their fitness levels and monitoring these some way. (Introduce BEEP test or similar for years 4-6).

Start cross-country training earlier so that the children are fit enough and confident enough to do the course.

Begin School Carnival training earlier in the term.

Re-introduce a course of dance lessons.

Checklist of basic skills.

Seek and offer opportunities to Sport Smart students.

Ensure regular review meetings after whole school sporting events to note what went well and what can be improved.

Emphasise school values in relation to the term Good Sportsmanship.

Introduce occasional whole school sport fun days.

Encourage the development of different sports clubs e.g. running clubs.

Review the Canteen menu in relation to Healthy choices. (red, green, amber system).

Utilise the bush area of the school more often.

THE ARTS

What are we seeking to achieve? Review


Analysis of semester reports. Achievement determined by teacher observation, anecdotal records, teacher and commercially produced tests. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

Visual Arts

Students, who love, appreciate and are confident in expressing themselves creatively in art.

Provide opportunities for children to explore, appreciate and demonstrate the full range of skills in all aspects of art as outlined in the curriculum.

Provide ART SMART students with the opportunity to excel.

Students who are confident and appreciate their own artistic ability.

Music

A successful music program that can be the soul of the school and continuing community respect and support.

Lifelong enrichment through gaining ability to make and respond to an art form that offers entertainment, special skills and capacities and the most profound experiences and insights.

Provide ample opportunity for all students to enjoy some aspect of music and explore their creative talents.

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Provide opportunities for students who are Music SMART to excel.

Value performance.

A positive attitude and appreciation of music.

Students who are confident in some aspect of Music.


Visual Arts.

5% of the children are achieving an A in their semester report.

21% of the children are achieving a B in their semester report.

71% of the children are achieving a C in their semester report.

2% of the children are achieving a D in their semester report.

Fantastic art work displayed around the school and in the library.

Hawker Park Winner of the Ken Done Art competition.

Visual arts are being integrated into all areas of the curriculum.

Music

7% of the children are achieving an A in their semester report.




Highly competent music teacher.

High involvement of students in the School of Instrumental Music Program.

Students show a positive attitude towards music.

Choir performances are of a high standard.

Choir was involved in Music Festival at the Burswood.

Music integrated in the Music years with utilisation of Education Assistant SMARTS in this area.

Choir given multiple opportunities to perform at school events.

Maintain the COMMUNITY song idea.

Maintain strong Music profile at assemblies. How can we improve? Visual Arts

Continue to show appreciation of the Arts by having incursions/excursions or artists in residence programs.

Continue to provide opportunities for children to develop their creativity focussing on the process and development of skill rather than the end product.

Staff to share art ideas with each other.

Utilise Parent Smarts in Art.

Seek authentic reasons to create Art pieces wherever possible,(i.e. Competitions, Father‟s day, Mother‟s day, festive events, special days)

Provide opportunities for ART SMART students to excel.

Art room monitors to help manage Art Materials.

More school displays of ART created. Music

Broaden the use of technology in the music classroom when the opportunity arises.

Continue to seek opportunity for public performances – choir, recorder.

Introducing a new instrument from year 5 (keyboard or guitar).

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Seek greater integration with other learning areas.

Investigate the introduction of dance within the music program.

Choir given more opportunities to perform.

Seek incursions or excursions related to music.

More performances of SIM students.

HUMANITIES And SOCIAL SCIENCES (HASS) What are we seeking to achieve?

Improved scores by all students.

Implement and increase understanding of the Western Australian Curriculum.

Develop students who are enthusiastic and informed about HASS.

Independent thinkers who are motivated to look beyond the lesson.

Highly competent skill development across the school. History

Improving children`s understanding of history and how it relates to today`s world, how we can help children become positive contributors to society.

Integration of History into other areas.

Geography

Assist children to understand their place in the world.

Greater use of ICT to explore and navigate the world they live in.

Good understanding of the Australian/WA Curriculum.

Integration of Geography into other learning areas. How well are we doing? Review


Analysis of semester reports. Achievement is determined by teacher observation, anecdotal records, teacher tests and continuous assessment tasks. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging

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at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

8.9%% of the children are achieving an A in their semester report (improved).



5.2% of the children are achieving a D in their semester report (improved).

0% of the children are achieving a E in their semester report (improved).

History

Becoming more familiar with curriculum therefore improving in delivery of content

Instant access to the internet by most students in the school has enhanced learning in this area.

Word walls effective, also oral presentations/home projects.

Excursions to such places as the WA Museum and Fremantle Gaol support the learning in this area.

Semester 1 reports – only 10 A‟s given so mostly B‟s and C‟s given. This could be because we are still learning the content.

Use of the resource Oxford Australian Curriculum Atlas – Interactive across the grades. Geography

PP students engaging well.

Nature school has been a particularly effective way of introducing a special place to support the learning in Geography.

How can we improve? History

Continue to utilise SCOOTLE and other DET resources.

Management of content and skills in split classes by Learning Area Coordinators.

Organise activity days to highlight focus days/weeks such as Western Australia Day.

Continue to learn curriculum content, the more familiar we are the better our delivery will be,we can refine our teaching and implement ICT.

Allow time to meet with other teachers to discuss skill requirements in each year.

Continue to use iPads and laptops as appropriate.

Membership to History Organisations and group attendance of sharing sessions. Geography

Become more familiar with the contents of the Curriculum.

Include a warm-up with Geography lessons or throughout day. Capitals of each state, major rivers in Australia etc.

Regular PD and sharing of ideas.

Membership to GAWA Association and attendance of PL and sharing sessions.

PL to focus on areas of need.

17

LANGUAGES OTHER THAN ENGLISH (Indonesian)

What are we seeking to achieve? Review


Analysis of semester reports. Achievements are determined by teacher observation, anecdotal records and teacher-produced tests. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.

Maintain positive progress from 3-6.

Develop Indonesian language so the next generation can use it to strength economic ties between the two nations.

Students who are familiar and confident with another language.

Students who are positive towards to learning another language.

Positive awareness of the Indonesian language being taught in the school.

Integration of the Indonesian language within the classes and daily routines wherever possible.






0% of the children are achieving a E in their semester report.

LOTE program relevant, fun, functional and engaging.

Students have a very positive attitude towards LOTE lessons.

Year 1 students who commenced LOTE this year have responded very positively.

Incursions and special days help to make the LOTE experience more authentic.

How can we improve?

Investigate having a „Bali Day‟ (17th August – Independence Day).

Implementation of ICT (iPads) to enhance learning and also as a resource tool for extension and consolidation.

More integration through the other curriculum areas.

List of common words / phrases to be consistently integrated and utilised across the school.

More highlighting of the use of the Indonesian language in the school on regular assembly days and when other opportunities present.

18

SCIENCE


Increase the progress and achievement for all students.

Use the HPPS Scope and Sequence adjusted from the Australian Curriculum.

Students who are passionate, curious and enjoying science.

Independent thinkers that question concepts and theories.

Identify and challenge students who are SMART at science.

Continuity in the teaching of skills.

Comprehensive coverage of the curriculum.

Confident understanding of scientific process.

Students with a positive attitude towards Science.

How well are we doing? Review


Analysis of Semester 1 reports. Achievements are determined by teacher observation, anecdotal records, teacher produced tests and continuous assessment tasks. Children accredited an A grade achieve well beyond what is expected at this year level, children accredited a B grade demonstrate achievement challenging at this year level, children who receive a C grade are achieving within the expected range for this year level while D indicates achievement low in the expected range for this year level.




2.9% of the children are achieving a D in their semester report.

Consistency throughout the school.

Primary Connections continues to be implemented across the whole school resulting in a consistent emphasis on the Science inquiry skills.

Integration of Science into the other areas.

EC students fully engaged in the early Science skills.

Science room is well stocked. How can we improve?

Practical system needs to be developed in order to request purchases for Science room.

Participate in regular and consecutive science lessons that delve deeper into concepts.

Promote science as a whole school more often. E.g. Rocket Science days

Greater integration into other learning areas when applicable.

Excursions to SciTech or incursions from scientific people or parents.

Utilise the BFG more often to explore concept of Biological Science.

Utilise the areas of the bush around the school more often.

19

VALUE ADDING PROGRAMS Values Education/School Chaplain The values Education Programme continued to be a priority in 2015 with classes focussing on three values per term. These values were a combination of those that the parents identified in the Parent Survey along with the input from the Federal Government. The School Chaplain programme has been successful in enhancing our Values Education and catering for the needs of students and parents at our school. The BUZ programs have been well received and successful as pro-active skills development.

Library and Research Our purpose built school library continues to be well stocked with fiction and non-fiction books. The library is automated and maintained by a Library Officer who started this year. The library provides not only a nucleus in which to display the children‟s work but also flexible areas for a variety of teaching situations.

Talented and Gifted Students in year 5 and 6 have had the opportunity to participate in the Primary Extension and Challenge (PEAC) program. This is offered in the Region, as an off-site supplementary program for government school students identified as gifted and talented. At the school we have the SMARTS programme where students are profiled to identify their preferred learning style and strengths. This year we had a SMARTS day well attended by all students, all staff and volunteer parents who shared their many talents with students.

Students at Educational Risk The school offers a number of programs to support students experiencing challenges with their learning, including the Support-A-Reader programme. Individual and group education plans have been developed to support students needing specific assistance. This year we have continued the Learning Support Co-ordinator‟s role. Extensive screening took place in the K/P classes to identify students at risk for early intervention programmes. This will continue in 2016. All Education Assistants have been involved in professional development presented by our Level 3 teacher and outside agencies in Early Childhood.

Big Friendly Community Garden

Our Big Friendly Community Garden affectionately known as the “BFG” is open to all parents and students. It provides authentic learning experiences for our students enabling them to develop knowledge and skills about caring for the environment, understanding the ways people can care for the environment and the ways living things connect with each other to form communities.

ICT One of our significant strategic directions is the continued development of ICT throughout the school. This year we have successfully continued the programme begun in 2014. We have a 1:1 device program with iPads in year two and three and laptops in years four to six. Our challenge is for students to be engaged, creative, curious, and critical 21st century learners. A parent survey was conducted in October 2015 with results showing that students are more research oriented and proficient in using devices.

20

Specialist Programs within The Arts

Hawker Park continues to have a focus on The Arts with special programs offered through a comprehensive music program. Visiting instrumental teachers offer tuition in percussion, brass and clarinet for selected children in years five and six. The choir is voluntary and is made up of children from years 3, 4, 5, and 6. Together with staff, the choir attended WAGSMS enjoyed by numerous parents.

Health and Physical Education Throughout the year students participate in a variety of programs, including daily fitness, interschool sport of netball, football and soccer with neighbouring schools, lightning carnivals, inter and intra school athletics carnivals and weekly physical education lessons and sport sessions. We continued our intra swimming carnival for the fourth year with great success.

SCHOOL LEADERSHIP & STAFF The mandatory National School Opinion Survey will be conducted again in 2016. Information below, is based on the 2014 survey. Information gained through surveys indicate that parents view the school administration positively. In 2014, the mandatory National School Opinion Survey was conducted online with only 13 parents responding possibly due to the online nature of the survey or the fact that the majority of parents are more than happy with their school. Regardless, with so few responses, the results may not be a true indication of parent opinions. The results for those who did respond are indicated in the graphs below. 85% of parents indicated that their child likes being at this school and 77% of parents believe that teachers expect their child to do his or her best (compared to 100% of students – 21 in number) and that the school is well maintained. 72% of parents believe that their children are safe at the school. National School Opinion Surveys will be conducted at least every two years. Of the 13 parents who responded, only 46% believe that useful feedback is given to the students (compared to 81% of students) and that student behaviour is well managed. 69% of parents and 85% of staff believe that the school is well led. As already mentioned, with so few parents responding, the interpretation of data can only be limited.

21

SAFE AND CARING ENVIRONMENT

The school has an updated behaviour management in schools (BMIS) policy that focuses on positive consequences. The school encourages students to be kind, well-mannered and respectful. This year, across the school, we continued with the five Red Rules introduced in 2014, but changed the language to be more positive and renamed them the Golden Rules after feedback from the School Board. As mentioned in the previous section, only 13 parents responded to the mandatory National School Opinion Survey so with so few parents responding, the interpretation of data can only be limited. Of respondents only 46% believe that student behaviour is well managed which is supported by students 43% (staff 73% - 26 in number) but 85% of parents, 76% of students and 88% staff indicated that children like being at this school.

SCHOOL COMMUNITY PARTNERSHIP

Hawker Park Primary School continues to have an active, happy and friendly Parents and Citizens (P&C) Association. The P&C ensures the continuation of the canteen with positive changes in relation to the provision of healthy food for our students. Throughout 2015 the P&C successfully raised funds through a number of organised fundraising events. Money collected was used for the benefit of all students and included the new fence around the basketball court, Early Childhood area trees and the water cooler. With the assistance of the P&C, the school has continued to grow, change and cater for the needs of our School Community.

22

The School Board, made up of six parents, two community members and three staff, enables involvement in the strategic direction of the school, reviewing performance and ensuring funding is used appropriately. In 2015 the Board met once each term. The Board addresses relevant school issues, develops school policy and endorses the planning and direction of the school. The Board also reviews and approves the school budget, fees and charges and endorsed the school Business Plan for 2015-2017. In its first year of operation, the Board achieved many outcomes including establishing procedures and protocols, terms of reference and signing off on Deeds of Licence.

Community Partnerships is a valued element at Hawker Park Primary School. This year, the school has formed a strong partnership with Edith Cowan University and had pre-service teachers working with and learning from our experienced staff members in all classes. We have also planned for one hundred and twenty pre-service teachers to spend time in the early childhood area over a three week period. The Lions Club members; who are involved in the Support-a-Reader program, and the „Parents as Partners‟ model in our early learners program, are more examples of this great involvement. These members, together with other community members, attend the school on a daily basis to assist students. Hawker Park enjoys a positive reputation within the community. The school recognises the value of a strong partnership with parents and community members and has supported many fundraising opportunities. This is supported by the positive parent and staff response in the National School Opinion Survey of 77% of parents and 85% of staff indicating that the school has a strong relationship with the local community. Hawker Park Primary School encourages and welcomes the continuation of a close association with both parents and the wider community for the benefit of the students. All our staff members value the role of parents as is demonstrated by the Survey response.

NATIONAL SCHOOL OPINION SURVEY and ICT SURVEY

As already mentioned in another section of this report, in 2014, a new and mandatory National School Opinion Survey was introduced. This survey will be conducted again in 2016. The survey was conducted online at Hawker Park Primary School with only 13 parents responding possibly due to the online nature of the survey or the fact that the majority of parents are more than happy with their school. Regardless, with so few responses, the results may not be a true indication of all parent opinions but only representative of those who responded making the interpretation of data for the whole school limiting. Never the less, parents from the National School Opinion Survey and other surveys conducted during the year, indicate that they are generally very happy with the school in that teachers provide relevant instruction and have high expectations of students work and behaviour.

23

Acting on the opinions of parents in past surveys indicating a need for greater use of Information Communication Technologies (ICT) across the school, in 2014 Hawker Park introduced one on one devices across two pilot classes - in year 2 iPads and year 4 laptops. An ICT Parent Survey was conducted via Survey Monkey in late October 2015. Each class from year two to year six gave parents the opportunity to respond. Of the total possible respondents, 107, we had 34 parents respond making a total of 32% across the school. It is somewhat invalid to draw too many conclusions about the use of ICT when the response rate is only 32%. Often, when so few parents respond, it can mean only those who have very strong opinions either in the positive or the negative, respond.

In the older classes especially, parents recorded how students have learned to respect their devices. From the data collected, parents responded positively regarding ICT as improving research skills and producing original work. Overall, the results for problem solving indicated positively across the school. There was a resounding increase for engagement when students were using laptops compared to iPads as indicated by the responses. Parents of the older children from year three up, recorded an increase in creativity using both iPads and laptops. Across the school, both mathematics programmes, Targeting Maths and Mathletics, are featuring as being used at home as online resources. Comments from parents range from extreme positive devices helping to improve students academically; students thriving; not used enough in class; students are having fun learning; must have computer literate students, keeps students motivated and engaged, to extreme negative too much use of devices; not much learning enhancement and not necessary. The sample of comments could be due to respondents having strong opinions at either end of the spectrum. With few respondents, as has already been noted, little valid data can be extracted from the survey. The recommendation is to encourage greater participation in next year‟s survey to ensure a broader range of opinions making survey data more valid and useful. Nevertheless, as a school, we will continue to implement our ICT programme to ensure our students are not disadvantaged in the area of technology especially when, in 2017, we will see the roll-out of NAPLAN testing being conducted online.

24

Overall, parents are very happy with the school, the sense of community, how it is organised and how it is catering for the differing needs of students. This was confirmed through a parent survey conducted in June 2015. We had a 45% return rate to this survey asking parents what they liked about the school. Overwhelmingly, the results showed that the Staff was what parents liked most with comments such as - dedicated, professional, energetic, experienced, positive, effective, highly educated and more. Secondly, parents liked the fact that the school is small but large enough to provide diversity with comments such as interest is taken in all children and families, safe learning environment, positive atmosphere, every child matters and more. Closely related to the second, the third aspect that parents liked best was the close community feel that the school has with comments such as parents working together, events well attended by parents, parent involvement and more.

25

1 8,400.00$ 9,057.00$

2 26,000.00$ 25,344.00$

3 6,200.00$ 6,658.00$

4 8,908.19$ 19,090.74$

5 -$ -$

6 -$ -$

7 -$ -$

8 4,500.00$ 14,019.18$

9 11,662.72$ 11,662.72$

10 -$ -$

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

12 -$ -$

65,670.91$ 85,831.64$

126,456.00$ 126,456.04$

Student Centred Funding 233,145.00$ 233,145.00$

425,271.91$ 445,432.68$

1,901,993.00$ 1,901,993.00$

2,327,264.91$ 2,347,425.68$

Locally Raised Funds60,149.74$

Student Centred Funding233,145.00$

Other Govt Grants -$

Other 14,019.18$

Transfers from Reserves11,662.72$

318,976.64$

1 23,522.55$ 11,037.36$

2 4,200.00$ 3,637.44$

3 66,568.82$ 65,360.94$

4 49,452.55$ 42,247.30$

5 92,335.93$ 80,170.49$

6 10,000.00$ 7,853.51$

7 161,326.08$ 161,326.00$

8 -$ 3.51$

9 -$ 3,300.00$

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) -$ -$

15 17,865.98$ -$

425,271.91$ 374,936.55$

1,819,361.00$ 1,819,361.00$

2,244,632.91$ 2,194,297.55$

Bank Balance 265,957.91$ Made up of: -$

1 General Fund Balance 70,496.13$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 200,348.56$ 5 Suspense Accounts 3,892.78-$ 6 Cash Advances -$ 7 Tax Position 994.00-$

265,957.91$

Revenue from Co, Regional Office and Other Schools

Hawker Park Primary SchoolFinancial Summary as at

Actual

2 February 2016

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

0

5

10

15

20

25

30

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds19%

Student Centred Funding

73%

Other Govt Grants0%

Other 4%

Transfers from Reserves

4%

Current Year Actual CashSources

0

20

40

60

80

100

120

140

160

180

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

60

110

160

210

$000

Cash Position

Insert your School Logo Here or Delete if not

required

31 December 2015

26

Some of the Highlights of 2015

Free Dress Melbourne Cup Crown Theatre Choir Mud Day

School Lapathon

Football Team Dress Up Music Assembly Twilight Family ‘Funtivities’

Zoo excursion Yrs 2 and 3 Growth and Development Easter Egg Raffle

Zoo excursion: Kindy Yr 6 School Camp -

Rottnest Helpers` Morning Tea

Graduation ANZAC Service Welcome Picnic

Football Tipping Competition

Inspirational Talk Fathers’ Day K/PP/1

Swimming Carnival Walk to School Day Speak Out Awards

Perth Hills Discovery Centre Parliament House

Excursion New Website Launch

Faction Sports Carnival Class cooking Parent Literacy Workshops

Parent Interviews

Book Club

Salvation Army Christmas Appeal

Interschool Sport Term 2

Ken Done Art Presentation NAPLAN Testing Instrumental Program

Mothers’ Day K/PP/1 Reading Readiness Lightning Carnival for

Football, Soccer & Netball

Water Wise School Assembly Performances Interschool Athletics

Carnival

Support A Reader Programme

Leadership Groups School Concert

Excursion to Art Gallery Multicultural Lunch SMARTS Day

Design An Ad Competition Young Writers’

Competition P&C Projects

Halloween Disco

Parent Information Evening Parent Interviews Term 1 Bingo Night

ANZAC Activities School Fundraising City to Surf

Swimming Lessons Interschool Cross Country Buz Feel Safe Feel Right

EC2 and Rm 3/4 WA Museum

Buz Hope

Book Week & Dress Up Day Big Friendly Community

Garden

2015 annual report€¦ · both independently and collaboratively in the 21st century exhibiting...

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