ellenbrook independent primary school · 2019. 8. 20. · ellenbrook staff making a commitment to...

Ellenbrook Independent Primary School

Annual Report

2017

ANNUAL REPORT 2017 1 | P a g e

Index

Headmasters Reflections

Report from School Board Chairperson

Location

School Facilities

Review of Business Plan Targets - The National Improvement Tool

- Focus Area 1: An explicit improvement agenda

- Focus Area 2: Analysis and discussion of data

- Focus Area 3: A culture that promotes learning

- Focus Area 4: Targeted use of school resources

- Focus Area 5: An expert teaching team

- Focus Area 6: Systematic curriculum delivery

- Focus Area 7: Differentiated teaching and learning

- Focus Area 8: Effective pedagogical practices

- Focus Area 9: School community partnerships

Life

Long

Learning


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In our magnificent Swan Valley setting good things happen in terms of a quality education

delivered with care, high expectations and a commitment to building confidence in public

schools.

2017 has passed with many significant events creating a wonderful legacy for those who were

enrolled at Ellenbrook IPS. Early in the year we honoured our commitment to enhance the entry

to our school with a structure that reflects the values we strive to foster on a daily basis. As the

Chairperson of the Veterans’ Education Board I am only too aware of the sacrifices thousands of

men and women have made to ensure young people have the opportunities to learn in freedom

and harmony. Our Memorial Garden, though simple in structure, embodies the hope we need to

instil in our learners if they are to have the confidence to access the innovative programs at

Ellenbrook IPS and later in other learning settings.

Our Harmony Day celebrations held on Wednesday 29th March demonstrated to everyone how

our community comes together not just on special days but every day to proudly proclaim, ‘I am

Australian!’

Our classrooms are quiet and orderly places of learning. A key focus is the acquisition of skills

that will prepare our students to be highly literate and numerate. Our Ellenbrook Business Plan

2017 – 2019 notes our intention to constantly share professional knowledge with colleagues

and learn from best practice. This year Ellenbrook staff members attended learning sessions at

West Beechboro Primary and came away with ideas to further enhance our excellent spelling

and grammar results. There is always a healthy degree of reciprocity among high performing

schools and we like to think we too are included in this category as we share with colleagues the

best attributes of visible learning classrooms. In 2017 we trialled the Spelling Mastery program

initially through Advanced Placement courses and then due to considerable class teacher

interest through trials in classrooms. Both trials resulted in measurable lifts in student

performance and in 2018 the program will be implemented in all classrooms.

In November I welcomed approximately 50 parents of the 2018 Kindergarten intake to a

meeting where I outlined the vision for successful learning at Ellenbrook IPS. We are fully

compliant with all elements of the National Quality Standard and this gives our early learners

the best chance to build sound literacy and numeracy foundations in a welcoming, safe, and

supportive setting.

All of these activities and events could not be achieved to such a high degree without the

endeavours of a committed staff, a very active School Board and wonderful support from a

vibrant P&C Association. As we farewell another cohort of well-prepared Year 6 graduates from

the beautiful Belvoir Homestead may I thank everyone who contributed to a highly successful

2017.

Dr Neil MacNeill Headmaster December 2017


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This year following my election as Chairperson of the Ellenbrook School Board I

welcomed new members, Nicole Golding and Lyn Vickery who held positions for 2017

until the full elections in 2018.

In Term 1, 2017 I co-signed the Delivery Performance Agreement with Dr MacNeill. This

document is a guide to our school operations for the next three years.

It has been a productive year in terms of Board Training with Mrs Metcalf making

available Independent Public School Training modules for members to work though at

their own pace. There is ongoing support from the administration team to develop our

roles and a greater awareness of our Board responsibilities. Throughout 2017 we have

discussed such issues as roles, responsibilities, and decisions as well as the foundations

of an effective Board, Business Planning, managing risk and monitoring and reporting

school performance.

When we ran a School Board Effectiveness survey in Term 4, 2017 we were heartened

by the results in terms of member participation and knowledge of the Board roles.

In October the Board was presented with a PowerPoint presentation of 2017 NAPLAN

results and Dr MacNeill explained the significance of the results and the performance by

Ellenbrook students in comparison to like schools.

Our Business Plan notes our intention to continue to make the school a welcoming and

safe environment and much progress was made throughout the year. The Memorial

Garden has provided a wonderful entry to the school and in April it was the setting for

our Junior Primary Anzac Service, followed by other school events throughout the year.

The School Board was always updated with staffing plans and appointments and in July

we welcomed back to the Board Deputy Principal Danielle Lloyd who had returned from

parental leave.

In 2017, several Board members will conclude their terms and we will be seeking new

members. A sincere thank you to Anna Baker, Anthony Cain, Danielle Lloyd, Wayne

Ringland and Lyn Vickery. I urge parents and carers to consider placing a nomination as

this position is not only about supporting the school vision but ensuring every child

enrolled at Ellenbrook has the opportunity to take advantage of every program.

Maureen Tamsen

School Board Chairperson 2017


Location

Ellenbrook Primary School is in a rapidly growing suburb on the north eastern edge of

the Perth metropolitan region. Ellenbrook Primary School is the oldest, and most

established primary school of the schools in the Ellenbrook area. In recent years new

suburbs and subdivisions have called for the establishment of more schools including

Ellen Stirling PS, Aveley PS, Ann Hamersley, Malvern Springs PS, Arbor Grove PS and

Brabham expected to open in 2020.

School Facilities

The buildings are set in spacious, attractive grounds with adjoining public recreation

areas and a shared oval. Classrooms set in Learning Area Blocks cater for students from

K-6. In 2016 we embarked on a significant project to enhance school facilities. Many

grassed areas were expanded by removing fencing partitions and sand pits were

renovated. During 2016 two new transportable classrooms were added to the existing

transportable facility adjacent to the oval. The gardens are a particular feature of

Ellenbrook PS with the Children’s Orchard offering an abundance of citrus fruit in

season. Many classes cultivate vegetable crops and areas in the Early Learning Block

were reconfigured to meet the requirements of the National Quality Standard.

A memorial garden at the entry to the school was designed and constructed in 2017.

This garden has become a strong feature of school operations. It is the scene of our

school ANZAC service and Remembrance Day events. In 2017, the Ellenbrook P&C made

a contribution via Government grant to the advancement of this area. The graduating

class of 2017 provided a mature lemon tree to stand behind the flag poles.

Original Wet Areas were gutted, and new tiling and cabinetry were installed.

Evaporative air conditioners were replaced, and large sections of the school were

painted. The undercover area was extended and attractive screening and benches added

for the comfort of guests.

Fantastic school wholly

committed to the

development of

each and every

student.

School Board Member 2017


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Focus Area 1: An explicit improvement agenda

The school leadership team is committed to finding ways to improve on current

student outcomes. This is reflected in an eagerness to learn from research evidence,

international experience and from other schools that have achieved significant

improvements.

• Successful visits by Ellenbrook staff to West Beechboro to observe delivery

techniques for Spelling Mastery – these observational visits resulted in

Ellenbrook staff making a commitment to collaboratively create year level daily

word chants, reviews, and warm ups.

• West Beechboro staff presentation of Spelling Mastery strategies at Ellenbrook

School Development Day resulted in 10 staff members volunteering to run a trial

in Semester 2, 2017. Staff committed to implementing Spelling Mastery

schoolwide in 2018.

• Presentations by Dr MacNeill and Deputy Principal Danielle Lloyd to Edith

Cowan Graduates at ECU – topics included induction into the teaching

profession, country service and cost centre management.

• In 2017, Ellenbrook IPS employed 3 Graduate teachers – mentorship by Senior

Teachers and Administrators to meet AITSL Proficient – Highly Accomplished

standards. All graduates offered contacts for 2018.

• Staff have benefited from Professional learning on mapping narrative work

samples on Brightpath (Assessment and Reporting software). In 2018 due to

staff interest this mapping will be implemented K-6.

• Involvement in Fogarty Foundation research – findings and statistical analysis

listed below.

• Strong focus on Literacy and Numeracy in early years with explicit teaching of

concepts and collaborative planning of work segments.

• Continued commitment to Professor John Hattie’s evidence-based study into the

factors which improve student learning. Ellenbrook maintains its focus on

positive teacher student interactions as the most important factor in effective

teaching.


• Grammar sessions conducted with all staff, lead by Dr Neil MacNeill in weekly

staff meetings. This was established to enhance staff understanding of the

complexities of the English language. Topics include: Subject Verb Agreement,

Dangling Modifiers and Antecedent Pronouns.

National Quality Standards

Ellenbrook K-2 teachers jointly reflected on current programs and practice in relation to

each of the seven Quality Areas. The Guide to the National Quality Standard provided

detailed information on quality areas, standards and elements assisted decision making.

QA1 Educational program and practice G - Met element

QA2 Children’s health and safety G - Met element

QA3 Physical environment G - Met element

QA4 Staffing arrangements G - Met element

QA5 Relationships with children G - Met element

QA6 Collaborative partnerships with

families and communities

G - Met element

QA7 Leadership and service management G - Met element

These standards were considered in conjunction with the Ellenbrook Business Plan

2017-2019 and staff complied a summary of strengths that noted clear connections to

school priorities and planning. For example: QA 2

Ellenbrook IPS Business Plan Target: The school climate focuses on wellbeing of

students and is promoted with specific programs and monitored in an ongoing

manner.

• The Health and wellbeing of students is monitored with all students completing the

Child Protection training in Semester 2, 2017.

• ACER Social and Emotional Well Being Survey administered to Year 2 and Year 6,

Term 4. (see results on page 31-32)


• Building and Grounds plans include improved aspects to K-2 facilities: refurbished

sandpits, bike track extension, installation of interactive whiteboard for Kindy classes.

• Early Learning Centre fully compliant with wheelchair access, automatic doors, and

toilet facilities- staff member who uses a wheelchair chair able to move freely about the

Early Learning Centre buildings and grounds.

• Clear well documented policies in place for student medication and storage of

medicines.

• Staff professional learning covers CPR, Anaphylaxis, Asthma, Epilepsy, and general

playground injuries.

Focus Area 2: Analysis and discussion of data

There is evidence that the principal and other school leaders view reliable and

timely student data as essential to their effective leadership of the school.

There is a documented Business Plan and timetable for the annual collection of

data on student achievement and wellbeing (NSIT).

• Business Plan timetable for collection and analysis of data adhered to with staff

involved in the analysis and responses to data.

• Analysis of NAPLAN, PAVe Project, UK Phonics Testing, Pre Primary and Year 2

On Entry, PEAC and ACER assessments. Results presented to staff, parents and

School Board as well as plans for improvement.

• Introduction of Brightpath tracking for narrative student samples – this is a new

strategy trialled in 2017. All staff will be involved in 2018 with comprehensive

professional learning offered to newly appointed teachers.

• Bullying data as per the PAVe Project – responses included additional meeting

areas for senior girls, Protective Behaviour Incursion for Years 1 -6.

• ACER Well Being Survey completed by Year 2 and 6 students.

• School Board Effectiveness Survey was shared with the School Board. Members

were heartened by the high levels of positive response.


School Board Effectiveness Survey Graphs:


PAVe Project 2017

In 2017 Dr MacNeill received the report by Macquarie University Sydney Australia on

our participation in the PAVe Project which is focussed on: Preventing Anxiety and

Victimisation through education.

Fogarty EDvance’s school improvement program is a 3 year whole school program for

schools in disadvantaged communities, supporting school executive teams by building

leadership and management skills.

In 2017 the Foundation produced a document on Case Studies conducted in various

Australian schools. Ellenbrook IPS was featured in the publication.

Dear Neil

We would like to thank you and the staff at Ellenbrook Primary School for your

contribution to, and the students for their participation in, the PAVe Project in 2016. Your

time is greatly appreciated and has helped us to collect over 7000 students’ responses,

including 53 from Ellenbrook Primary School …

As you are aware, the aim of the PAVe Project is to evaluate the effectiveness of two

evidence-based approaches to support students who have been frequently targeted by

bullying in primary schools.

Student’s Exposure to Bullying Behaviour

Bullying was defined for students as when a person or a group of people deliberately do

things like:

• make fun of and / or tease someone in a mean and hurtful way;

• leave someone out on purpose or not allow him/her to join in; or

• Hit, kick or push someone around.

Note that being bullied involves repeated exposure to bullying behaviours (i.e. responses of

“it happened three or more times”), but any exposure to peer victimisation (e.g., “it

happened only once or twice”) indicates a risk for being bullied in the future. Overall, 12%

of students in the PAVe Project reported repeated exposure to victimisation in 2016

compared to 16% in 2015 and 19% in 2014. Further, 27% of children reported exposure

once or twice in Term 3 / Term 4, 2016. This same pattern of results was found at

Ellenbrook Primary School in 2016.


Types of bullying behaviour experienced

Students also reported on the different types of bullying they experienced. The percentages

of students who were exposed to each different type of bullying (one or more times) are

given in Figure 1. Being teased and excluded continued to be the most common

experiences of victimisation. Being avoided and experiencing physical bullying was less

common, and cyber bullying continued to be the least reported type of bullying in 2016 by

students in the PAVe Project. Students at Ellenbrook Primary School reported this same

pattern of victimisation experiences although a greater proportion of surveyed students

from Ellenbrook Primary School reported experiencing bullying over the internet or by

text (25%) compared to other schools in the project.


Ellenbrook staff members used the data to focus on areas that need attention and

reinforce the positive responses students made. The analysed data was discussed with

the School Board.


Focus Area 3: A culture that promotes learning

The school has clear strategies to promote appropriate behaviour – including

agreed responses and consequences for inappropriate student behaviour and the

school provides sufficient support for teachers to implement these policies.

• All ‘white slipped’ behaviour entered on Integris and tracked – breaches of

school rules result in students not accessing an end of term treat.

• 2017 analysis shows a significant drop in reported breeches of school rules from

2016.

• Weekly assembly notices advise parents and students publically of expected

standards.

• Admin Team continues to act immediately on any student who prevents the

learning of others.

• School Board supports BMIS Policies and members comment on the high

standards of student behaviour.

Student Attendance and Engagement

Attendance

Ellenbrook Primary encourages 100% student attendance. Various incentives are on

offer to encourage all children to attend every day. Newsletter articles promote the

importance of full attendance and teachers track absences on a daily basis. Students

receive a certificate for 95% attendance and above at the end of each term. The charts

below show our current attendance trends from Semester 1, 2017 and Semester 2,

2017.

Ellenbrook student population numbers have seen a growth over the last few years due

to the opening of new housing estates in adjoining suburbs. These suburbs include


Aveley, Brabham and South Caversham. The graph demonstrates the increase in

enrolment trends.

Student Suspension

We have seen a dramatic reduction in the number of students suspended in 2017

compared to 2016. Strong classroom Behaviour Management has been widely

encouraged and supported from day one and this has helped to promote a culture that

values school and education. The Administration team is seeing less students being

referred to the office with white slips for behaviour and our teachers are more

confident to correct our low-level behaviours before they escalate.

2016 Suspension Data Overview

Students

Suspended

Students

Suspended %

Total Number of

Suspensions

Total Days

Suspended

Average Days

Suspended

21 3.1 45 70.5 1.6

2017 Suspension Data Overview

Students

Suspended

Students

Suspended %

Total Number of

Suspensions

Total Days

Suspended

Average Days

Suspended

8 1.1 15 19.0 1.3


Focus Area 4: Targeted use of school resources

The principal and other school leaders have introduced programs and strategies to

identify and address the needs of students in the school and are sourcing and

applying available resources to meet those needs.

• 2017 ICT audit revealed a considerable lack of hand held devices to enable

efficient responses to online assessments. Mrs Lloyd Deputy Principal conducted

a needs assessment that resulted in 2018 planning to procure an additional 30

IPads. A Kindergarten interactive whiteboard was purchased to support explicit

teaching of phonics and research. P&C has offered support in 2018 to purchase

an additional 30 Ipads.

• Following visits to West Beechboro PS, staff were eager to trial Spelling Mastery

to lift student results. Resources were purchased to conduct the trial. All phases

of learning were included.

• Spelling Mastery was initially run as an Advanced Placement Program. Due to the

lift in student results the program quickly transferred to classroom trials and in

2018 will be implemented school wide.

• Prime Maths continues to be main resource for mathematics curriculum delivery.

Mathematics is a focus area that receives high priority and is underpinned with a

commitment to teach the concepts from Singapore Mathematics throughout the

school. All teachers are conversant with the program and students understand

the importance of fluency in mental maths as an important element of their

success. Parents are willing to fund the resources to implement the program.

• STEM Specialist appointed to promote use of digital technologies with a focus on

coding and robotics. School funds support resourcing.

• Khan Academy and Advanced Placement Courses cater for gifted and talented

students – Khan courses are available for at home use and are endorsed by the

school.

• Education Assistants trained to support classroom curriculum delivery and

assessment schedules – On Entry, ACER, Prime Maths, South Australian Spelling,

Waddington Reading Test and Phonological Awareness Testing.

• School Chaplaincy supported some at risk students but the program was

discontinued after Semester 1 – school will interview new candidates for 2018.

• Buildings and Grounds: Refurbishment of buildings and grounds development

continues to be an important aspect of school operations. In June 2017, we

received a Government grant of $20,000. These fund supported new elements of


the Memorial Garden and provided shade sails for the Early Learning Centre.

P&C funding also supported additional shade in the junior playground. Every

classroom was fitted with blinds to support the use of Interactive White Boards.

The undercover area had a sheltered room added to the rear of the venue to

provide more space for a seated audience.

• School Canteen refurbishment: This long overdue project was completed in the

July holidays and has made a significant difference to this P&C to run facility.

State of the art flooring, shelving and cooking appliances now ensure our

students have healthy food choices from a canteen that exceeds mandated health

standards.

• Year 6 Gift to the School: In May 2017 the graduating Year 6 students kindly

donated a magnificent lemon tree that was planted behind the flagpoles to

provide a lovely backdrop to the Memorial Garden. This tree will continue to

grow in strength and beauty and remind us of the wonderful contribution this

group of students made to Ellenbrook school life.

Focus Area 5: An expert teaching team

There is evidence that the principal and other school leaders see the development of

staff into an expert and coherent school –wide teaching team as central to

improving outcomes for all students.

• Skilled leadership by Danielle Lloyd (Deputy Principal) and staff members led

the Introduction of Brightpath tracking with a trial of narrative assessment in

2017.

My favourite part of

our school is getting

pencils from Dr

MacNeill for doing

good writing.

Ellenbrook Student 2017


• School wide commitment via after school workshops and school development

day presentations led to the planning for 2018 Literacy Blocks that include

prescribed warm ups and chants.

• Strong collaborative groups within the Early Learning Centre saw group

planning for K-P curriculum and introduction of explicit instruction programs.

• Strong K-2 monitoring of the National Quality Standard resulted in all standards

being met.

• Regular NQS Meetings held to ensure ongoing compliance with the elements.

• Collaborative Planning encouraged with the appointment of Junior and Senior

Phase Leaders to support the sharing of expertise.

• STEM focus supported with professional learning in coding from IT specialist.

Parents informed via a coding presentation to the School Board at a Term 2

Board Meeting.

• A STEM Advanced Placement Program was offered to Junior Primary students

with students responding to a series of construction challenges.

• After hours PL offered in writing Job applications, National Quality Standard,

Brightpath tracking, Spelling Mastery, word chants and warm ups.

• In 2017 we have continued our focus on Child Protection programs. In May every

student participated in an excellent protective behaviours school visit conducted

by a member of Child Protection PROTECTIVE BEHAVIOURS WA (Inc.) Staff

access resources from Child Safety Education, Training and Resources

www.protectivebehaviourswa.org.au as part of their Health and Well Being

programs

• Ellenbrook is a school that takes child protection very seriously and all staff have

been in serviced in Professional Boundaries and participated in a session

conducted by Standards and Integrity. It is a requirement that every staff

member has successfully completed the Department of Education on line

module: Child Protection.


• Mentor Teachers 2017

EIPS Business Plan 2017-2019 ‘Ellenbrook staff members are supported to become

highly accomplished teachers.’

Mentor teachers who received the Special Responsibility allowance led initiatives and

supported staff in school priority areas.

Focus Area 7 describes differentiated teaching and learning. Our school uses the Special

Education Needs (SEN) online tool for creating individualised and group education

plans to differentiate our teaching for children. An after-school SEN session was run to

support newly appointed staff. This session included how to identify students who

require an IEP, setting targets for lower and higher ability children and how to create

individual and group education plans.

Mentoring new staff to become AITSL highly accomplished teachers is a Business Plan

initiative. Mentors assisted staff with programming, NQS compliance, resource

acquisition, organising daily work pads, writing IEPs and GEPs, assisting with reports

and grade moderation, behaviour management, watching delivery of lessons, providing

feedback and day to day teacher conversations and advice.

Focus Area 6: Systematic curriculum delivery

The school’s Business Plan identifies curriculum, teaching and learning priorities

and requirements.

The Business Plan reflects a shared vision for the school and provides context for

delivering the curriculum as detailed in the SCASA approved curriculum and where

relevant system curriculum documents.

LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: EENNGGLLIISSHH

The focus in 2017 was working with teachers to streamline their lesson times and

ensure a smooth coverage of all Literacy elements within a Literacy block. Teachers

were asked to review the delivery times of each session and consider the reduction of

session times to allow for shorter, sharper program delivery.

In Semester 2, teachers were introduced to the use of warm ups/ daily reviews to be

used at the beginning of Literacy Sessions. Warm ups are designed to review previously

Awesome teachers

and staff. My kids

have always adored

their teachers.

Ellenbrook Parent 2017


taught concepts through chanting and applying this knowledge in a short sharp session

guided by the teacher. Staff were in serviced at a 2017 July School Development Day and

further workshops were held after school to support staff with the creation of a warm

up. Warm-ups will be an essential component of all programs in 2018 as we have seen

performance growth in results in the classes that have been using warm up routines. In

particular, our spelling results have seen a measurable improvement in classes that use

warm ups and literacy blocks and were a part of our Spelling Mastery trial. Phonics and

Phonemic Awareness has continued to be a major focus in our Early Learning area with

our Kindergarten students and Pre-primary students developing speaking/listening

skills and phonic knowledge through explicit instruction.

Spelling

Spelling Mastery was trialled in Term 3, 2017 with positive feedback from all teachers

who participated. Spelling Mastery will be introduced for all classes Year 1-6 as of 2018.

Numerous teachers noted outstanding improvements in their end of year results and

were highly in favour of our school adopting Spelling Mastery.

This year 6 class snap shot of Semester 2 South Australian Spelling Test results is

indicative of the gains made by children in classes that trialled Spelling Mastery. Over

50% of these Year 6 students will enter High School in 2018 with spelling ages 4 years

above their chronological age.

Date: SEMESTER 2, YEAR 6

Year Level:

Names:

DOB Chron Age (Y.M) Raw Score/70

Spelling Age Age(Y.M)

16-Sep-05 12Yrs 1M 59 16+ 22-Jul-05 12Yrs 3M 51 14.4 23-Aug-05 12 Yrs 2M 42 11.2 14-Jan-06 11Yrs 9M 62 16+ 28-Jun-06 11Yrs 4M 60 16+ 28-Jan-06 11Yrs 9M 60 16+ 28-Jan-06 11Yrs 9M 62 16+ 02-Feb-06 11Yrs 8M 61 16+ 23-Aug-05 12Yrs 2M 57 16+ 03-Mar-06 11Yrs 7M 40 10.8 10-Oct-05 12Yrs 48 13.0 10-Oct-05 12Yrs 42 11.2 13-Apr-06 11Yrs 6M 55 16+ 05-Sep-05 12Yrs 1M 58 16+ 19-Apr-06 11Yrs 6M 48 13.0 03-Feb-06 11Yrs7M 30 ABSENT 10-Nov-05 11Yrs 11M 61 16+ 30-Nov-05 11Yrs 11M 48 13.0 20-Jul-05 12Yrs 3M 55 16+ 08-Oct-05 12Yrs 45 12.2 16-Oct-05 12Yrs 51 14.4 04-Nov-05 11Yrs 11M 43 11.5 05-Aug-05 12Yrs 3M 56 16+ 24-Oct-05 12Yrs 3M 52 14.1 19-Dec-05 11Yrs 10M 54 16+ 15-Mar-06 11Yrs 7M 62 16+ 07-Jan-06 11Yrs 9M 19 6.6 23-Feb-06 11Yrs 9M 58 16+ 03-Jun-06 11Yrs 4M 61 16+ 29-May-06 11Yrs 5M 61 16+ 27-Jun-06 11Yrs 4M 65 16+

Reading


In 2017, Years 1-3 trailed a new booklist text targeting reading comprehension

strategies called Reading Conventions. Due to its success, we will adopt this as our new

resource for reading instead of CARS and STARS for Years 1-6. The decision was made

to move away from CARS and STARS due to its heavy reliance on multiple choice

questions. The new text encourages responses to inferential and evaluative questions

that require students to add additional detail. There will be a strong emphasis to

maintain the teaching of the Reading Comprehension strategies associated with CARS &

STARS, however; teachers are encouraged to use a wide range of resources to help

support the explicit teaching of these strategies. Guided reading will also be used

alongside the explicit teaching of reading comprehension strategies.

NAPLAN English: Reading Target

2017 – 2019 Business Plan Target: Early childhood education is strengthened to ensure

the majority of stable cohort Year 3 students attain Band 2 or above NAPLAN Reading

results by age 8. (John Hattie 2016)

• The table below shows the number of students who reached each band.

• 70 students sat the assessment with 94% achieving Band 2 and above.

• The four students who scored Band 1 have been tracked and placed on

individual education plans for Semester 2. Student A, Student B was absent from

Australia for a lengthy period of time and is an EALD student now showing

sound progress. Student C recorded severe attendance issues and Student D

recorded severe category attendance issues.

• Our Business Plan target for the majority of Year 3 students to attain Band 2 or

above was met.

Band 1 Band 2 Band 3 Band 4 Band 5 Band 6

4 3 9 22 14 18


LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: NNUUMMEERRAACCYY

NAPLAN Numeracy: Numeracy Target

2017 – 2019 Business Plan Target: Early childhood education is strengthened to ensure

the majority of stable cohort of Year 3 students reach Band 2 or above NAPLAN Number

results by age 8. (Hattie, 2016)

• 72 students sat the assessment with 97% achieving Band 2 or above.

• 2 students did not reach the target of Band 2. They have been tracked and

monitored and are on Individual Education Plans. Student A has recorded a

severe at-risk attendance pattern. Student A & B’s IEP focuses on the

development of key literacy and numeracy concepts as identified through

diagnostic testing conducted at the beginning of the school year.

• 1 student achieved Band 9 Numeracy which ensures Secondary Certificate

graduation.

• Our Business Plan target for the majority of Year 3 students to attain Band 2 or

above was met.

Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9

2 8 11 21 18 8 2 1 1

Students have good

opportunities to

establish advanced

literacy and numeracy

concepts.

Staff Member 2017


During 2017, teachers continued to consolidate their use of the Singapore based maths

program Prime Maths. Prime Maths instruct through problem solving and uses a

Concrete-Pictorial-Abstract approach where students are taught to ‘master’ concepts.

We have also continued the use of Elementary Maths Mastery and Junior Maths Mastery

as our whole school mental maths program. In 2018, our school will adopt the new

Prime AUS Version of the program for Years 1-3 and keep the current version for Years

4-6 until the new versions are rolled out across the upper grades.

In Term 4, our Year 6 students took part in a Numero Challenge at Ellenbrook

Secondary College competing against other local schools. We took four teams of four

students to the competition which was made up of students in our top maths class. Two

of those teams were placed in the advanced level competing against older year groups

with the other two teams participated in the level that was comprised of Year 6

students. Although we did not place in the top three at the advanced level, we placed 1st

and 2nd in the Year 6 level. This was an outstanding result for our school. The feedback

from our organising teacher was that our students were very well behaved, showed

great sportsmanship and thoroughly enjoyed the day.


LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: SSCCIIEENNCCEE

Why is it important to learn Science?

Because Science is involved is just about everything. (Year 6)

We can save lives. (Year 6)

You can do fun stuff and you might want to be a scientist. (Year 1)

It makes you smart. (Year 1)

Because we get to learn: Your 5 senses, Biology, Chemistry, Physics, Earth and Space

and recycling. (Year 1)

The Science teachers at Ellenbrook Primary School are committed to delivering an up to

date and engaging Science program across K- Year 6 using the Western Australian

Curriculum. There are weekly one hour lessons with 21 classes attending the Science

room with the designated Science teacher and one PP class and Kindergarten classes

having Science lessons in their classroom.

The School Business Plan provides the framework for teaching Science at Ellenbrook

Primary School. The Science Power Points provide additional information and

demonstrations of our students’ work in Science.

Focus Area 1: An explicit improvement agenda

Science Rooms with a Science teacher in primary schools is a relatively new strategy in

Western Australia and with changes to system-wide testing such as Monitoring

Standards in Education comparative data is difficult to locate. However, our school uses

available research such as that provided by Hattie (2015 Visible Learning) to select

strategies that will improve the teaching to maximize student results. The Science

teacher continually accesses professional learning and in 2017 this included Woylies at

Whiteman Park, Science Teachers’ Association Annual Conference, Science Moderation

(SCASA) and Embedding the Across-Curriculum Perspectives. The Science teacher also

keeps up to date with journal and on-line articles including those from the

Australian/Western Australian Science Teachers’ Associations, ABC Science News and

SciTech (Particle Picks).

Focus Area 2: Analysis and discussion of data

The revised WA Science Curriculum for 2017 provided the opportunity to review and

modify teaching and assessment tasks to ensure that it allowed A grade achievement as

described by the Assessment Pointers and demonstrated high expectations of students.

The Year 1-6 Science teacher also attended a moderating session where student work

from local schools was assessed and found that judgments made in our school were

validated by the other moderators and against work samples provided by the

Department of Education.


Year 1-6 Science Grades

As in 2016, most Year 1-6 students are achieving at a satisfactory grade (C) and no students

were able to attain A grade. This could be due to the student’s abilities if they are working to

their full potential within the time frame accorded to Science. Further analysis of B and D

grades of 2016 and 2017 showed that there was a slight increase of B grades in Science as

Human Endeavour (26 students) and Science Inquiry Skills (17 students). There were 34 less

students who achieved a D grade in Science as Human Endeavour in 2017 than in 2016. This

was surprising given that the Science teacher felt that there was limited time to teach that

content adequately. There were 14 more students with D grades in Science Inquiry Skills.

This analysis could be improved by looking at the individual students who achieved these

grades and their circumstances. For example, attendance, time at this school, mixed year level

class and the activities to suit the needs of students.

Year 1-6 B Grades SHE and SIS Year 1-6 D Grades SHE and SIS


Focus Area 3: A culture that promotes learning.

On task behaviour is expected and supported. For example, as students enter the Science

room they view work and displays so that they are thinking about the current topic. Lessons

begin with review of content (warm ups) and then an introduction so that students know what

they have to do or learn. Accountability processes are always included for student tasks and

discussions to ensure that students remain focussed on the goals of the lesson. Anecdotally,

the behaviour of students in 2017 varied across classes. The most difficult classes to manage

in terms of behaviour and teaching the content were the 5 split classes. This was also a

concern in 2016.

Focus Area 4: Targeted use of school resources.

The budget was used to purchase equipment and materials in order for students to participate

in experiments, investigations and research. The student equipment requiring updating this

year included stopwatches, mirrors, hand generators and magnets. Additions to our resources

for teaching and learning included an animal kingdom specimens set and compasses. Our

application for the Rotary Magnifying Microscope Project was successful with the

Ellenbrook Rotary Club providing the school with 32 microscopes with 60X – 100X

magnification.

Focus Area 5: An expert teaching team

The Western Australian Curriculum, version 8.1 was implemented and reported upon during

Semester 1, as directed by the Department of Education for PP-Year 6. Science

Understandings in Physical Sciences, Chemical Sciences, Earth and Space Sciences and

Biological Sciences are reported on bi-annually and Science Inquiry Skills and Science as

Human Endeavour are reported in annually. The program for Years PP – 6 is based on the

Australian Academy of Science resource Primary Connections, which is recognised across

Australia as a high quality program and is continually being reviewed and improved.

Kindergarten teachers use the Kindergarten Curriculum Guidelines focussing on the Learning

Development Areas that are appropriate to Science (Identity, Connecting and Contributing

and Learning and Thinking).

The Science specialist and the PP Science teacher meet regularly to share student outcomes

and resources. Science Week, with the theme of Sustainability, was an ICT/Science

collaboration. Students shared their family’s re-using strategies enthusiastically, students

participated in library activities and Kindergarten classes visited the Science room and the

garden. The notional time allocation guideline for Science is 2 hours per week. Currently

students have an hour of Science per week, so this is an area our school needs to address.

Classroom teachers are provided with words and topics they can include within their

classroom programs. This year Early Childhood teachers were also provided with an article

about teaching students to use their observations in drawings.

Focus Area 6: Systematic curriculum delivery

The Science program for PP – Year 2 meets some of the National Quality Standard elements

including 1.1.5 Every child is supported to participate in the program, 2.3.2 Every reasonable

precaution is taken to protect children from harm and any hazard likely to cause injury, 3.3.2


Children are supported to become environmentally responsible and show respect for the

environment and all of elements in the Relationships with children quality area.

The outdoor garden area was extended and utilised most effectively in Biological Sciences

and Earth and Space Sciences topics. It helps to improve the physical environment within the

school.

Science as part of STEM at Ellenbrook Primary School includes the collection and analysis

of data (Mathematics), use of tools (Technology) and construction of models (Engineering).

Incorporating ICT has included use of the Interactive Whiteboard, cameras, the digital microscope and the digital thermometer. Focus Area 7: Differentiated teaching and learning. Differentiation continues to be a challenging area for Science as reported in the 2016 Annual Report for Science. However, it is possible to cater for some differences among the 21 classes as well as some individuals. Students are able to draw, write, make models and speak to learn and demonstrate their understanding in Science. Other effective strategies are outlined below and are drawn from Hattie (2009-2015). Area 8: Effective pedagogical practices. Advantages of having a designated Science teacher in the position for several years include a broad understanding of the content across the year levels, familiarity with resources and knowledge of the students. Microteaching is possible when students are working in their small teams and teachable moments are used during discussions and observations of students as they work. Interested students conduct their own research and experiments and are always keen to share back. Some students need more time than others to learn new concepts and peer teaching is used where possible so that the students who are able to “teach” others are reinforcing their own learning. Whenever reading information in Science, the Science teacher draws upon reciprocal teaching strategies to clarify the vocabulary and supports students to summarise the text using their own words. Feedback is provided verbally during lessons or when work is returned to students. Due to the number of classes, feedback on individual work is not always timely so peer and self-feedback is also used during class.

As part of the teaching, learning and assessment cycle, the Science teachers are

constantly finding areas to improve so that students have the very best chance of

learning in Science lessons.


LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: SSTTEEMM

2017 has been a year of changes in Digital Technologies at Ellenbrook Independent

Public School (EIPS). It was the first new school year since the introduction of the

SCASA Technologies Syllabus and consequently the beginning of a far more targeted and

considered approach to teaching Digital Technologies skills and knowledge. Also, a new

Technologies Specialist Teacher in Pete Grantham was appointed following a limited

but promising stint in the role in 2016.

Throughout 2017 there has been a consistent focus on coding across all year levels 1-6.

This has seen students at EIPS develop coding skills through the use of coding

applications such as Lightbot and Kodable, and as well as several ‘unplugged’ coding

activities designed to develop an understanding of the logic embedded in coding.

Students have also been instructed, and developed skills in the use of several coding

languages including Logo, Scratch Jr and Scratch.

In the second semester students were also introduced to robotics through the use of

Edison and Ozobot robots. While gaining an understanding of robotics as an

interdisciplinary branch of engineering and science that includes mechanical

engineering, electrical engineering, computer science, and others; it has also been an

opportunity to extend students coding skills into the real world as they created code to

control the behaviour of robotic hardware as opposed to the strictly software based

coding they had practised previously.

At the invitation of Dr MacNeill Technologies Specialist Teacher Pete Grantham

addressed the EIPS School board advocating for coding to be taught across all years in

place of a foreign language. Based on the arguments put forward during this

presentation, the EIPS School Board lobbied the Minister for Education the Hon. Sue

Ellery for this to occur. The bid was unsuccessful however and instruction in coding will

remain the business of the Technologies learning area for the foreseeable future.

In 2017 the EIPS P&C supported Digital Technologies with the purchase of twenty five

new iPads. With this significant increase in the schools iPad resources, it was decided to

distribute iPads in secure trolleys to the three Primary Blocks, so that at the

commencement of 2018 staff and students will have a bank of twenty iPads available for

use in each of the Red, Yellow and Blue blocks.

There is a growing appetite for embedding Digital Technologies across EIPS as a tool for

planning, teaching, evaluating and communication from staff and students. At the

request of Early Childhood staff, Pete Grantham presented a workshop on coding with

an emphasis on iPad hardware and the coding apps Kodable and Scratch Jr for several

teaching and support staff.

Consideration was given to the use of SeeSaw as an online portfolio and school/parent

communication tool in 2017. As an enthusiastic user of the SeeSaw app, teaching staff


member Sinead Scally presented two workshops to interested staff. As a result, several

teaching staff opted to trial the app. However, based on the information shared through

network relationships developed with technical support staff and Technologies

Learning Area teaching staff from other schools, it is likely that this function will be

filled by the Department of Education WA (DoEWA) ‘Connect’ resource from 2018.

In Term 3, Pete Grantham applied for round two of the Federal Government’s Digital

Literacy School Grants (DLSG) funding. The aim of the grant application is to fund the

purchase of digital learning resources and the formation of a digital learning library

consisting of class sets of digital hardware resources for use in lessons in any class and

any learning area. Included in the grant application was funding for professional

learning for teaching and support staff in the use of said resources. In this way, digital

learning resources would become the domain of all teaching and support staff and all

learning areas, thereby exponentially increasing the digital literacy of staff and students

across EIPS. Assessment of grant applications by DLSG is ongoing at the time of

writing.

Regardless of the success or failure of the DLSG grant application the vision of

embedded digital learning technologies at EIPS remains. Toward this end the purchase

of digital learning resources will continue in 2018. Teachers and Support staff will be

trained in their use with a view to implementation across years and Learning Areas. The

EIPS P&C have already committed to the purchase of more iPads and these will be

distributed as required between the various learning blocks. A ‘Tech Team’ of selected

senior students will be released form regular lessons once a week to monitor and

maintain iPads from Term 1 2018. The ‘Tech Team will restart, and monitor iPads to

ensure that necessary upgrades are installed and to identify faults. Technologies classes

will again be taught by Technologies Specialist Teacher Pete Grantham in 2018, with an

ongoing focus on extending coding skills for all students.


LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: LLOOTTEE

In 2018, Year 3 students will commence learning Indonesian via Ketawa Online

Indonesian Language Program"

http://ecm.det.wa.edu.au/connect/resolver/view/IND3TL040/latest/index.html

LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: PPHHYYSSIICCAALL

EEDDUUCCAATTIIOONN aanndd HHEEAALLTTHH

BLUEARTH Four days a week, the school day commences with Bluearth which comprises a short game component where the aim is to have as many children as possible actively moving at any given time, followed by two minutes of core movement. The Bluearth programme is run by student mentors under the supervision of the class teachers. The mentors are trained in core movement and taught suitable games in their Physical Education lesson time. We are constantly aiming to expand the repertoire of suitable games available to the mentors and this year, due to the excessive number of wet mornings, have also had to add more indoor games.

YEARS ONE AND TWO Students in years 1 and 2 began the year with ball control skills: – specifically, one hand continuous bounce (dribbling with the hand on the spot, in a straight line, alternating hands, and changing direction), dribbling with the foot, soccer passing, and rolling a ball with two hands. This was followed by throwing and catching skills – beginning with throwing underarm at a stationary target with a beanbag, then to a partner with a beanbag; and moving on to throwing at a stationary target then to a partner with a tennis ball; and finishing with overarm throwing and catching.

Positive School

Culture.

Staff Member 2017

http://ecm.det.wa.edu.au/connect/resolver/view/IND3TL040/latest/index.html


Semester three featured the continuation of throwing and catching skills, followed by athletics carnival practice and locomotion which includes running, jumping for height, jumping for distance, and hopping. The following table shows the level of improvement from Semester one to semester two, taking into account all the skills learnt and practised.

YEAR ONE YEAR TWO

LEVEL Semester 1 Semester 2 Semester 1 Semester 2 A 3 1 3 16 B 24 36 31 54 C 55 41 51 19 D 8 0 4 1

YEARS THREE TO SIX During the year, the children were introduced to a variety of team sports. Term one focused on learning the skills of Cricket, including batting and bowling, and how to play Super 8 Cricket (modified children’s game). In term two the students learnt to play hockey, first practising the skills of dribbling, passing, trapping, and tackling. They then moved on to Australian Rules Football where they learnt the correct way to handpass, kick and mark a football and how to play a modified game of Australian Rules football. Football continued into term 3, the rest of which was taken up with athletics carnival practice and skills – long jump, triple jump, sprints, 200m, 400m and 800mraces, and throws – shot put and turbo-javelin; as well as practising all the team games for the carnival, which include leaderball and tunnelball amongst others.

YEAR THREE YEAR FOUR


YEAR FIVE YEAR SIX



SENIOR SPORT (Years 5 and 6) Term 1 was spent in preparation for the Interschool summer carnival, comprising cricket, tee-ball, League Tag, and tennis; and term 2 was preparation for the Interschool winter carnival which included the sports of netball, Aussie Rules Football, soccer, and Sofcrosse. Term 3 began with the faction cross country and the Interschool Cross Country Carnival, and after that it was all about athletics and the highlight was Ellenbrook IPS winning the shield at the Interschool Athletics Carnival. Athletics continued into term 4 with the Faction Athletics Carnival being held early in the term. For the last few weeks of term the year six students were busy with dancing, high school orientation, and other year six pursuits and the year fives enjoyed rotating around four different sports in ability groups.

In 2018, the Bluearth program will be reduced and sections of the school on a rotational

basis will gather in the undercover area Rhythmic movement and dance.

HEALTH

➢ During 2017, all students participated in Child Protection programs covering the

following topics:

Protective Behaviours: Developing skills for life Year 1 and 2

Protective Behaviours: Establishing skills for life Year 3 and 4

Protective Behaviours: Rehearsing skills for life Year 5 and 6

Students used this knowledge as a basis for classroom discussions and cross-

curricular activities.

A positive

environment for

students to thrive

in.

Staff Member 2017


➢ All students in Years 6 engaged in discussions focusing on Growth and

Development.

➢ Learn to be safe with Emmy and friends – Years 1-2 engaged in a series of

activities with a guest presenter from the organisation. Activities included

Feelings, Safe and Unsafe Secrets, The Hand of Safety, Early Warning Signs,

Public and Private Parts, Ok and Not Ok Times. Teachers guided their students

through the series of activities and allowed adequate time to explore the

concepts and ask questions.

➢ Buddy Classes have been established from PP-6. The classes meet with their

buddies to conduct activities together at least once a term as well as join

together to participate in Harmony Day celebrations.

➢ ACER Social Emotional Well Being Survey

The following graphs indicate that the tested cohorts (Year 2 & Year 6) varied

significantly between the year levels. The Year 2 students appeared to have a greater

sense of Wellbeing and optimism with 58.5% of Year 2 students having a High Level

of Social-Emotional Wellbeing compare with 32.9% of Year 6 students. However, in

the low level the statistical percentages were closer between the cohorts with Year 2

students 11.3% and Year 6 students 16.5%. It should be noted that this survey was

conducted in the final weeks of 2017 when Year 6 students were already expressing

some concerns about their transition to high school.

➢ In 2018, we will once again survey staff, students and parents using the School

Survey Tool https://www.schoolsurvey.edu.au

https://www.schoolsurvey.edu.au/


This is a good school 2 of

my children have

graduated and are

doing well in advanced

secondary school

groups.



LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: HHAASSSS

2017 saw Ellenbrook Independent Primary School incorporate Humanities and Social

Sciences (HASS) to its full capacity. This saw the school not only teach History and

Geography, but also Civics and Citizenship and Business and Economics. Our school

focus is to follow the Western Australian Curriculum and it was mandatory to

incorporate each strand of HASS as of 2017. The individual strands of HASS are as

follows:

➢ History and Geography are taught from Foundation to year 6.

➢ Civics and Citizenship is taught from year 3 to year 6

➢ Business and Enterprise is taught to year 5 and year 6.

Ellenbrook Independent Primary School sourced additional resources to assist in the

full implementation of HASS. The school also designed an excursion budget this year.

The budget allowed each classroom to receive $500 to put towards travel to a venue

that met the HASS curriculum for the classroom year level. It allows students to

experience an excursion each year at a reduced cost to families. This idea received

positive feedback and most classes used the funding to plan HASS related excursions.

With the school board supporting this budget, it will continue in 2018. In 2018, a

Career’s Day will be run to offer senior students the opportunity to consider a range of

employment options.

LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: TTHHEE AARRTTSS

The Performing Arts lessons include Drama, Dance, Singing and Music. These four

elements are often done as exclusive lessons but sometimes, more than one element is

combined together, creating Musical Theatre. Each week at school assemblies, the

whole school performed a ‘Community Song’, which was often linked with other areas of

the curriculum or matched with a class assembly item. These Community Songs were

also performed at other times during the year, such as on ‘Harmony Day’.

Harmony Day was celebrated as a whole school music, dance and singing activity. In the

weeks leading up to the celebration day, the dances and songs were taught to the

students during Performing Arts lessons. This preparation culminated with the whole

school joining their Buddy Class on the oval and dancing and singing together.

During 2017, three extra-curricular programs were in place - a Dance Troupe, a Vocal

Group and a Musical Theatre Group. The students attended auditions to become

members of these programs and attended weekly classes. A variety of performance

pieces were choreographed, and the students rehearsed during lunchtimes and recess

My favourite part

of our school is

learning to do

new things.



times. The skills of these students were showcased during the year, both to the wider

community and to the rest of the school during assembly times.

The first of these performance opportunities was a Showcase, which was held during

Term Two in The Performing Arts Theatre at Ellenbrook Secondary College. The

Showcase comprised of a variety of Dance, Vocal and Musical Theatre performance

pieces. The entire Showcase Troupe also performed to the wider community at other

times during 2017. These performances included singing Christmas Carols at the local

shops.

There is also an Instrumental Music program running at the school, which consists of

external instrumental teachers instructing a select number of students in various

musical instruments. The selection process for places in these lessons consists of a

Musical Aptitude Test. These students had the opportunity to perform to their parents

and the other students in the school during assembly at the end of Term Four.

To conclude, each Year Six student’s education here at EIPS, a production is performed.

The preparation and participation in this show incorporated all areas of the Performing

Arts curriculum and the shows were performed to a wide audience on stage in our own

school undercover area. The students that were uncomfortable with public performance

had the opportunity to be a member of the Backstage Crew. These students were

responsible for the lighting, sound and scenery during rehearsals and performances.

This incorporated each component of Performing Arts and ensures that all students felt

valued and had equal opportunity to showcase their skills that had been developed in

their six Primary years at EIPS.


Focus area 7: Differentiated teaching and learning

School leaders explicitly encourage teachers to tailor their teachings to student

needs and readiness.

• Advanced Placement Programs.

• School Plus students identified and placed on regularly reviewed IEPs

• PEAC students identified by DOE testing schedule. Students extended with Khan

Academy tasks in Maths and English

• Special Needs Education Support staff work on modified curriculum components

with groups of students. In 2017 students with special needs were able to

participate in the In Term Swimming program with the support of school based

EAs.

• Specialist programs are inclusive and allow every child to develop and

demonstrate competencies – speaking parts at assemblies, inter school sporting

teams.

Focus Area 8: Effective pedagogical practices

Clarity about what students are expected to learn and be able to do, high

expectations of every student’s learning, explicit teaching of skills and content,

individualised attention as required and timely feedback to guide student action

are key elements of the school’s push for improved teaching and learning.

• Performance Management meetings focus on the programs to be explicitly

taught - teachers communicate to students the intent of each lesson with clear

agreed outcomes. Reflection segments offer the opportunity to assess if goals

have been met.

• Seesaw / Class Dojo/ Connect provide timely feedback to parents with positive

feedback from parents about this style of communication.

• Individual Education Plans for students identified with deficits in English and

Mathematics. Parents involved in the compilation and monitoring of plans.

• Implementation of Daily Reviews across all classes to review previous taught

concepts.


• Collaboration in Phases of Learning ensures that students in year levels are given

consistent messages about expectations.

Focus Area 9: School- Community Partnerships.

The school has established one or more partnerships with families, local

businesses and/or community organisations with the express purpose of

improving outcomes for students. Partnerships have generally been initiated by

the senior leadership team and have their support.

EELLLLEENNBBRROOOOKK CCEELLEEBBRRAATTEESS 77 YYEEAARRSS OOFF TTHHEEIIRR OOZZ RREEAADD PPRROOGGRRAAMM

Right is the 2011 photo showing Ellenbrook Lion Ron Freestone receiving the very first set of books from Dr

Neill MacNeill and his Librarian, Jayne Moore, who does a fantastic job in ‘sourcing’ the books . In 2017 the

same stalwarts gathered to once more to offer schools this wonderful opportunity.

The Ellenbrook Community notes the passing of Mr Ron Freestone in 2017and is thankful for his

magnificent legacy of promoting in young children a love a literature.

In 2010 the Ellenbrook Lions Club was approached by the Headmaster of the

Ellenbrook Independent Primary School, Dr Neil MacNeill, with an idea which the club

took on with enthusiasm. The OZ Read Program involves: Assisting schools to provide a

culturally appropriate Australian literature program to students thus facilitating

students’ cultural development as Australian citizens. The project is underpinned by a

desire to ensure that important Australian literature is not lost to future generations.


The program provides books which represent Indigenous, colonial and modern

Australian literature. The program also encourages reading & literacy and has been

recognised by Lions International as well as the WA Department of Education.

The Lions Club representatives consider presenting the books at a school assembly is a

highly rewarding experience when they receive heartfelt thanks from students and their

parents. It has also been recognised by Ballajura Lions who adopted the program last

year and presented books to 5 primary schools in their area. They plan to continue it

this year. Since humble beginnings in 2011 with 6 schools, Ellenbrook Lions Club has

increased it to 14 schools this year. To date they will have donated over $15,000 back to

the community on this program alone.

• ANZAC Service: On Wednesday 5 April, 2017 we joined other schools in the region

to honour those who have served our country as members of Australian Defence

Forces. The Ellenbrook music specialist led the combined schools’ choirs in the

singing of patriotic songs promoting the values of Australia. The event was strongly

supported with parent and community attendance.

• Junior ANZAC Service: In 2017 the Junior School students had a very special ANZAC

Service in the newly constructed Memorial Garden. This structure formed in the arc

of the rising sun is an entry statement to Ellenbrook IPS. It signals to all who visit that

we are a school founded on the values that makes Australia such a great nation.

Rosemary bushes signify our eternal gratitude to those who answered the call to

defend our freedom. This year a Piper played hymns as the community placed

wreathes and rosemary sprigs at the base of the flagpoles. Dr Neil MacNeill a Vietnam

War Veteran delivered an address and several other returned servicemen accepted

an invitation to attend the service.

• Harmony Day: In 2017 the oval was a sea of orange and other vibrant colours as the

school community gathered to celebrate our cultural diversity and reflect on the

great Australian way of life. Dr MacNeill addressed the students and congratulated

them on the harmonious way they interact with one another. Many parents came to

the event as volunteers to support games and to lend their voices to the songs that

were sung.

• Bunnings has always been a strong supporter of the school and in 2017 parent plans

for a sensory garden in the Early Learning Centre received strong support from

Bunnings Ellenbrook.

• Government Grants: In August the Ellenbrook P&C supported the Memorial Garden

through a contribution from the Local Projects Local Jobs Grant. EIPS received

$20,000.00 which was used for shade sails, screening panels to the Early Learning

Centre and the Memorial Garden.


• Early Learning Centre ( ELC) - Kindergarten Information Session

This year was the first year a public meeting was held and addressed by Dr Neil

MacNeill. Parents gathered in the school library and were provided with information

about Ellenbrook programs and processes. The revised Kindergarten Handbook, based

on the National Quality Standard elements, was distributed at this event. The meeting

was very well attended by approximately 50 members of the community. A PowerPoint

presentation compiled by Deputies Jeanette Metcalf and Danielle Lloyd, informed

parents of important points to ensure the smooth introduction of their child into the

public school system.

In 2017 our ELC continued to develop with significant refurbishments to buildings and

grounds.

Inspirational

Leadership

Staff Member 2017


SSttaaffff,, SSttuuddeenntt aanndd PPaarreenntt AAffffiirrmmaattiioonnss

I feel comfortable

to learn from my

mistakes.

I smile every day I

come to school.

My grandchildren

love this school and I

enjoy bringing them

here every day. Seeing my students

every morning,

happy and eager to

learn is a fantastic

way to start a day!

Most people know

one another and we

cheer each other on

in sports. It is refreshing to work

among such enthusiastic

colleagues, in such a

collaborative

environment.

The enthusiastic nature of

the staff at EIPS allows

teachers to collaborate on

a regular basis, to provide

our students with a quality

education.

Dr MacNeill is always

available each morning

and afternoon to greet

parents and ask about

the well-being of my

child.



Staff Member 2017

Ellenbrook Grandparent 2017


Staff Member 2017


ellenbrook independent primary school · 2019. 8. 20. · ellenbrook staff making a commitment to...

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