it is with pride that i present the - beldonps.wa.edu.au · beldon primary school is dedicated to...
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It is with pride that I present the
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Annual Report 2016 This report is to provide the community with information about the school’s events, activities and performance. It is designed to give parents and other members of the community a clear sense of how students at our school are progressing and what is being done to maximise student achievement. It also outlines the school’s strengths and gives recommendations to be addressed in 2017.
Purpose At Beldon Primary School we want to be seen as a school of which to be proud. A school that parents select for their children knowing they will be happily learning and developing to embrace change and their future.
Ethos Beldon Primary School is dedicated to providing quality teaching and learning to enable students to happily and confidently move from where they are to where they have the potential to be.
Beldon Primary School recognises that student learning is best developed in an environment of cooperation and teamwork. We actively encourage community involvement and parent participation into the fabric of school life.
Beldon Primary School fosters a sense of pride in an environment in which children feel secure and valued, enabling them to do their best and achieve success.
Mission To provide a quality education for all students, to develop life-long
learners.
To promote a work environment that acknowledges and values staff.
To celebrate the contribution of ‘parents as partners’ in the education process.
School Vision
Throughout 2016, the Beldon Primary School staff and community worked together to ensure that the school vision of: Aspire to Go Beyond, is embedded within the fabric of the school business plan and throughout the school community .
SCHOOL FEATURES Established in 1985, Beldon Primary School is located 25kms to the north of Perth. The school is made up of 3 teaching blocks, a new early childhood centre (Ready, Set Go), a fully automated library and an enclosed assembly area. There is also an Education Support Centre on the school site.
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HIGHLIGHTS FOR 2016
The 2016 school year has been a very successful year with many projects being undertaken and highlights celebrated. This success has been possible due to the commitment of our capable and hardworking school staff – teachers, education assistants, administration staff, cleaners and gardener alike.
The fifth year as a Stephanie Alexander Kitchen Garden Program school and being recognised as a lighthouse school across the country with organised bus tours for visitors to learn about our successful program.
Continued growth of our literacy intervention program (Multi and Minilit) to include over 20 volunteers.
Further development in the Mathematics learning area with NAPLAN data showing an upward trend in years 3 and 5.
Implementation of quarterly ORIGO data analysis across all years and tracking individual student progress.
Sporting Schools Program (Beldon Running Club) operating twice a week before school.
Selected as a lighthouse school for the National Quality Standard program in Early Childhood Education.
Reviewed and modified the BMIS program to reflect the process of the Restorative Practice approach and Gold Cards program.
Winning the Oceanside Interschool Athletics and Cross country carnivals for the third year in a row.
Winning the Eagles Cup for the seventh time and for six years in a row.
Sizzling Speller competition celebrating spelling excellence.
Implementation of whole school PA/spelling scope and sequence and resources.
Safety House Week.
Harmony Week Multicultural Lunch.
Friends of Beldon student mentor Program with Beldon Uniting Church.
Learning Journey Morning with students reporting their performance.
Excursions for all students.
Year 6 Leadership Program & Camp.
Art exhibition and extension art program for selected Year 5&6 students.
Beldon Speaks public speaking competition.
Literacy Pro Reading awards at assembly.
You Can Do It awards at assembly.
PARENT PARTICIPATION There is strong community support from parents and the local community. There is extensive parent participation through the School Board, the P&C, and parent volunteers in various curriculum and service areas. Community feedback indicates a high level of satisfaction with all aspects of the school’s learning environment.
P&C REPORT This was a successful year for the P&C with an increase in active members and a great social fabric to the group. Through the efforts of our Treasurer, finances were streamlined with online banking making payments effortless. Key fundraising included; Easter Egg Raffle- $1016 Finding Dory movie- $1015 and $165 additional raffle Election Sizzle- $415 Fathers Day and Mothers Day stalls Entertainment books- $494 5 c challenge- $765.25- a new initiative Halloween disco- $1500 KP1 sundowner- approx $4000 The school facebook continues to be run by the P&C and is an excellent way to communicate with the parent community with over 250 members. We also now have a uniform page for selling second hand uniforms. The P&C thank all the volunteers that help support the P&C and look forward to a great year ahead. Kristy Gainsworthy P&C President
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SCHOOL PERFORMANCE BELDON PRIMARY
THE SCHOOL PROGRAM Beldon Primary School provides a diverse and challenging program for 330 students from Kindergarten to Year 6. Specialist programs are provided in History, Phys Ed, Performing Arts (Music) and Visual Arts. Academically talented students in Years 5 – 7 have access to Primary Extension and Challenge (PEAC) and Early Years Extension program for years 1- 4. Students experiencing educational difficulties are catered for through Individual Education Plans (IEP) and support programs (Multilit and Minilit). Students with Special Needs are integrated into appropriate year levels and receive additional support.
LEARNING AREA OVERVIEWS Individual student performance in all learning areas is reported to parents through student reports, work samples, learning journeys and parent interviews. The following whole school performance summaries for the priority areas and National Assessment Program for Literacy and Numeracy (NAPLAN), form part of the school information system to guide decision making by the School Council.
NATIONAL ASSESSMENT PROGRAM The National Assessment Program for Literacy and Numeracy (NAPLAN) was administered to all Year 3, 5 and 7 students across the state since 2011. The results depicted in the graphs below show the performance level of students at Beldon Primary in comparison to the like schools.
In 2016 students at Beldon Primary performed below the state and national average in both reading and numeracy for Years 3, 5. When we compare our performance against like schools, we are below the level set by like schools in Year 3, 5 for reading and numeracy and slightly below in all other areas except year 3 punctuation and grammar. The results are, however, pleasing when comparisons are made for our former year 6 students against the achievement of WA Public Schools. When we consider that the NAPLAN testing occurs at the start of term 2 for year 7, the Numeracy scores are above the levels set in the period 2012- 14 and on par for 2016 reading in the same time frame. In punctuation and grammar, we performed marginally above the levels of WA Public Schools, but performed marginally below set levels in writing and spelling. It is pleasing that we are able show a sharp upward trend by the time our students sit the year 7 NAPLAN tests. We believe that this is attributable to a strong return on a whole
Reading
Numeracy
Reading
Numeracy
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school commitment to ORIGO Stepping Stones and the Elementary Mathematics Mastery intervention program. Reading results showed a relatively flat profile since 2013 for the year 3 students and a sharp decline for the year 5 students from 2014-15. We have set about using a more consistent literacy block approach across all year levels in order to shift our results upwards in the forthcoming testing cycles. Longitudinal information available for writing showed results for the Year 3 and 5 students had shifted downward and was below that of like schools. The 2016 testing cycle for writing was the first time in 5 years that students were tested against a narrative genre. On average, a downward shift in results, was also evidenced across WA Public Schools for year 3 and limited growth in year 5 results. In spelling, we have evidenced a relatively flat profile since 2013 for years 3 and 5, with achievement for the year 3 students around that of like school performance. The year 5 results have been in decline since 2014 and resultantly, have been a focus area for targeted professional learning, including the explicit teaching of phonological awareness and phonics in the early years and a structured teaching program throughout the middle and upper primary classes. When analysing punctuation and grammar, we have evidenced a slight upward shift since 2015, with the year 3 students performing above levels set by like schools and the year 5 level slightly below the expected standard.
Cohort Progress- Year 3-5 & Year 4-6
Reading (Year 3-5)
Reading (Year 4-6)
Numeracy (Year 4-6)
Numeracy (Year 3-5)
Spelling (Year 3-5)
Spelling (Year 4-6)
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Based on 2014 through to 2016 MIS data, Beldon Primary School selected and resourced reading, spelling and mathematics as priority areas needing curriculum improvement. We have placed particular emphasis on intervention within the early years (K, PP, 1 and 2) and establishing strong foundations in phonological awareness and phonics via targeted professional learning in conjunction with Margaret Menner and the Statewide Speech and Language Service. We also placed greater emphasis on early identification of mathematical foundations via basic facts diagnostic testing in the early years and the whole school population. In order to develop a more consistent approach in the teaching of mathematics, we adopted whole school teaching using Origo- Stepping Stones and an ACER direct instruction program called Elementary Maths Mastery for all students from across the school. The above graphs provide the school with a sound representation that we are on our way in our journey to lifting students’ standards in literacy in the early years and establishing a base for the middle and upper primary, when compared against like schools. They provide us with a direct comparison in the progress made for a cohort of students tested for the first time in year 3 and their subsequent results as Year 5s and also compare the results of a cohort of students as Year 5s with their results as Year 6/7s. At the time of testing, year 7 students had participated in only one term of teaching within the high school environment. In numeracy, the year 3-5 cohort progress is 50% above that of like schools and the year 4-6 progress is 35% above comparative levels. When comparing progress made in spelling, the year 3-5 cohort is progressing a rate of 28% below that of like schools and 9% above in the year 4-6 range. In reading, the progress of the year 3-5 cohort is 50% below that of like schools and on par with expected levels for the year 4-6 cohort.
SCHOOL TARGETS: 2016-18
STUDENT ACADEMIC IMPROVEMENT TARGETS We are in the second cycle of our school improvement, with our business plan 2016-18. In developing this plan, we utilised the recommendations of our standard review and the 2016 MIS data. Our targets for the next phase are to arrest the downward shift in achievement for years 3-5 in reading and writing, perform at or above like schools in spelling and numeracy, increase the percentage of students in the top 20% of achievement and decrease the percentage of students below the national minimum standard across all 5 test areas. We are currently in the refinement phase in establishing whole school approaches in the teaching of English and Mathematics and building a climate that celebrates successful teaching practices within each collaborative team and across the school.
In order to achieve our targets, we have set eight focus areas in our business plan: (1) An explicit improvement agenda; (2) Analysis and discussion of data; (3) A culture that promotes learning; (4) Targeted use of school resources; (5) An expert teaching team; (6) Systemic curriculum delivery; (7) Differentiated teaching and learning and (8) Effective pedagogical practices.
Successful Outcomes:
When analysing achievement and progress in reading for the testing cycle beyond year 5, there was an increase in the students in the top 20% (3%)and a reduction in those in the bottom 20% (-5%) to be more in line with that of like schools and WA Public Schools.
Reading progress for the year 4-6 students in the 2014/16 testing cycle showed levels above that of WA Public and Australian Schools.
When analysing achievement and progress in year 3-5 testing cycles (2014/16) in writing, there was a 22% reduction in the students at or below the National Minimum Standard (NMS). This group of students improved their achievement by the equivalent of one band.
Progress for the same cohort of students showed a 57% increase when compared with like schools and WA Public Schools.
When analysing achievement and progress in year 3-5 testing cycles (2014/16) in numeracy, there was a reduction in the students at or below the National Minimum Standard (NMS) by 11%. There was also an increase in the number of students one and two bands above the NMS by 6 and 12% respectively. The students in the top two bands remained relatively unchanged.
Progress for the same cohort of students showed a 50% increase when compared with like schools and WA Public Schools.
When analysing achievement and progress in numeracy the testing cycle beyond year 5, there was a reduction in the students performing at or below the NMS by 24%. There was also an increase in the percentage of students in the upper bands (bands 7 and 8) by 20%.
Progress for the same cohort of students showed a 35% increase when compared with like schools and WA Public Schools.
The implementation of PAT R, SA Spelling and Maths Basic Facts diagnostic testing in terms 1 and 4 for all year levels to track student achievement and identify specific focus areas for teaching and learning programs.
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Collection of data using PAT Reading standardised and basic facts testing.
Modelled and guided reading present in all literacy teaching cycles.
Thorough PA screening of all ECE students and SAER students (including new arrivals to the school).
Use of Words Their Way screening tool for all Year 3-7 students twice per year to map spelling progress.
Use of Jolly Phonics in K (sem 2), P and year 1 by all teachers.
Use of PAT R testing across PP- 7 during terms 1 and 4 every year to provide milestone data and assist is curriculum improvement.
Use of SA Spelling test to establish baseline and comparative data in term 1 and 4 every year.
The use of the Beldon PA/Spelling Scope and Sequence by all teachers to plan for all PA and spelling lessons.
Timetabling for a literacy block of 2 hours for each class for at least 4 sessions per week. This allowed for the successful implementation of the ALS including guided reading sessions.
Explicit teaching of spelling and writing professional learning (Margaret Menner).
Ongoing professional learning (at least once per term) with the speech and language team by all staff members, with targeted intervention in the early childhood years.
Whole school approach when teaching and assessing mathematics using Origo- Stepping Stones and basic facts.
Successful implementation of direct instruction (Elementary Maths Mastery- EMM) program for all year 3-6 students.
Extension maths group for students in Years 5 and 6 to increase number of students in top 20%.
Timetabling for an 80 minute Mathematics block at least 4 times a week with ability based year groups.
Mathematics support teacher (4 sessions per week) in the middle primary.
Whole school professional learning with mathematics support team- Origo Stepping Stones.
Successful Outcomes
After audit of amount of waste from classes and lunches children developed an understanding of amount going to landfill and the need to reduce, reuse and recycle.
Successful implementation of the Stephanie Alexander Kitchen Garden program and the development of school kitchen garden.
Interest, knowledge and skills developed in growing and using our own produce.
VALUE ADDING IN LITERACY
Reading Spelling
Punct. & Grammar Writing
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VALUE ADDING FOR PRIORITY AREAS 2015- 2016
YEAR 3 DATA
Year 5 DATA
Our annual review of student performance in the English Learning Area, shows that we are performing at a similar trend to that of like schools for year 3s in reading and spelling, but with a different profile in writing. Our distribution in 2016 is similar in the middle belt, but we have are down in the top 20% (-8%) and higher in the bottom 20% (+7%). Spelling has shown a ballooning in the number of students in the middle 60% (69%) and lower than expected numbers in the top 20%. This coincides with slight improvements in the performance of our weaker students and a decline of those in the top bands.
When analysing year 5 performance, we can see a decline in the achievement levels for reading writing and spelling. In reading, we have been unable to shift the performance of the students in the bottom 20% upwards to the middle 60%. The bottom 20% comprises students who are performing below, at and a band above the national minimum standard. This was as a result of a declining progress for a small group of students sitting above the NMS in 2014. They did not make the required growth in 2015 and a targeted intervention program has been employed to address their deficits in performance. In writing, we evidenced a reduction in the students beneath the NMS from year 3-5 (-7%). In 2016, we were able to reduce the percentage of students who were below and at NMS when compared to their 2014 test results. The achievement of this group of students shifted to above the NMS by in excess of 10%. We now need to improve the performance of the students within the middle/upper band of the “middle 60%. Since 2014, results in year 5 spelling have been in a state of decline, with achievement below that of like schools, especially in the bottom 20% (with 32% in that region). In order to arrest this trend, we have invested in researched based professional learning for all of our teaching staff, with particular emphasis on explicit instruction in the middle primary years and our intervention programs of multlit and minilit.
VALUE ADDING IN NUMERACY
READING WRITING SPELLING SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
% 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 TOP 20 10
13 16 18 18 13 17 24 12 13 13 16
MIDDLE 60
78 69 64 66 80 74 66 60 68 69 64 67
BOTTOM 20
12 18 20 16 3 13 17 16 20 18 22 17
READING WRITING SPELLING SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
% 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 TOP 20 28
14 18 18 29 14 14 22 17 16 15 17
MIDDLE 60
48 50 65 67 61 65 68 62 55 51 69 64
BOTTOM 20
24 36 18 15 11 22 18 15 28 32 16 19
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Former Year 6 Numeracy
Band
School
WA Public Schools
2015
2016
2015
2016
9 to 10
3.12%
3.44%
8.0%
10.4%
8
12.5%
24.13%
13.1%
15.4%
7
31.25%
37.93%
24.5%
27.4%
6
25.0%
27.58%
29.5%
24.0%
5
25.0%
3.44%
21.8%
17.4%
1 to 4
3.12%
3.44%
3.2%
5.4%
In the National Assessment Program (NAPLAN) Beldon Primary School students in Year 3, 5 performed at similar levels to that of like schools, with the exception of the year 3 results with 26% falling within the bottom 20%. When analysing year 3 and 5 achievement, we can see continued growth since 2014, with the trend line for steadily rising to the cusp of 1-2 standard deviations above the median test scores.
When analysing the year 3 results, the additional 8% of students in the bottom 20%, compared to like schools, is attributable to 23% of students sitting at the NMS and not in the bands below expected level. Year 5 results have also steadily grown in the middle and upper 20% distributions, with the most growth found in the upper bands.
The table directly above shows the distribution of former year 6 students the results of those across WA Public Schools. These students have only had one term within the high school system and undertaken the majority of their learning within our programs. When compared to WA Public Schools results, we can see significant growth in the upper bands, whilst also reducing the distribution in the tail (bands 1-5). These gains are linked to our investment in whole school and phase of learning approaches in the teaching of mathematics. We have been tracking our achievement using quarterly test and diagnostic basic facts data, across all year levels for the last three years and have evidenced steady gains.
NUMERACY- YR 3
NUMERACY- YR 5
SCHOOL LIKE SCHOOLS SCHOOL LIKE SCHOOLS
%
2015
2016
2015
2016
2015
2016
2015
2016
TOP 20
22
18
14
18
21
17
14
17
MIDDLE 60
66
56
70
64
59
63
69
65
BOTTOM 20
12
26
16
18
21
20
17
18
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VALUE ADDING IN SCIENCE
Ongoing professional learning in the use of Primary Connections the Western Australian Curriculum have led to sustained improvement in achievement levels of students from Year 3- 6. Our transition to Primary Connections started when the current Year 6 students were in pre primary. The above data shows that our year 3, 5 and 6 cohorts have benefitted from a whole school approach to the teaching of science, with steady increases in the number of students in the middle stanines (5 and 6) for the middle primary years (years 3 and 4). This is a similar situation when we compare the progress made by the year 4 cohort of students in 2015 against their performance in year 5, 2016, whereby, there is growth in the middle stanines and also in those above stanine 7. The greatest growth was evidenced in the upper primary years (years 5 and 6), with sustained growth from stanines 3 and 4 shifting upwards to 5 and 6 and also in stanines 7 through to 9.
VALUE ADDING IN HUMANITIES AND SOCIAL SCIENCES
Throughout 2015, we continued with our transition into the Humanities and Social Sciences learning area in line with the WA Curriculum rollout to include the teaching of Geography, but only reporting in the History strand. To achieve this, we used History as a means to prepare all teaching and learning programs from years PP-7. The data above reflects the History learning area, with at least 88% of Year 3, 90% of year 5 and 88% of Year 6 students reaching expected standards in reporting to parents in 2016. We assigned History as one of our specialist areas, with the students from Year 1- 6 being provided 60 minutes in a designated program every week. Two teachers were assigned to the teaching program specialising in the early childhood and middle/upper primary curriculum to ensure that the students were afforded a sound breadth of knowledge and understanding in teaching and learning and programs. We continued our development of the sustainability message with the Stephanie Alexander Kitchen Garden Program.
4
5
10
14
0
3
8
5
8
6
7
3
17
18
16
17 17
7
15
13
24
28
24
10
30
21
24
19
14
24
11
34
16
11
17
31
8
0 0 0
14
7
0 0 0
3
7 7
2
0
2
3
0
7
0
5
10
15
20
25
30
35
Yr 3 (15) Yr 4 (16) Yr 4 (15) Yr 5 (16) Yr 5 (15) Yr 6 (16)
Cohort Comparison (% at Stanine): Yrs 3-6, 2015/16
Stan 1 Stan 2 Stan 3 Stan 4 Stan 5 Stan 6 Stan 7 Stan 8 Stan 9
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STUDENT NON-ACADEMIC TARGETS GOOD SCHOOLS - MARKETING OUR SCHOOL / FAMILY LINKS (0-8) Our target is to continue and enhance the practice that ensures the school community is always informed on school and general educational matters. To achieve this we needed to develop strategies that promote and celebrate our wonderful school to the outside community.
Some of these strategies were the encouraging into the school, families with pre-enrolment children, providing regular parent forum opportunities on current education topics and promoting our school in the media through a staff/parent Publicity Committee.
Successful Outcomes
The 0-4 pre-enrolment program was a terrific success. The story time/drop in centre established for this purpose was very well attended with the number of pre-kindergarten students growing throughout the year especially after the kindergarten enrolment process. Parents who attended these session were provided access to specialist speech services for their children and links were made with new families that enabled positive relationships being formed and students moving into the kindergarten program more smoothly.
Community events were well attended if the level of communication about them was very high. The Learning Journey Morning, Sporting Carnivals, and Class Assemblies were all well attended.
IMPROVING STUDENT ATTENDANCE
Student attendance data for Beldon Primary School has been consistently above that of like and WA Public Schools since 2014 in all areas. We have sound processes in place to ensure students attendance and therefore, learning opportunities are at optimal levels. We establish good attendance practices in the early years (K and PP) and reward students who maintain expected levels via weekly attendance prize draws. We also employ a case management approach when students are falling below 90% attendance to assist families to re-engage with the school and increase student learning.
IMPROVING ATTITUDE, BEHAVIOUR AND EFFORT (ABE) When analysing the attitude, behaviour and effort (ABE) of Beldon Primary School students for the reporting period of semester 2, 2015 to semester 2, 2016, we can see an average of 62% of students falling within the “consistently” range. The above chart tracks the average ABE for the same cohort of students from their classes in 2015 to 2016. An analysis of the data shows a downward shift for students in the early childhood classes (PP- yr 1 and yr 1- 2) from the
Non-Aboriginal Aboriginal Total
School Like
Schools
WA Public
Schools School
Like Schools
WA Public
Schools School
Like School
s
WA Public
Schools
2014 93.7% 92.8% 93.2% 89.6% 84.4% 80.4% 93.5% 92.3% 92.1%
2015 93.7% 93.3% 93.8% 86.3% 84.3% 81.2% 93.4% 92.8% 92.7%
2016 94.5% 93.7% 93.7% 90.8% 85.7% 80.7% 94.4% 93.4% 92.6%
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“consistently” and “often” ranges. From year 2- 3, year 4- 5 and year 5- 6, there is an upward trend for students within the “sometimes” range to “often” and “consistently”.
SCHOOL ENROLMENT PROFILE The enrolment figures for the start of 2016 show an increase in the school population from previous years. The breakdown is as follows:
233 students in Years 1-6
37 students in Pre-primary
52 students in Kindergarten Over the last five years there has been steady growth in the school student numbers. The school opened the school year with 224 students in 2005, with the actual numbers in 2016 being 322 (this includes only K-6). The most consistent growth is in occurring within the early years of schooling. There has been a moderate level of transience. Our 2016 Exit Survey for families leaving the school indicates this transience is for lifestyle and economic reasons and there is a high level of confidence in Beldon Primary School. Student attendance is 94.4% for the 2016 school year, sitting above that of WA Public and Like Schools data at 92.6% and 93.4% respectively.
STUDENT MANAGEMENT INFORMATION The Behaviour Management Program data shows relatively few students demonstrating seriously inappropriate behaviour. After a decision to disband the good standing program in 2015, the teaching and non teaching staff all re engaged with the restorative practices program. This shift led to a reduction in students recorded on the student behaviour records for inappropriate behaviours and an increase in those participating in reward days at the end of each term. Ten students were suspended from school for inappropriate behaviour. Individual Behavioural Programs were developed for these students and within a relatively short period of time they all returned to the standard BMIS Policy. For all other classes the incidents were minor and statistics show a steady decline in these incidents. The number of gold card and BUG (Being Unusually Good) rewards has increased each term as students are ‘caught being good’.
STUDENT DESTINATION FOR YEAR 7 From 2010, the students and community members from Beldon PS have remained very stable in their choice for high school, with the amount attending the local secondary school being consistently above 70%.
SCHOOLS
YEAR 8
2014 Year 7 2015
Year 8 2015
Year 7 2016
Belridge SHS
70% 81% 79% 79%
Other Govt SHS
22% 19% 15% 15%
Other SHS 4% 0% 0% 0%
Private Schools
4% 0% 6% 6%
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understanding of recycling. We aim to develop environmentally sound attitudes, habits and values and an understanding of ways of managing our environment and provide for our needs that reduce our imprint on the world in which we live.
INFORMATION ABOUT SCHOOL MANAGEMENT
SCHOOL BUDGET AND ANNUAL ACCOUNTS FOR 2016
