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Introduction This report provides parents, the Regional Executive Director, the Assistant Regional Executive Director and other community members with information about South Padbury Primary School’s activities and performance over the past year. This report is a requirement of all Western Australian Department of Education schools and contains essential information in response to the National Reporting Requirements. To gain maximum benefit from this School Report it should be considered in conjunction with other information such as student written reports, parent/teacher interviews, newsletters and the Federal Government My Schools website information. School Vision The vision for South Padbury Primary School (SPPS) is to build a learning community where students, parents and teachers work together to develop partnerships and foster life-long learning. As a learning community we aim to develop the whole child through the provision of quality learning experiences providing the opportunity for every student to become a positive, contributing member of the community. It is our belief that it is the quality of the teaching and learning programs, relationships and learning environment that maximise student learning. We believe in collaborative teamwork and evidence based planning. The school promotes a learning environment that encourages the development of self- discipline and where all members of the school community are responsible, respectful, safe and strive for excellence. The school values and encourages the positive contribution of parents/caregivers and views parents/caregivers as partners in their child’s education and development.

Objectives 1. Establish ambitious targets and set high expectations, academic and non-academic, for our

students.

2. Engage all staff in a systematic, continuous and comprehensive self-assessment process related to student achievement and school operations.

3. Deliver high quality learning and teaching programs with pedagogical practices aligned to the

Australian Curriculum’s learning, teaching and assessment principles.

4. Expand the quality of teaching through utilising expert teachers to operate collaboratively sharing their skills and understandings.

5. Maintain a learning environment that is safe, caring and inclusive.

6. Target resources, through school improvement planning, to maximise student achievement.

7. Continue to build strong internal and external relationships including positive interactions

between the school and its immediate and wider community. Our objectives are aligned to the directions set by the Plan for Public Schools 2012-2015, the objectives and key elements of the Classroom First strategy and the priorities within Focus 2015 – Directions for Schools and based on strong school leadership, whole of school consistent approaches and the effective use of data sets. School Community Partnership The school actively promotes and encourages parent participation. Parents/caregivers are actively involved in;

Board

P&C

Canteen

Safety house

Sport

Incursions/excursions The school has also developed strong relationships with local businesses in the area including;

Jellybeans After School Care – G8 Education

Keyed Up Music

Vincent’s Martial Arts

GoGu Martial Arts

Padbury IGA

Padbury Brumbys

Padbury Pharmacy The School Curriculum During the 2015 academic year we structured the school’s curriculum based on 4 learning areas from the WA Syllabus Scope and Sequence and 4 areas from the Australian Curriculum. WA Syllabus Scope and Sequence Technology and Enterprise Arts Health and Physical Education LOTE Australian Curriculum English Mathematics Science History—semester one Geography—semester two 50% of each school day is devoted to English and Mathematics.

Opportunities for Students at SPPS

Challenge Programs

PEAC (Primary Extension and Challenge)

In class extension programs

ICT based research projects

Junior Primary Jets Program

Nature revegetation program – Years 5 and 6

Mathletics

Science – sponsored by Woodside Sporting

Interschool Athletics Carnival

Faction Athletics Carnival

Interschool Winter Sports

In Term Swimming Classes

Interschool Cross Country

Swimming Carnival

Music & Drama

Instrumental Music Instruction

SPPS Choir

West Coast Song Fest

Whole school singing

School and Context During the 2015 academic year South Padbury PS had a student enrolment of 319 students from kindergarten to year 6. The school motto is ‘Pursuing Knowledge and Friendship’ which extends to parents and carers and reflects our students’ positive attitudes to learning. The school is quietly and diligently re-building its positive reputation that it developed over 20 years. Parents are highly visible in the school organising, in consultation with the administration, numerous activities for the students thus enriching experiences for participants. Play areas are extensive with grounds being very well maintained. All areas of the school are fully air-conditioned with both evaporative and split level systems throughout the school. The school is well resourced and has a fully automated resource centre. All classrooms are fitted with interactive electronic whiteboards. Thanks to collaboration with the school’s P&C body, the school has full class sets of Ipads (175 in total), storage units for these devices and every area of the school has complete WIFI coverage. Our school’s ICT resources and infrastructure meet our ambition to deliver 21st Learning principles to all of our students. Our goal is to become a paper free work and learning environment. Communication is an area that has improved immeasurably throughout the 2015 academic year. All newsletter publications are now online, we have a new website that is constantly updated and we have also invested in an app that is utilised extensively to ensure that information to all of our stakeholders is constant and current. South Padbury benefits from extensive experience amongst our teaching and non-teaching staff. All teachers meet the professional requirements to teach in Western Australian schools and are registered with the Teachers Registration Board of Western Australia. Our staff is highly stable and is becoming far more collaborative in all areas. This has enabled the continuation of well-established programs that were designed and implemented in 2013. The academic programs developed and implemented by teachers at South Padbury ensured improved academic achievements in 2015, as demonstrated by the data collected, analysed and reported on in this report. The school’s Music Program is headed by Mrs Carol Williams, an experienced and accomplished educator. The program boasts an enthusiastic choir, instrumental music and singing at all assemblies and major functions. Throughout 2015 the school gathered together as one every Friday afternoon for a session of community singing. The Physical Education Program is also headed up by Mrs Williams and encourages healthy competition amongst factions and between neighbouring schools. 2015 saw South Padbury come second in the Interschool Athletics Carnival and perform with distinction in soccer, football, netball and soft-crosse.

During the year each class was responsible for organising and performing at a school assembly providing opportunities for students to speak and present to an audience thus developing confidence and self-esteem. Each assembly is followed by a morning tea allowing parents to interact informally but purposely with both the teacher and the principal, Mr David Knox. Staff support students reach their full potential through offering a range of learning opportunities presented in a variety of ways designed to engage each student in the learning experience at hand.

Year 6 graduation present to the school Hand Sculpture

Data Analysis NAPLAN 2015

Attainment of National Minimum Standard

Year 3

Subject At or Above NMS

Actual Number below NMS

Aust.at or above NMS

Notes

Number 100% 0 94% All of our students achieved at or above the national minimum standard

Reading 95% 1 95% This student has severe attendance issues 0-59%

Spelling 100% 0 93% All of our students achieved at or above the national minimum standard

Grammar 96% 1 94% This student has severe attendance issues 0-59%

Writing 96% 1 96% This result is not indicative of this students achievement in Writing

Year 5




Notes

Number 100% 0 95% All of our students achieved at or above the national minimum standard

Reading 100% 0 93% All of our students achieved at or above the national minimum standard

Spelling 100% 0 93% All of our students achieved at or above the national minimum standard

Grammar 97% 1 93% This student has severe attendance issues 0-59%

Writing 100% 0 92% All of our students achieved at or above the national minimum standard

Year 7




Notes

Number 100 0 96% All of our students achieved at or above the national minimum standard

Reading 100 0 95% All of our students achieved at or above the national minimum standard

Spelling 94% 2 93% One of these students has severe attendance issues 0-59% One of these students has indicated attendance issues 80-89%

Grammar 94% 2 92% One of these students has severe attendance issues 0-59% One of these students has indicated attendance issues 80-89%

Writing 94% 2 87% One of these students has severe attendance issues 0-59% One of these students has indicated attendance issues 80-89%

The correlation between performance and attendance is strong.

All students, except one below the national minimum standard have attendance issues.

Attainment of Targets

Our targets are based annually on cohort specific factors including historical data, attitude, capacity and

attendance.

Numeracy Targets

Target Description Achieved Variance

1 40% of our Year 3 students attain bands 5 or 6 level of achievement

+2%

2 Less than 10% of our Year 3 students achieve in band 1 or 2 level of achievement.

+2%


+1%


+2%

Reading Targets



+1%

2 Less than 10% of our Year 3 students achieve in band 1 or 2 level of achievement

+5%


+1%


0%

Writing Targets



+2%

2 Less than 10% of our Year 3 students achieve in band 1 or 2 level of achievement

+2%


-3%


+3%

Summary

100% of Year 3 targets were met with 67% of Year 5 targets met. Total target attainment is 83%.

Mean scores

Year 3

Australian mean

WA mean

SPPS mean

Variance SPPS v AM

Variance SPPS v WAM

ABOVE AT BELOW LSM

Number 398 388 410 +12 +22 AT LSM

Reading 426 413 416 -10 +03 BELOW LSM

Spelling 409 400 432 +23 +32 ABOVE LSM

Grammar 433 424 456 +23 +32 ABOVE LSM

Writing 416 408 415 -01 +07 BELOW LSM

Year 5

Australian mean

WA mean

SPPS mean

Variance SPPS v AM

Variance SPPS v WAM

ABOVE AT BELOW LSM

Number 492 485 526 +34 +41 ABOVE LSM

Reading 498 489 523 +25 +34 ABOVE LSM

Spelling 498 493 530 +32 +37 ABOVE LSM

Grammar 504 496 509 +5 +13 ABOVE LSM

Writing 478 471 479 +01 +08 AT LSM

Sub group analysis – Gender

Year 3 Boys Girls Variance

Mathematics 401 420 Girls 19

Reading 416 416 --

Spelling 442 422 Boys 20

Grammar 450 463 Girls 13

Writing 423 409 Boys 14


Mathematics 544 494 Boys 50

Reading 538 496 Boys 42

Spelling 542 509 Boys 33

Grammar 509 508 Boys 1

Writing 477 483 Girls 6


Mathematics 540 555 Girls 15

Reading 527 540 Girls 13

Spelling 540 564 Girls 24

Grammar 523 574 Girls 51

Writing 470 525 Girls 55

Value adding data

Value adding between Year 3 and 5 is strong

Numeracy

We have more than double the percentage of our students than like schools making Very High progress.

We have a slightly higher percentage of students making High progress as opposed to our like schools.

Fewer of our students are making Moderate, Low and Very Low progress as compared to our like

schools.

Reading

We have the expected number of students making Very High and High progress, above the expected

percentage of students making Moderate progress and NO students made Very Low progress as

opposed to our like school average of 12%.

Writing

We have a higher percentage of our students making Very High, High and Moderate progress than our

like schools. In our stable cohort, we have well under the expected percentage of students making Low

and Very Low progress.

Student Distribution – Percentage of All Australian Students (AAS)

Bottom 20% of AAS Middle 60% of AAS Top 20% of AAS

Year 3

Numeracy 13% 58% 29%

Reading 23% 64% 14%

Spelling 8% 75% 17%

Grammar 8% 63% 29%

Writing 9% 74% 17%

Year 5

Numeracy 3% 68% 29%

Reading 10% 65% 26%

Spelling 3% 68% 29%

Grammar 13% 68% 19%

Writing 13% 80% 7%

Actions for Improvement School-based leaders to facilitate the implementation of whole-school approaches to literacy that include: improvement targets for NAPLAN results; a focus on the teaching of essential literacy skills; and a case-management approach for students at risk of falling below national minimum standards and for students in the middle to upper proficiency bands. KP1 Focus on on-entry assessment data to guide planning. Phase of Learning Team Leaders to assist to build the capacity of the school to improve literacy through modelling, mentoring and coaching. Provide teachers with time to develop case-management plans, collaboratively plan, moderate, reflect and review. Teachers will assist colleagues by: modelling a range of effective strategies for explicit instruction of reading and writing to teachers (First Steps focus) through a structured professional learning program, assisting teachers to teach, assess and monitor reading development using the range of tools promoted by the school, through one-to-one meetings and modelling evidence-based strategies. Continue to develop a whole school approach to learning and teaching literacy that is founded on sequences of content and instructional practices, including First Steps – Guided Reading, that are consistent within and across phases of schooling; utilise formative assessment related to diagnostic maps of progress as an integral part of the learning, teaching and assessment cycle; effectively translate assessment information into focused instruction; develop case-management plans for identified students detailing learning and teaching strategies and achievement targets; map and implement the revised Australian Curriculum (v8.1) for Year P-10 English, Mathematics and Science.

Year 3 Mathematics moderation and longitudinal analysis

Grade NAPLAN Grade Allocation

Variation

A 3 8 21%

B 7 6 4%

C 12 10 8%

D 2 1 4%

Item analysis

Weaknesses

Compares birthdays to interpret the second oldest person

Counts the number of objects with the same height as a given object

Strengths

Identifies the pattern with a given increasing difference

Reads a pictograph and identifies the missing data.

Reasons to identify the lightest object on related balanced scales

Year 3 Reading moderation and longitudinal analysis


Variation

A 3 8 21%

B 6 6 -

C 12 9 12%

D 1 2 4%

Item analysis

Weaknesses

Identifies the contrast in tone between two sections of a multi-text

Strengths

Nil

Year 3 Writing moderation and longitudinal analysis


Variation

A 2 5 12%

B 10 6 16%

C 9 12 12%

D 2 2 -

Item analysis

Weaknesses

Text contains an introduction, a body and conclusion - cat 3. [Text Structure]

Correct spelling of most simple words, most common words and some difficult words - cat 4. [Spelling]

All paragraphs are focused on one idea or set of like ideas with at least one paragraph logically

constructed - cat 2. [Paragraphing]

Year 5 Mathematics moderation and longitudinal analysis


Variation

A 7 2 15%

B 7 9 6%

C 17 14 9%

D 0 7 22%

Item analysis

Weaknesses

Visualises the shape obtained after a reflection of a polygon.

Strengths

Applies addition and subtraction to solve a number sentence

Year 5 Reading moderation and longitudinal analysis


Variation

A 5 3 6%

B 11 9 6%

C 12 17 16%

D 3 3 -

Item Analysis

Strengths

Synthesises the main idea of a paragraph in a factual text

Identifies the reference for a description in a game review

Year 5 Writing moderation and longitudinal analysis


Variation

A 0 0 -

B 2 9 22%

C 26 21 16%

D 2 2 -

Item analysis

Weaknesses

Paragraphs are ordered and build the argument across the text - cat 3. [Paragraphing]

Supports, engages and persuades the reader through deliberate language choices and persuasive techniques - cat 5. [Audience]

Correct spelling of most simple words, most common words and at least ten difficult words - cat

5. [Spelling]

All sentence punctuation correct. Mostly correct use of other punctuation - cat 4. [Punctuation]

Band attainment Year 3

Year 3 Mathematics

Proficiency Bands

School Like School State

Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

6 10% 13% 13% 10% 16% 17% 8% 13% 14%

5 14% 26% 29% 24% 24% 25% 20% 21% 17%

4 52% 24% 33% 33% 25% 28% 29% 23% 23%

3 10% 20% 17% 23% 21% 20% 25% 23% 24%

2 10% 17% 8% 8% 11% 8% 12% 15% 15%

1 3% 0% 0% 3% 2% 3% 5% 5% 7%

Warning: Tables with low student numbers should not be made public as individual student performance may be identified.

Year 3 Reading

Proficiency Bands


Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

6 21% 31% 23% 22% 28% 33% 21% 23% 24%

5 28% 30% 18% 19% 19% 21% 16% 17% 18%

4 31% 28% 23% 24% 24% 22% 24% 23% 21%

3 17% 2% 32% 22% 14% 16% 19% 16% 21%

2 0% 6% 0% 9% 8% 4% 15% 12% 8%

1 3% 4% 5% 4% 6% 4% 6% 10% 9%


Year 3 Writing

Proficiency Bands


Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

6 10% 4% 9% 10% 9% 17% 10% 7% 11%

5 24% 57% 43% 38% 43% 44% 32% 33% 34%

4 21% 20% 35% 28% 25% 21% 26% 25% 25%

3 38% 13% 4% 17% 15% 14% 20% 21% 19%

2 3% 6% 4% 5% 5% 2% 8% 8% 6%

1 3% 0% 4% 2% 3% 2% 4% 6% 5%


Band attainment Year 5

Year 5 Mathematics

Proficiency Bands


Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

8 9% 7% 23% 6% 9% 14% 9% 9% 9%

7 26% 14% 23% 14% 14% 17% 11% 12% 15%

6 24% 43% 32% 30% 33% 27% 24% 27% 24%

5 32% 11% 19% 30% 24% 24% 28% 25% 27%

4 6% 18% 3% 16% 15% 14% 20% 17% 20%

3 3% 7% 0% 5% 5% 3% 8% 9% 5%


Year 5 Reading

Proficiency Bands


Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

8 12% 14% 16% 8% 14% 14% 10% 13% 12%

7 6% 14% 35% 24% 17% 22% 19% 15% 18%

6 50% 39% 32% 32% 28% 26% 28% 24% 21%

5 29% 14% 6% 25% 25% 20% 26% 23% 22%

4 0% 4% 10% 10% 12% 14% 13% 15% 19%

3 3% 14% 0% 2% 5% 4% 4% 10% 8%


Year 5 Writing

Proficiency Bands


Band 2013 2014 2015 2013 2014 2015 2013 2014 2015

8 3% 0% 0% 4% 5% 4% 4% 4% 4%

7 6% 11% 7% 11% 13% 13% 12% 11% 12%

6 26% 25% 40% 29% 28% 35% 25% 24% 27%

5 41% 32% 47% 40% 39% 33% 36% 39% 36%

4 9% 21% 7% 10% 8% 8% 12% 12% 11%

3 15% 11% 0% 6% 8% 6% 11% 12% 11%


Attendance

All students in the moderate to severe category have an attendance plan in place. Any students

falling into the severe range are referred to the Department of Child Protection as a standard operating

procedure. While our overall attendance rate is well above the state average we remain ever vigilant in

ensuring that all of our students are given a fair chance of an education by attending school on a regular

basis.

Destination schools

Duncraig SHS 22

St Marks 2

Kingsway CC 1

St Stephens 1

Churchlands SHS 1

Greenwood College 1

With 79% of our students continuing their secondary education at Duncraig SHS, we continue to work

closely with Duncraig SHS on a whole myriad of issues to ensure a smooth transition between the two

schools. Both schools are members of the Duncraig Network of Schools which includes Bambara PS,

Padbury PS, Hillarys PS, Duncraig PS and Glengarry PS. The group’s 2015 focus was on moderation of

levels between schools using the School Curriculum and Standards Authority moderation resources.

http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwi-vdDJp-zKAhUFmpQKHQFhCgIQFggcMAA&url=http%3A%2F%2Fwww.scsa.wa.edu.au%2F&usg=AFQjCNEin0iHLNWDndMCNee0b3dbcomgUQ&sig2=qlduuUbIJ8ynQC8Oy5846g&bvm=bv.113943665,d.dGo

Principal’s Report

The 2015 academic year was an extremely productive, successful and rewarding experience for the school community. In reviewing 2015 it is important to view the year within the holistic context of being the last year of a 3 year Turnaround Plan 2013-2015. Embedded into the plan were a series of performance indicators which included; Test data Attendance data Resources Finances Student engagement Community engagement Staff and Parent/carer satisfaction rates. At the conclusion of the plan, I am happy to report to the school community as a whole that every single performance indicator has been achieved at a level well above what I would have dared hoped for at the beginning of 2013. The journey has been a challenging yet rewarding one. When outlining the plan to the staff, Board and P&C in February and March 2013, I made the point that the road ahead would be a difficult one, but one that we needed to take to enhance the learning experience for all of our students. Becoming an IPS has been a key element in our overall improvement. A greater control over finances and full control over staffing has ensured that money has gone into the right areas and we have chosen the best staff to address our needs. We’re in a fortunate position where we have multiple applicants for each job and can match candidates’ skills and competencies to our students’ set of needs. Operating within the broad parameters of a Department of Education school, we are cognisant of the fact that the educational landscape is constantly changing. Educational fads come and go, but our vision and practice is crystal clear. We focus on;

Whole of school, evidence based strategies in the teaching of Literacy and Numeracy

Using valid and meaningful data to drive curriculum planning and delivery

Strong school leadership with an emphasis on instructional leadership and a developed distributed leadership model

Strong and meaningful school/home/community links I believe that it is this level of focus was has seen the school’s extraordinary transformation over the past 3 years. The next phase of the school’s development sees the implementation of the Phase 2 Australian Curriculum subjects, a BYOD program and 5 new members of the teaching staff. The school is also managing a sharp increase in enrolments, with many students applying to enrol from the private sector and schools that are out of our traditional catchment area. Thanks to the exemplary financial management skills of the school’s Manager Corporate Services, Mrs Elaine Hill, a supportive and proactive parental body and a highly motivated, autonomous and skilled staff, we are in an outstanding position to face and conquer the challenges the lie ahead. David Knox PRINCIPAL 9 March 2016

1 9,800.00$ 10,054.00$

2 35,328.00$ 35,316.16$

3 26,840.00$ 27,140.05$

4 22,689.00$ 22,442.09$

5 1,513.00$ 1,513.20$

6 400.00$ 400.00$

7 -$ -$

8 11,950.00$ 14,522.70$

9 30,079.00$ 30,079.00$

10 -$ -$

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

12 -$ -$

138,599.00$ 141,467.20$

82,737.00$ 82,737.13$

Student Centred Funding 379,020.00$ 379,019.73$

600,356.00$ 603,224.06$

3,171,693.00$ 3,171,693.00$

3,772,049.00$ 3,774,917.06$

Locally Raised Funds94,952.30$

Student Centred Funding379,019.73$

Other Govt Grants1,913.20$

Other 14,522.70$

Transfers from Reserves30,079.00$

520,486.93$

1 15,441.00$ 9,796.30$

2 -$ -$

3 87,255.00$ 72,206.13$

4 137,660.00$ 107,429.29$

5 87,119.00$ 78,263.65$

6 3,900.00$ 2,142.89$

7 197,980.00$ 197,980.00$

8 640.00$ 543.00$

9 28,346.00$ 28,346.45$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

15 42,015.00$ -$

600,356.00$ 496,707.71$

600,356.00$ 496,708.00$

1,200,712.00$ 993,415.71$

Bank Balance 469,726.83$ Made up of: -$

1 General Fund Balance 106,516.35$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 361,995.48$ 5 Suspense Accounts 2,964.00$ 6 Cash Advances 100.00-$ 7 Tax Position 1,649.00-$

469,726.83$

Revenue from Co, Regional Office and Other Schools

South Padbury Primary SchoolFinancial Summary as at

Actual

31 December 2015

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

0

5

10

15

20

25

30

35

40

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds18%

Student Centred Funding

73%

Other Govt Grants0%

Other 3%

Transfers from Reserves

6%

Current Year Actual CashSources

0

50

100

150

200

250

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

60

110

160

210

260

310

360

410

$000

Cash Position

objectivessouthpadburyprimaryschool.wa.edu.au/wp-content/uploads/...hand sculpture data analysis...

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