2018 Annual School Report

Principal: Elizabeth MelvilleManager C. S Janine Hart Ed Assistants: Christine Saunders

Rhonda Jones

Teachers: Wendy RoweCynthia ForsytheTracey BorehamHelen McDowellNicole JettaFarizia MundrionaClaudia SuryaJennifer Tonkin

Cleaners: Pam MurphyChristine EdwardMarie WangohMaureen Tanner

AIEOs: Nicole JettaCharmaine Keen

Gardener: Damien Beard

Report prepared by Elizabeth Melville

School Vision Our vision is to create an inclusive school based on mutual trust and tolerance, where opportunities for learning are diverse and achievable. Our school is a safe place where all students from different cultures are proud, equal and encouraged to share their knowledge whilst striving for excellence. Respect for everyone and everything is demonstrated in every action, every day.

All students, staff and families are committed to the core values in our emblem which are the tools we use to achieve our vision: Citizenship, Integrity, Sportsmanship and Initiative.

Our moral purpose is to instil these core values which will enable us to achieve our vision.

Citizenship: Respect diversity, tolerate differences, understand and develop sustainable environmental practices and contribute positively to our community.Integrity: Reliable, committed to achieve their full potential and being honest.Sportsmanship: Team skills and group achievement, commitment, perseverance, justice and fair play.Initiative: Self-motivation, empowering and problem solving.

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Introduction Southwell Primary School is built on the energy and drive of people. Southwell Primary School is powered by positive energy when families come into the school to participate in school events. Our passionate teachers, along with their dedicated colleagues, have profoundly affected all our students. The Annual Report captures the dynamic quality that permeates every classroom and building.

As we share our activities, we take the modesty to say that we did our best to do as we had planned and we are proud of our students and teachers who strive hard to achieve beyond expectations. We have focused on the holistic development of the students. To avoid lengthy presentation, the report will be a nutshell of all.

On every page of this report, you will see the true inner workings of Southwell Primary School and the people that keep us strong. The faces, smiles, curious and determined eyes, passionate hearts and boundary-pushing minds of the Southwell community fill these pages.

School Priorities for Students- health and wellbeing- engagement with school- early childhood education- raising literacy and numeracy standards

School Priorities for StaffWe apply the Western Australian Curriculum and professional development particularly in the learning areas of English, Math, Geography and History.We develop standardized programming, assessment and reporting procedures that demonstrate comparability to Western Australian Curriculum requirements, NAPLAN results, and compliance to current DoE “Reporting to Parents Policy”.We continue to network with schools in our area as a means of sharing best teaching practises.

School Priorities for CommunityThe active intention has been to promote parent engagement and involvement with school wellbeing and educational programmes. The following events were observed as being effective in continuing to establish and build productive community partnerships and home-school links. Two positive media exposures per term and increased school hits on the website. Specific processes for staff to add articles to web page and local paper. Parents active in sports day activities. Parents active at events such as disco and year 6 graduation. Parents participate in creation and building of nature play area. Active engagement with universities. Groups such as Giving West involved in student engagement at school. Imbed - each teacher completes one media exposure per term and one website item

per term. Promotional marketing processes drawn from 2015 experience formulate the

beginnings of marketing policy and framework.

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STUDENT ACHIEVEMENT AND PROGRESS_______________________________

AEDC Teachers each year will put forward members of the class for special needs assessment to identify developmentally vulnerable children. Teachers have created Individual Education Plans (IEPs) for students based on the assessed individual needs of the student. These students require support, receive ongoing monitoring and review of the adjustments and consultation and collaboration with the student and/or parents and carers or associates.SAIS Southwell student numbers are small, so making comparisons needs to be done with a degree of reservation. However, staff believed we could improve through moderation. In 2015, Southwell staff felt quite competent with grading literacy, while maths and science required significant discussion. Southwell has used staff meetings to assess the grades along with a complete overhaul of how mathematics is delivered at Southwell. Data from 2014 to 2018 shows a shift towards a greater similarity in grades given by Southwell teachers and like schools. School Based Data Southwell Common Assessment Tasks (CATs) were formulated in 2015 and have been part of on-going review in an attempt to create accurate, high quality, academic development information about students. Whole school professional learning was provided to help teachers deliver assessment with differentiation and moderation as the keys. The assessment material such as Brightpath, PM Reader, On Entry, Di Rigg and quarterly math tests, focus on the key knowledge and skills for each area of study.  The tasks focus on the common errors made by students, identify gaps, seek to identify possible tier 2 to 3 students, whilst simultaneously addressing the core requirements of each outcome.  Overall, as the tasks are pre-set, the CATs provide stable data to identify areas of need, ease teacher workload and provide teachers with confidence in the knowledge that the CATs can be understood by any teacher in the school.Individual to Group Planning with assessmentsStudents requiring additional time receive tier 2 or 3 assistance. Here teacher time is set aside to focus on tier 2-3 students to assist with specific and shared skills. The shift in our approach, when helping students move forward, is that we start with what they can do. Staff work from the perspective that students want to learn when they feel their strengths and current abilities are valued by others. Students are informed of targets and progress and are actively coached to take ownership of their actions and thoughts.

TARGETS For Student Learning

Student Attendance and Student Engagement GoalOur goal was to maintain an 85% or above attendance rate across the whole school.This included increasing overall student attendance and to reduce lateness.

ResultsThe attendance rate target was not been met, however, when comparing data across 2016, 2017 and 2018 a clear positive shift has been achieved for the regular attenders. The staff have indicated they would like to put more emphasis on attendance for 2019 and plans have been established for the new year.

Breakdown Attendance Regular At Risk At Risk At

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Rate % Indicated ModerateRisk

SevereKIN 90.90% 8 1 2PPR 81.70% 7 2 1 2Y01 87.70% 6 4 1Y02 77.80% 4 3 4 1Y03 90.50% 7 5 2Y04 82.50% 3 2 1Y05 83.20% 6 1 4 1Y06 86.30% 7 1 1

Compulsory 84.30% 40 17 12 7

Southwell’s suspension rate is on the right track. Staff focused strongly on student engagement to turn around behaviour across the year. Across the year, there was a significant drop in reported negative behaviours with 28 suspensions, the number of days out of 60.

Percentage of comparison with 2018 and previous years

Year

No of suspension

s2018

Down by Year

No Days out of school on suspension

2018 Down by

2017 65 57% 2017 133.5 55%

2016 104 73% 2016 190.5 69%

2015 79 65% 2015 116.5 48%

Early Childhood Education Targets1. All students who required additional assistance for special needs had funding by

commencement of pre-primary.2. Teachers and support staff who work both inside and outside early childhood

education will have an understanding of the teaching and learning in the junior primary aspects of literacy and numeracy.

3. Parents and community have a clear definition and understanding of school readiness, including social and emotional health of children and their families.

4. All students in early childhood are equipped with the basic social cognitive, language, independence and physical skills.

Results 1. All students that attended kindergarten in 2017 were seen by the school nurse

and relevant referrals were written for students to enable requests for funding.2. Weekly debriefs continued in ECE attended by the principal to build

communication between ECE and year 1 to 6 classes.3. The playgroup was investigated. There was little interest from the public for

2018.4. Teachers have been applying PATHs strategies in the classroom.

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Literacy Targets:NAPLAN results will be close to, or equal to, like schools. Identify cohorts and create specific targets for value added improvements.CATs (Common Assessment Task) data will indicate positive movement for all students. 80% of year 2 students will be able to read at least Dandelion level 3.

ResultsAll aspects of NAPLAN testing of literacy shows that Southwell students are performing within 0.2 standard deviations of the like school's average. Across the school, in years 1 to 6, more than 40% of students are reading above their age. This will lead to a review of the expectations of students in 2019 as so many are very close to the mark. As such some enrolments included students with severely low reading capacity and, as such, this was quite an achievement for the students and teachers.Assessing data against like schools for NAPLAN through the ‘myschool’ page has proven to be interesting as historical data, but not for analysis of the given year. Reading scores for year three and five were lower than our target but much improved and worthy of celebrating, as each year we get closer to the middle range for like schools.

Numeracy:NAPLAN maths results will sit with like schools or above. (yr 3,5)On-Entry Testing results sit with like schools or above. (K/PP/1)Monitoring system for all students developed and actioned. (K-6)

NAPLAN testing of numeracy shows that Southwell students are performing within 0.2 standard deviations of the like school's average. Source - https://www.myschool.edu.au As with assessing literacy data against like schools, using NAPLAN has proven to be useful as historical data, but not for analysis of the given year.

Numeracy skills are regularly tested as part of this. Formal testing across the school occurs each term for maths. Our data shows that 50% of students are working at their age groups. Students that start and stay at Southwell primary are the best performers in maths. As such, maths is very strong in kindergarten through to year two. This can also be observed in NAPLAN results where the performance of year three students is stronger than year five students.

TARGETS for Staff Development

Math’s Stepping Stones program operational in all classes with all staff using interactive ICT, concrete teaching aides and text books as evidence of learning.

ACHIEVED

Teachers observe lessons where ‘Lets Decode’ is being used and make an assessment of the value of a whole school approach in using this program.

ACHIEVED

Teachers use the observation room to record their lessons and use the recordings to assess their teaching practice.

NOT ACHIEVED

School provides an environment where young professionals can practice their skills. Southwell primary accesses current best practice in teaching,

TO CONTINUE

Develop teacher guide for common practice. Such as: Rules of presentation TO

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for student work are clear across the school. For example; pages are ruled in red. Date is on the left side of the page.

CONTINUE

Teachers discuss how other teachers use the Atsil standards to guide improvement in their Professional Knowledge, Professional Practice and Professional Engagement.

TO CONTINUE

Southwell PS is using the DOE performance management tools. TO CONTINUE

All teachers trained in PATHs. ACHIEVED

All Teachers are applying PATHs in the classroom ACHIEVEDTeachers are aware of Kids Matter. ACHIEVED

Teachers have a working understanding of the whole school policy and the strategic plan.

TO CONTINUE

All teaching staff are trained in CMS. ACHIEVED

School provides an environment where young professionals can practice their skills. Students without referrals gain access to specialized undergraduates and Master’s students.

TO CONTINUE

.

Learning EnvironmentWe spent 2016 and 2017 identifying what is important for purposeful learning. Paramount in this was the need to create a calm, safe and respectful environment. Southwell needed a firm and fixed structure to support change to a safe work environment where teachers are free to take risks. The safe and orderly learning environment has been attained by supporting teacher concerns, engaging families with the learning for their child as well as behaviour, and modifying the school to suit the needs of students; observation rooms have been created to identify behaviours without disrupting the class. The school administration encourages teachers to take students on classroom breaks to keep disengaged students involved with their learning and wanting to attend school. The principal is visible, accessible and moving around the classrooms every day. Issues including student engagement, alienation together with social and emotional challenges are addressed and monitored daily. Behaviour management approaches have been established as a whole school process in 2015 and 2016; the approach has been accepted by staff, students and parents as a part of a whole school process and policy. Reports of behavioural problems are taken seriously, as such; reports have dropped by 70% since 2016 – 2017.Teachers use anecdotal notations, formal assessment processes and the principals SAER role so that students at educational risk are identified, given appropriate intervention/support strategies and routinely monitored for improvement in specific areas as mentioned in teacher quality.Attendance and poor punctuality are addressed through whole-school strategies, such as attendance officer meetings, engagement plans and rewards along with non-punitive approach for families with issues that prevent them from attending school. Student's voices are sought and considered when shaping policy, especially through the use of persuasive text writing and opinion surveys. Southwell applies a voting ring of outward

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facing students to gain a general idea of opinions. Positive risk taking is becoming the normal behaviour for students. Southwell has honoured the commitment to change by providing Leigh Hogan as a coach. Staff set long and short term goals so they model exemplary professional behaviours in their interaction with students, community and each other. Coaching includes; professional learning in dealing with stressful environments, understanding trauma children and their families; and classroom management strategies for all staff.

Local Programs Homework Classes were run Wednesday afternoons. Children came and completed homework, had a yarn and ended the hour with some snacks. We also had Liam Anthony from the W.A. Football Commission run morning Footy Clinic and Breakfast. Children would arrive at school at 8am and participate in a footy skills clinic then sit on the grass and have breakfast together before going to class to start the school day. These wonderful initiatives were funded by KOYA Aboriginal Corporation as part of their KOYA Kinship Empowerment Program. Thank you KOYA.

Music and MovementStudents from years 1-6 participated in weekly dance classes where they got their groove on and learned various dance styles. The whole school dance performances were a highlight of the year!

Events and HighlightsANZAC DAYStudents travelled to Cockburn Council and walked with other schools to the RSL Memorial Park for the annual RSL City of Cockburn ANZAC Youth Parade and Service .The students assembled in the RSL Memorial Park for the service. In this excursion, students had an opportunity to reflect on their identity, the Australian identity and how past events or people helped shape us. Students participated alongside other students in an event where Australians practice their values of the ANZAC legend and consider why these values and characteristics are still important today.

Education Day Education Day at Southwell was a gathering of students, families, teachers and support staff to develop the cultural responsiveness of the school community that promotes understanding of, and participation in, school events.Across the day the theme was innovation, cooperation and personal development. Education Day was to create an unprecedented diversified platform where everyone can gain a comprehensive understanding of the evolving culture of education and pedagogy at Southwell. Southwell staff aimed to promote language and culture, support teaching and learning, and facilitate stronger understanding of education at Southwell.

Education Day covered topics of educational activities for the year. Students shared their latest educational learning, how they used technologies, and solutions they formulated through problem solving. Education Day promoted educational cooperation among classes, academic achievements of students and education developments applied by Southwell Educators. The event provided a perfect opportunity for our staff to build relationships and work towards future collaborations with families as partners in education.

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Walk to School Breakfast in FebruaryChildren walk to school to bring their families in to get to know people at the school. This helps children share responsibility for their education. Southwell Primary’s walk to school events originate from the walking school bus program. The event has evolved into bringing together the school and community in an informal setting that encourages people to get to know each other. A sense of belonging and connectedness to school is a prominent feature in the wellbeing of children’s wellbeing, especially in a small school where knowing everyone is an advantage for children.At the beginning of the year, students meet Southwell Primary School staff and community members at designated meeting points to walk to school together. Once we are altogether we share a BBQ Breakfast. We know that family and school partnerships underpin success at school so to promote this important link, Southwell holds the event to get the message out to the community that they are important to the staff at Southwell.Complementary learning comes from relationships where parents and community work together to help children succeed in school. Collaborative relationships between staff, all students including Aboriginal students, their parents and families, and communities supports student learning. Events such as this, is an example of how we actively work to create opportunities to engage parents, families and communities in improving the education outcomes for Aboriginal students.

When life gets tough children can feel isolated from the school community, and this hinders their sense of belonging. School and family support can counter the pressures, helping children manage many of the key developmental tasks that occur during this period. Developing parent involvement programs such as Walk to School Breakfast aim to create connects so as to reduce stress and bolster life skills that may help families provide appropriate support.

 Reconciliation DayThe significance of the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology were supported with a walk together to school and a Community BBQ, along with activities in classrooms. The intention of this event was that the school community would participate in the recognition of the needs of Aboriginal and Torres Strait Islander peoples and racial discrimination, so as to work towards everyone being reconciled in a just and equitable Australia. All members of the school community were invited to engage in the identified key issues in the reconciliation process:

Understanding country Improving relationships Valuing cultures Sharing history Addressing disadvantage Custody levels Destiny (Aboriginal people controlling their own destiny) Formal documentation of the process

Hiroshima Tree Planting Excursion with ShireTwo students travelled to Cockburn Council to participate in tree planting and then returned to the Council Rooms for morning tea. This event was also commemorating

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Hiroshima Day. The Cities of Fremantle and Cockburn are members of the Mayor's for Peace worldwide movement and fully support the need for World Peace and how we, as a nation, can contribute to the wider understanding of resolving conflicts in a peaceful manner as opposed to lives being lost, infrastructure being destroyed and communities left devastated for generations. Peace Park located on Spearwood Avenue, was the location first used to commemorate Hiroshima Day.

Peace Park forms part of 'Friendship Way' reflecting the City of Cockburn's indigenous heritage and culture, its involvement in international relationships through sister city arrangements, a memorial to those who made the ultimate sacrifice for their country and Peace Park. 'Friendship Way' is a unique concept that has received national recognition.

Hundreds of trees have been planted across our community over 31 years by representatives of the Japanese Consulate in Perth, members of Council and students from across our district. They symbolise the strength of our friendship with Japan and its people and reflect the nature of our growing relationship as we reach out in terms of trade, education, tourism and cultural exchange. The Hiroshima Day commemorative service provides students with the opportunity to plant trees as a mark of respect and remembrance, share in a moment of reflection of times past, of a people and its nation impacted by nuclear warfare.

Whole School Public PerformanceAgain, Southwell students have had the opportunity to learn choreographed routines through current pop culture dances. Staff were very confident about the skills of students and were keen for the community to see students perform.  A public performance was arranged at Phoenix Shopping Centre where Southwell students performed with confidence and sincerity. Southwell students captured the imagination of shoppers and within seconds a crowd gathered taking videos and photos. There was an obvious strong sense of group unity and trust that was reflected in the power of the performance. The imaginative performance, directed by Mrs Curtis with up-beat music, created an atmosphere of delight.  The audience was left with a memorable and uplifting ending while students enjoyed the rewards of a magical performance.

In addition to the overarching aims of the Australian Curriculum: The Arts, Dance knowledge, understanding and skills ensure that, individually and collaboratively, students develop: body awareness and technical and expressive skills to communicate through

movement confidently, creatively and intelligently. choreographic and performance skills and appreciation of their own and others’

dances. aesthetic, artistic and cultural understanding of dance in past and contemporary

contexts as choreographers, performers and audiences. respect for and knowledge of the diverse purposes, traditions, histories and cultures

of dance by making and responding as active participants and informed audiences. (Australian Curriculum: The Arts Foundation to Year 10 – 2 July 2013 page 30)

Through dance, students were able to represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Students used the elements of dance to explore choreography and performance and to practise

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choreographic, technical and expressive skills. Active participation as dancers, choreographers and audiences promotes wellbeing and social inclusion.

The public performance was an opportunity to engage, inspire and enrich all students. The dance experience enabled students to develop a movement vocabulary with which to explore and refine imaginative ways of moving, both individually and together.

Swimming LessonsStudents travelled to Fremantle Leisure Centre for swimming lessons. Students were learning to swim to provide opportunities for recreational activities and a healthy lifestyle, and provide skills that may one day save a life. Students were presented with an educational swimming experience that produces safer, smarter, stronger swimmers so that students become safer, smarter and stronger through swimming. Participation in swimming and water safety programs benefits included:

A form of low impact exercise. Increasing motor development, balance and coordination skills. As competence in skills are achieved, build confidence of individuals. Improve medical conditions such as asthma and low muscle tone.

Students learned to swim to develop skills in personal survival, water safety and basic rescue. Personal aquatic survival skills included:

Sculling Treading water Floating Safe entry and exit from the water Clothed swimming survival techniques Use of devices to assist rescue, and Basic swimming skills

LeadershipA shared and unifying vision to provide clear school-wide direction has been built over the past four years. The underling culture is one of calm, quite respect while the formal process has been conducted through the SIP, Strategic and Operational planning. School culture is managed strategically, often with one to one meetings to identify specific needs and draw on particular skills or interests in a given field such as STEM. Driving the culture is about the actions of the leadership as an observation of behaviours. Setting high expectations and standards that hold staff accountable and support staff to meet them has been targeted each year as follows: 2015 behaviour management; 2016 building Common Assessment Tasks; 2017 building the teaching team; 2018 personal mentoring of classroom practice.Quality professional learning and performance management systems are in place to support staff development by means of the principal/teacher annual professional conversations, classroom observations and coach’s goal setting with mentoring in and out of classrooms. There is trust and risk taking in our whole-school planning through formally prepared agendas on development days, supporting staff to trial professional interests that could impact the school, gaining consensus at meetings for whole school initiatives i.e.: Maths program, talk for writing, common assessment tasks for a differentiated classroom.Leaders provide quality instructional and curriculum leadership through classroom interaction each day, providing professional reading and ensuring a presence in the

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staffroom for incidental conversations. These are backed by researching the areas that come to attention through these interactions with staff.There is a school-wide focus in being a calm school that has been nurtured through encouraging each staff member to be involved with the local processes, extending through to helping staff try or revisit new classroom practices or year groups. Following students through year groups has also been an option accepted by some teachers to assist them in developing seamless curriculums for students.Leaders building leaders and creating effective distributed leadership structures has been a rewarding process at Southwell as classroom and non-classroom staff have volunteered to extend their interest in an area. As a result, to promote learning, classroom teachers have elected champion areas of Early Childhood, English, Maths, Science, all of which are targeting a focus on technology. New staff are effectively inducted through a formal process which includes whole staff recognition of the need to support new people in a low SEI school. Core elements of The School Improvement Plan, Strategic Plans for curriculum areas and operational plans are presented and reviewed by teachers and support staff annually. Term One, staff familiarise themselves with plans prepared the year prior, term two elements of the plans are reviewed, such as the Common Assessment Tasks (CATs), due dates and possible relevance of the tasks. Term three and four, we review our data. Term four, all staff review the plans and the data to make changes for the new year.Instructional and curriculum leadership is driven by teacher concerns of their knowledge and skills to deliver the programs imbedded in our plans. There are opportunities for staff to attend off site PL that they then disseminate to our school. Most PL is delivered onsite where the commonality and capacity to implement is easier to direct and embrace for change that is meaningful for students in the classroom.

Teaching QualityOur culture of high standards and high expectations is expressed through the belief that every child can learn. Teachers are challenged to deliver a learning environment that extends each student from their current placement. Teachers want to serve students, through a deeper understanding of why they should change or shift their practice. Staff have gone through the aspects of learning for students to decide what good practice looks like at Southwell. School wide beliefs about effective teaching are understood and accepted as how we conduct business at Southwell. Staff joining our team need to be well versed in our processes and are expected to take them on board in their classrooms. All staff are expected to contribute to development meetings, assessment and reporting of student progress. A teacher was identified to drive change through Science so that ICT and STEM is embedded within the operational plan. Assessment of the processes in place are under regular review with David Hopkins Powerful Learning Model sitting behind the plan.

Teacher performance and development is managed against the AITSL Australian Professional Standards for Teachers (the Standards) using the self-assessment tool. Staff bring their personal assessment to professional review discussions with the principal so as to set the goals, as short and long term objectives.Teachers use data to inform planning and differentiation as lined out in each operational plan. The link between school, operational and classroom planning is evident as reviews are held twice per term at staff meetings. Assessment and reporting is supported by moderation processes conducted at staff meetings using Common Assessment tasks, information from SAIS, NAPLAN and moderation through Brightpath.

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Quality practices are celebrated publically through the school newsletter, web page and at assemblies. Staff receive regular feedback from the principal, as well as performance management meetings each year. In previous years, the principal has completed classroom observations followed by a professional meeting. This year, a mentor, independent of the school, provides curriculum consultation and coaching for each teacher. Meetings are planned for each term. Teachers review their programs, class data and their expectations. Teachers set goals that are data driven and support the emotional wellbeing of students. Teacher collaboration is focused on student progress. Use of Brightpath has begun in 2018 to guide teachers in identifying standards of student work.

Teaching Staff All teaching staff met the professional requirements to teach in Western Australian public schools and can be found on the public register of teachers of the Western Australian College of Teaching.

Non-Teaching StaffAll non-teaching staff bring strong expertise in engaging the community in the school and working effectively with the students. There is considerable support from the community for our non-teaching staff such as the AIEOs, Special Needs EAs and Classroom EAs, gardening and cleaning staff.The Special Needs EAs and Classroom EAs have attained Cert III in child care or equivalent training.

Chaplain Our chaplain has been an example and model of Christian faith and respect for the dignity of people regardless of race, religion, gender, political beliefs, disability or any other difference.School chaplains help students find a better way to deal with issues ranging from family breakdown and loneliness to drug abuse, stress and anxiety. Ms Stapleton provides a listening ear and a caring presence for kids in crisis, as well as those who just need a friend. Ms Stapleton has demonstrated a passion to improve the lives of the students at our school and we consider her to be an asset to our school. Ms Stapleton supports everybody in the school community. The students have someone to go to. The parents and staff also have someone to go to when they have issues they need to discuss in a private manner.This year Ms Stapleton’s role included:

Actively promoting student wellbeing, particularly through the provision of pastoral care.

Supporting staff in delivering social and emotional learning. Working as part of the school support team to facilitate connection into the

school network and wider community of students who are suffering from bereavement, family breakdown, or other crisis and loss situations.

Fostering relationships with community service providers such as Fremantle Family Support Network, GivingWest, City of Cockburn and Second Harvest.

Representing the school at YouthCARE Council meetings.

The activities undertaken by Ms Stapleton included, but were not limited to:Pastoral care:

Providing guidance to students on issues concerning human relationships;

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Assisting staff in the provision of student welfare services; Providing support in cases of bereavement, family breakdown or other crisis and

loss situations; and Being readily available to provide continuity and on-going support for individual

students and staff where this is necessary.Spiritual guidance:

Supporting students who wish to explore their spirituality; Providing guidance on religious, values and ethical matters; and Facilitating access to helping agencies in the community; both church-based and

secular with the approval of the School Principal. 

Professional LearningSouthwell staff’s personal motivation to extend professional knowledge is evident through the courses taken by teachers. There is the commitment of non-teaching staff to participate in their development. Teaching, and some non-teaching staff, engaged in Professional Learning in the following areas:

Buildings and Premises The focus for 2018 was the garden especially building of vegetable and a butterfly garden.A new labyrinth was designed for our school. Walking a labyrinth may look like walking aimlessly in circles. What makes it worthwhile? Labyrinths are truly a natural way to consciously create a peaceful place. The labyrinth can be a valuable tool in helping a child regain self-control or friends by working through a problem. Walking a labyrinth alone or with others can be grounding and calming, enlightening and uplifting.

Reporting to Parents The school reports to parents using the system reporting format, learning portfolios and three way interviews. Many students have individual education plans. This year, we trialled the Special Education Needs (SEN) component of reporting to parents.Teachers at Southwell report on all subjects taught during the given semester.

The SAIS data through DoE indcates that teacher’s grading skills are developing across the learning areas; HASS and Mathematics require some tweaking. Our science grading needs some consideration for 2019. Staff researched how best to develop Southwell’s Science grading. As a result, the Progressive Achievement Tests in Science (PATS) has been considered as an appropriate place to start. PATS assess science knowledge, scientific literacy and understanding of scientific principles, as well as their application in the broad areas.

Relationships and PartnershipsSurvey data shows Southwell parents want the best for their children. They want to experience and see something different than what they had in school. Southwell staff are expected to serve the community in a manner that is leading to positive action for students. Staff engage in school improvement during development days, staff meetings, preparation of learning areas, budgets and report changes to ensure we stay on track for a calm trusting relationship that is respectful to our partners.

Communication processes are well established and respected in the community and the school. There is a strong expectation of the principal to provide a newsletter and

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professional reading each week. Interactions in the school, surveys and parent conversations demonstrate respectful, positive relationships between staff and students.School Council is well trained and active in the school improvement process; we have been privileged to have our local Mayor as our president. Having a well-informed chairperson has set the benchmark for Southwell. The 2019 Chairperson has been heavily involved with Southwell for some time, as the Chief Executive Officer, Cockburn Integrated Health Service.Staff morale reflects quality professional relationships; observable in classrooms and the annual school surveys. Staff regularly see each other out of school, enjoy each other’s company and value feedback from each other. Effective partnerships are built with local community and external stakeholders such as the Cockburn Council, support agencies like ‘Second Harvest’, AFL sports program and Cockburn Integrated Health. Community views are sought in reviewing school performance and effectiveness through the school council, P&C and annual surveys.

Survey results The purpose of the school survey is to assist the school administration and school advisory committees evaluate our school and its programs. Our school is working to strengthen partnerships between our school and the community in order to help children perform better in school. To continue this effort, we need to collect information regarding the involvement of parents with the school. The purpose of this survey was to get opinions on how well the school met the needs of students and how people feel about the school's activities.

Survey results 2015 to 2018Staff, community and students all agree that teachers at this school are good teachers who care about their students, motivate them, make time to allow students to express their concerns and expect students to do their best. This perspective has been held over the past four years. The community would like more feedback about how students are progressing at school and have consistently expressed this since 2015.Opinions of whether student behaviour is well managed at this school, and students feeling safe at this school, has become more positive among students and staff but not for families. Though staff (100%) and students (92%) said students like being at school, the family perception (77%) was not as positive, yet consistent over the past four years. Staff attitude to leadership of the school and relationship with the local community has an increase of 60% approval, while community perception (80%) has minimal fluctuations.

Community perceptions and areas to improve at Southwell PrimaryStudent behaviour continues to be a major concern for families. Our negative behaviours have dropped by a massive75%. However, like the community, the school is aiming for respectful behaviours from everyone, all of the time. We will continue to work towards a positive outlook for everyone at Southwell.

We are looking forward to hearing families tell us about ways to make children feel safe and telling us when they feel they need more support for children’s learning

We were delighted that all families felt teachers at this school expect their child to do their best.

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Staff perceptions and areas to improve at Southwell PrimaryStaff would also like to see an improvement in student behaviour. Staff are working collaboratively in modelling in classrooms and teaching, respectful behaviours.Staff also felt the need to improve how we value the opinions of staff. A change in how support staff are used in the school is one of the driving elements to address being respectful of the skills of the people in our school.

Student perceptions and areas to improve at Southwell Primary Students would also like to see an improvement in how students treat each other. They were clear that they felt safe, they were treated fairly and could talk to their teachers about their concerns. They recognise that they need help to build more respectful relationships with each other.

Students were very positive about school. All students surveyed said “My teachers expect me to do my best.” …”My teachers provide me with useful feedback about my school work.” …”My school is well maintained.” …”I can talk to my teachers about my concerns.” … “My school looks for ways to improve. “ … “My school takes students’ opinions seriously. “ ….”My teachers motivate me to learn.” …”My school gives me opportunities to do interesting things.” … “My teachers are good teachers.” And … “My teachers care about me”

Use of ResourcesThrough planning on school development days and meetings to assess school based data, the Southwell team defines local and systemic goals for each year as well as directional planning for the following three years. Staff link their spending to the strategic and operational plans. Financial planning for appropriate teaching, and learning adjustments to support improved outcomes for groups of students, is evident in the use of cost centre spending. Targeted initiatives deliver outcomes specified in the requirements for that funding and are observable in our whole school improvement plan. A well-informed and balanced budget is set each year after the staff have agreed on the whole school plans. Southwell applied short and longer term planning for workforce, and reserves to ensure expenditure does not exceed budget. Decisions about funding of specific school programs and interventions are evidence-based. Specific examples would be our 2015 Maths program, 2017 push for Brightpath and 2018 push for Talk for Writing. Southwell has been using an external provider to collate whole school data 2016 to 2018 to assist staff to become stronger at data collection. Hiring an external mentor to support teacher development in the classroom for 2018 provided teachers with an additional springboard, other than their line manager.

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1 830.00$ 540.00$ 2 2,740.00$ 2,613.02$ 3 -$ -$ 4 317.00$ 566.78$ 5 -$ 581.98$ 6 1,000.00$ 1,000.00$ 7 12,500.00$ 8,909.46$ 8 4,250.00$ 5,199.20$ 9 -$ -$

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

21,637.00$ 19,410.44$ 52,643.00$ 52,643.49$

Student Centred Funding 174,985.22$ 174,985.22$ 249,265.22$ 247,039.15$

-$ -$ 249,265.22$ 247,039.15$

Local ly Raised Funds3,719.80$ Student Centred Funding174,985.22$ Other Govt Grants10,491.44$ Other 5,199.20$ Transfers from Reserves-$

194,395.66$

1 20,041.00$ 18,137.00$ 2 -$ -$ 3 55,450.00$ 54,458.59$ 4 62,902.46$ 33,168.00$ 5 75,392.76$ 64,550.79$ 6 5,120.00$ 5,362.84$ 7 25,108.00$ 25,108.00$ 8 5,251.00$ 3,939.51$ 9 -$ -$

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

249,265.22$ 204,724.73$ -$ -$

249,265.22$ 204,724.73$ -$

Bank Balance 154,909.79$ Made up of: -$

1 General Fund Balance 42,314.42$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 112,873.13$ 5 Suspense Accounts 378.24$ 6 Cash Advances -$ 7 Tax Position 656.00-$

154,909.79$

Revenue from Co, Regional Office and Other Schools

Southwell PSFinancial Summary as at

Actual

31 December 2018

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary ContributionsCharges and FeesFees 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 - Cash and Salary

Payment to CO, Regional Offi ce and Other Schools

AdministrationLease PaymentsUtilities, Facilities and Maintenance

Professional DevelopmentTransfer to Reserve

Transfer from Reserve or DGRResidential Accommodation

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and EquipmentCurriculum and Student Services

Total Salary AllocationTotal Funds Available

ActualBudget

Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary ExpenditureTotal Expenditure

Total Goods and Services Expenditure

0

2

4

6

8

10

12

14

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Local ly Raised Funds2%

Student Centred Funding

90%

Other Govt Grants5%

Other 3%

Transfers from Reserves

0%

Current Year Actual CashSources

0

10

20

30

40

50

60

70

80

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

30

50

70

90

110

130

$000Cash Position

page 16

E. Melville. February 2019

EndorsementsWe, the undersigned members of the Southwell Primary School community, staff and school council, endorse the Annual School Report 2018.

School Council ChairpersonClory Carrello

AIEONicole Jetta

PrincipalElizabeth Melville

Committee Member Committee Member Committee Member

Community Member Community Member Community Member

Teacher Education Assistant Teacher

Teacher Teacher Assistant Teacher

Teacher Teacher Education Assistant

Education Assistant Manager Corporate Services

Yvonne Bopp

Signed 26th February 2019

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