2016 Annual School Report

Our Vision

To develop INNOVATIVE students and help them ACHIEVE their best to lead and INSPIRE

others in the wider community.

It is with pleasure that I present to you the Annual Report for Koorana Primary School as an Independent Public School. This report is a reflection on the progress of our school and the goals we set ourselves as a school community in our Business Plan. Our Business Plan forms the basis of the Delivery Performance Agreement (DPA) between our school and the Depart-ment of Education and will be evaluated during 2017. We continued and strengthened relationships with our community through our School Board and an open door approach, showcasing classrooms and teaching practices. The School Board continues to support our Business Plan 2015-2017 which paves the way for our planning and strategic documents, which focus on the day to day curriculum areas required by all schools. Our approach to improvement is described in four key areas: ♦ Success for all students ♦ High quality teaching and learning ♦ Improved student attendance, behaviour and engagement ♦ A capable and responsive organisation Koorana continued to focus on strategies and practices to provide a creative and innovative learning environment to best meet the needs of our students. A major emphasis was on developing and refining whole school practices around Literacy and Numeracy, to ensure a level of consistency across the school. The Business Plan is a public document and is available to all parents and community members on the school website. I would like to thank all staff for their commitment and hard work in providing wonderful learning experiences for our stu-dents and ensuring the needs of our students are catered for. Margaret Gold Principal

PRINCIPAL’S MESSAGE

SCHOOL PROFILE

Koorana Primary School caters for students in an inclusive educational environment and shares the campus with the Koorana Education Support Centre. Our students have access to the latest technology, from classroom computers to iPads, and are provided with the opportunity and instruction to use this effectively. Electronic interactive whiteboards in every classroom further engage students in learning. A Dental Therapy Centre is also situated within the school grounds. Our school staff (teachers, education assistants, school officers, school psychologist) are all highly trained and experi-enced professionals. We are committed to sustaining quality educational programs that are aligned with the profession-al practice as set out in the AITSL standards. We strongly believe in building a positive school culture with a focus on whole school behaviours. Our positive and challenging teaching programmes allow all students to develop the neces-sary knowledge and skills to become confident independent learners. The School Leadership Team are central to the empowerment of staff, providing strong collaborative practices and shared decision making within the school. Teaching staff are encouraged to respond to system and school directions through direct liaison with the School Leadership as a key way to achieve excellence, high academic standards and promote positive student attitude and behaviour. Staff control the day to day planning of work related to classroom teaching and learning and behaviour management. Staff achieve great efficiency and continuous improvement with curriculum delivery and classroom management. Out of School Care is provided on site. Information on the program and costs associated is provided at the school office.

STAFF PROFILE All teaching staff meet the professional requirement to teach in Western Australian schools. They are registered with the Teacher Registration Board of WA. They are experienced at planning and providing individual-ised programs and display a high degree of dedication and commitment to the school and its community. Our Education Assistants are also experienced and dedicated and work closely with the teaching staff to assist in the delivery of programs. Koorana PS has a blend of experienced and less experienced teachers that readily adapt to change and are committed to improving the out-comes for students.

HIGH SCHOOL DESTINATION

ENROLMENT TREND

Student numbers stabilised although there was growth in Kindergarten numbers which will flow through the school in coming years. The transiency rate was 22.3%

ATTENDANCE

DESTINATION SCHOOL

MALE FEMALE TOTAL

Warnbro Community High

14 9 23

Baldivis Secondary College

3 0 3

Safety Bay Senior High

2 2 4

Comet Bay College 3 1 4

Living Waters 1 0 1

Kolbe College 1 1 2

Other 2 2 4

BUSINESS PLAN TARGET: To increase the percentage of students attending regularly (90-100%) to 70% by 2017. In 2016 regular attendance at KPS was 67.3% in Semester One, this still requires management to raise the percentage. NOT ACHIEVED Our processes for following up absences include: SMS alerts each day; teacher contacting parents if student are absent for more than two days in a row; letters twice termly requesting reasons for absences and case managing those families having difficulties.

Attendance Overall Primary

Non-Aboriginal Aboriginal Total

School Like

Schools

WA Public

Schools School

Like Schools

WA Public

Schools School

Like Schools

WA Public School

s

2014 91.1% 92.1% 93.2% 87.5% 82.3% 80.4% 90.6% 90.8% 92.1%

2015 92.6% 92.3% 93.8% 91.5% 82.6% 81.2% 92.5% 90.8% 92.7%

2016 90.9% 92.1% 93.7% 91.6% 83.9% 80.7% 91% 91% 92.6%

BUSINESS PLAN TARGET: Our overall attendance rate meets or exceeds that of like schools. In 2016 overall attendance at KPS met this target of being similar to like school 90.6% to 90.8%.

National Assessment Program—Literacy and Numeracy—N APLAN RESULTS

NAPLAN testing is conducted across Australia in May of each year. Students are assessed in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy, using common assessments. A major purpose of NAPLAN is to provide schools, parents and caregivers with information about student performance in relation to nationally-agreed achievement bands. Information is also provided to allow comparisons to be made with the State and Like / Band schools. Like schools are those with a similar socio-economic context to Koorana PS.

ANALYSIS & RECOMMENDATIONS TOWARDS BUSINESS TARGETS

Results in 2016 varied with the Year 5 students performing well, our efforts in closing the gap between Like Schools in our Year 5 results were met. The Year 3 cohort did not meeting expectations in all learning areas. Analysis of data has put this down to a number of factors and plans have already been developed to address identified issues. Positive comparison against ‘Like Schools’ in all areas Yr 5—ACHIEVED Yr3—NOT ACHIEVED Arrest decline compared to like schools Yr 5—ACHIEVED Yr 3—NOT ACHIEVED

READING TARGETS Increase % Year 3 Reading Band 4 or above NOT ACHIEVED 2014 = 51% 2015 = 64% 2016 = 37% Year 5 reduce % at or below NMS compared to like schools ACHIEVED Like School 2014 = 34% 2015= 51% 2016 = 38% KPS 2014 = 50% 2015= 48% 2016 = 37% We have continued to fully implement the WA English Curriculum through best practice. Class teachers use SCSA and a range of resources to plan, deliver and assess high quality learning programs. All classes use the whole school Literacy Block format, incorporating a balance of shared, guided and independent reading and writing activities. All staff have engaged in professional learning to build their capacity to plan and deliver high quality guided reading sessions, using differentiated instructional level texts to develop students’ comprehension skills. Reading resources have been organised and supplemented to ensure all students have access to appropriate texts. The Multi-Lit program is used for identified students in Years 2, 3 and 4. This provides one-on-one intensive learning for students who require additional support to develop age appropriate literacy skills. Several EA’s are now trained to run the program. Data collected demonstrates accelerated progress in acquisition of sight words, letter sound knowledge and decoding skills. SPELLING TARGETS Increase % Year 3 Spelling Band 4 or above NOT ACHIEVED 2014 = 49% 2015= 46% 2016=32% There has been a strong focus on synthetic phonics in K- Yr 2 through the Letters and Sounds Program. All staff have accessed ongoing professional learning to enable a capable and consistent delivery of the program. Students work in phases, according to their level to develop a sound knowledge and understanding of phonics to support reading and spelling. Teachers use individual student tracking to ascertain levels and monitor progress. WRITING TARGETS Increase % Year 3 Writing Band 4 or above NOT ACHIEVED 2014 = 68% 2015= 76% 2016=50% Year 5 reduce % at or below NMS compared to like schools NOT ACHIEVED Like Schools 2014 = 34% 2015= 31% 2016=30% KPS 2014 = 59% 2015= 39% 2016=49% Writing was not a focus in 2015, and whilst teachers adhered to a scope and sequence of expected skills a more rigorous approach is necessary for developmental learning. We have started to use BrightPath as a moderation tool for writing. Phases of learning have collaborated to improve the consistency of judgements and to identify common areas for development to be implemented in future planning and teaching.

NUMERACY TARGETS Increase % Year 3 Numeracy Band 4 or above NOT ACHIEVED 2014 = 40% 2015 = 49% 2016=27% Year 5 reduce % at or below NMS compared to like schools NOT ACHIEVED Like Schools 2014 = 39% 2015= 39% 2016=35% KPS 2014 = 50% 2015= 41% 2016=40% We identified Maths coaches from our staff to work shoulder to shoulder with teachers on entering data on a whole school Maths Tracker. This now informs classroom practice of what to teach and when to teach it. A whole school scope and sequence was developed for mental maths strategies. Direction for the future will be to identify targets for basic facts and develop mental computa-tion skills.

STUDENT PERFORMANCE

Monitoring, reviewing and reporting on student performance is a vital part of school accountability. It also plays a crucial role in informing planning to ensure improved outcomes for students. The data gathering process at Koorana PS involves the use of both system endorsed testing, standardised tests and teacher judgements. Teacher judgements are based on comprehensive information collected from a range of assessments, including observations and written work against a set of standards in the eight learning areas. Students who experience difficulties with their learning are provided with teaching and learning adjustments and additional support through the development of IEPs (Individual Education Plans), GEPs (Group Education Plans) and / or BMPs (Behaviour Modification Plans). These students are then case managed and tracked by means of a K-6 school profile. The school also keeps parents informed of student progress through: * Parent Information Sessions * Parent / Teacher interviews which 94.2% of parents attended in 2016. * Formal and Informal meetings

LITTLE SMARTIES Little Smarties caters for 0–4 year olds and has run successfully for two years, averaging between 8-20 little children at each session. The program aims to foster relationships with families and provide school based net-works for parents and carers. The program enables young children to engage in high quality oral language activities, develop social skills and a range of ‘school readiness’ skills including fine and gross motor development. The majority of participants enrolled for Kindergarten at Koorana PS in 2017. Little Smarties enables the school to gather infor-mation about the strengths and needs of these children and their families in order to plan an enriching and targeted early years program for Kindergarten. Each session is themed around a nursery rhyme and follows the same structure so that the children and parents/carers gain familiarity with routines and actively participate. A mat session welcomes everyone and introduces the rhyme. Indoor and outside activities are provided to develop sensory stimulation, creativity, fine motor skills, gross motor movements, pretend play, social interaction, language, problem solving and exploration. Story time promotes engagement with books, attentive listening and parent-child interactions.

BUSINESS PLAN TARGET: Endeavour to increase enrolments by further engaging the community. Increase parental and community involvement in the school by raising the profile of the school and effective school marketing. ACHIEVED

NQS In 2016, after a review by the Administration Team, an assessment was made as to how Koorana PS had addressed the National Quality Standards (NQS) up to that point. The K-2 Team began a process of reflection against each of the NQS quality areas through identifying our strengths, areas for improvement and connections to school priorities and planning (under review) using the Early Years Reflection Tool. Staff have engaged in professional learning in NQS and its implementation throughout 2015 and used the reflection tool to make a balanced judgement regarding practices in the school. Working teams were formed and a Quality Area was cho-sen by each team. It was decided to focus on Quality Areas 1,2 & 3. Teams met to address their QA using the reflection tool and to consider: • What are we doing well? • What evidence do we have? The coordinator gathered the reflections and collated the information.

Looking forward to 2017, a timeline was formed for im-plementation. The focus for 2017 is QA 1 as a basis for performance development, reflecting on pedagogy and good practice in the early learning years.

SELF ASSESSMENT OF PROGRESS TOWARDS BUSINESS PLAN TARGETS AND MILESTONES

2105-2017

SUCCESS FOR ALL STUDENTS Teaching programs are data driven thereby ensuring a differentiated curriculum for each student to ensure success. We understand the importance of the relationship between professional learning and professional practice in determining student outcomes. ⇒ Whole school approach in using the WA curriculum—planning and reporting to parents. ⇒ Literacy block structure embedded with a focus on synthetic phonics—Letters and Sounds. ⇒ Numeracy block structure introduced focussing on mental maths strategies. ⇒ Teacher capacity was a focus with classroom observations on cooperative strategies. ⇒ Literacy and numeracy data collated and collected to make informed decisions. ⇒ ECE audit of practice through NQS undertaken - discussion points and areas of need assessed. Professional

learning targeted to these areas. ⇒ Our ongoing goal is for all staff to become competent users of ICT and incorporate this into their teaching, learn-

ing and assessment. ⇒ Case management and student information processes streamlined through whole school use of Integris and

tracking students. ⇒ Curriculum operation plans developed collaboratively with focus and intent on raising student outcomes.

HIGH QUALITY TEACHING AND LEADERSHIP Teachers will have the skills and knowledge to ensure that each child strives to reach their potential. ⇒ Targeted approach on performance in classroom by Principal. ⇒ Professional learning took place on School Development Days, through personal time, staff meetings and some

provision of time through limited school salary. ⇒ Phases of Learning teams established and disciplined dialogue discussions conducted to interrogate data regu-

larly. ⇒ Teacher self review through self observations. ⇒ Senior Teacher, Level 3 CT and EA meetings regularly held to discuss whole school issues. ⇒ Professional development was inbuilt to staff meetings and School Development Days.

IMPROVED STUDENT ATTENDANCE, ENGAGEMENT AND BEHAVIOUR We will provide a safe, healthy and supportive environment for students and staff which supports quality learning and positive behaviours. ⇒ More staff members trained in CMS strategies. ⇒ PBS focus on teaching expectations—5 SMART expectations were the focus throughout the

year—to embed and solidify. ⇒ Attendance and late processes were tightened up and case managed by Deputy. ⇒ A rigorous approach to case management of SAER utilising Individual Education Plans was embedded. ⇒ 0-3 sessions ‘Little Smarties’, was a huge success with 16-18 regular attendees every week. This built numbers

for Kindergarten up to 60 for the incoming year.

A CAPABLE AND RESPONSIVE ORGANISATION Koorana PS ensures compliance with DOE guidelines and timeframes. ⇒ Online budget planning tool and salary budget adhered to. ⇒ School Board ratified Finance Plan and Budget from Student Centre Funding Model. ⇒ NSOS survey undertaken to inform and provide benchmarks for future direction. ⇒ All staff aware of Long Service leave needing to be cleared.

Other LEARNING AREAS

MEDIA ARTS Media Arts was a new specialist area in 2016. It forms part of the Technologies curriculum and is enjoyed by all students from PP-6. The focus in 2016 was on introducing ICT language through coding. Students have also learned to create simple codes that solve the problems presented to them. These skills are reinforced through cross curricular subjects and through clubs such as the Minecraft Club which runs twice a week during lunch times. Robotics was also introduced to the senior students in small groups with an emphasis on coding pro-grams.

TECHNOLOGY AND ENTERPRISE The majority of the budget in 2016 was spent on consumables used throughout the school. Staff were asked to submit requests for items that they required for use in this curriculum area. Individual classes and Phases of Learning Blocks completed various tasks throughout the year to fit with their specific curriculum requirements. Staff looked at the new WA Curriculum Design and Technologies area to start planning for 2017. In 2017 there will be a whole school Design and Technology project covering the area of ‘Materials and Technologies’ which will be completed in conjunction with the Digital Technologies curriculum area.

HaSS The implementation of HaSS (Humanities and Social Science) has been driven by one of our level three class-room teachers. Contact was made with the HaSS TDS (Harmony Primary School) and invaluable assistance from the HaSS learning area coordinator was provided. This led to an interactive professional learning session for all staff to familiarise with the curriculum, and suggestions as to how it may be implemented in the classroom. Resources were sought and the leader upskilled in this area: SABA Professional Learning on WA Curriculum – HASS P-6 Developing HASS Skills and Concepts An operational plan was drafted by staff. This included a whole school implementation plan, and a suggested assessment plan for the collection of whole school base-line data. The assessment tasks will be trialled and accepted or modified during 2017.

SCIENCE In 2016, teachers from PP to Year 6 taught comprehensive science programs incorporating science understandings, science inquiry skills and science as a human endeavour as specified in the WA Curriculum. The language of sci-

ence (vocabulary) was also a focus in each classroom. Each semester students were assessed and reported on in terms of skills and understandings (Earth & Space Science : Semester 1 and Chemical Science : Semester 2). On review, it was determined that science inquiry skills become a primary focus in 2017.

PASTORAL CARE PBS applies evidence-based approaches, practices and strategies for all students to increase academic performance, improve safety, decrease problem behaviour, and establish a positive school culture. Our journey in 2016 consisted of all teachers explicitly teaching our SMART expectations from our matrix. Students developed an eBook or iMovie to ’show’ our expectations. Our Faction Challenge was a huge success with all factions successfully gaining rewards along the way. Students individually strived to earn certifi-cates and badges in recognition of desirable and expected be-haviour. Students following the SMART expectations earn dojos and the top students were invited to a special luncheon at the end of each term. Negative and positive behaviours continued to be monitored and incidences recorded centrally through Integris.

VISUAL ARTS The highlight of 2016 was the “Lets Face It Masks Exhibition”, Koorana PS contributed 170

masks made by students from Years 3 to 6. This was much appreciated by the organiser—City of Rockingham as our display filled half of the available space. The students who went to see their work were really excited to see it professionally displayed and excited about our photos in the local newspaper.

PHYSICAL EDUCATION The Physical Education program aims to provide a combination of co-operation, competition, individual and group involvement. The school annually participates in various programs with the main sports being teeball, rugby, cricket, soccer and netball. The focus with the younger children is on fundamental movement skills and essential games skills. The school has a range of partnerships that broaden the Physical Education experiences for the students which include a range of visiting sports people and groups. We had exceptional success in cricket being invited to the Interstate competition where we placed 4th.

In 2016 the school conducted the mandated National School Survey. It was the second time an online survey had been conducted. Approximately 24% of families completed the survey (66) which is an increase from the 2014 survey when only 11% (40) completed the survey. This means the results are more valid. The parent survey reflects a good level of satisfaction across all the domains of the survey with responses ranging from 3.8 to 4.5 on a rating scale 1– 5 with 5 being highly satisfactory. The high points are for supporting student learning and the setting of high expectations for achievement.

In 2016 we implemented the use of our new school app for mobile devices to facilitate better communication with parents and families. We successfully managed to have 345 individuals access this throughout the year giving parents access to up to date information, absentee forms newsletters and notifications of what is happening around our school.

Rating Score Strongly agree 5 Agree 4 Neither agree nor disagree 3 Disagree 2 Strongly disagree 1

PARENT COMMUNICATION AND SATISFACTION

Digital Technologies We love our new learning area in the library. We access a huge range of Digital Technology equipment learning how to code. More Playground Equipment Our physical environment keeps getting better—lots to do and play on.

Big Week Out Our Year 6 students celebrated at their Big Week Out. They enjoyed many activities such as going to the mov-ies, Woodman Point day camp and inflatable water fun.

Christmas on the Lawn We held our combined learning journey evening with a Christmas celebration singing carols in year levels. It was a huge success.

Fathers Day and Mothers Day Events We spoilt our mums and dads on their special day. Mums had a pampering salon to have their hair and nails done. Dads played games and we had a sausage sizzle. Fun Run and Mini Olympics We raised money for Juvenile Diabetes and had heaps of fun at the same time.

SCHOOL EVENTS / HIGHLIGHTS

Book Week We celebrated Book Week with an au-thor Mrs Sally Murphy. She shared her book ‘Fly in Fly Out Dad’ with the Year 1 and 2 students. The Arts —Visual Arts

We participated with Act, Belong, Commit - “Let’s Face It” to make masks for public display. Years 3 to 6 made masks with clay.

Nature Play Students experienced a range of activities at lunchtime and filled up their passports.

Music Our choir showcased their talents at the local shopping centre and per-formed for the residents at Bethany Waters Aged Care Facility.

Koorana’s Got Talent Once again we showcased the amazing talent we have at KPS. It ranged from dancing to singing to martial arts.

Sports Throughout the year we participate in a range of sports clinics and carnivals.

MineCraft Club Our library is open twice a week for students to come and be involved in Minecraft Club.