2016 annual report - treendale primary school · were recognized as an apple distinguished school...

2016 Annual Report

- creating excellence together - 2

From the Principal In its third year, Treendale Primary School had another successful and very busy year in 2016. We continued to grow with enrolments exceeding 400. Five Kindy classes were required to accommodate the growing number of four year olds joining us and this meant the first transportable classroom being installed. Across the school we continued to build on the existing rich culture of collaboration whilst striving for excellence in all that we do. Recognition of high quality teaching and learning was achieved through being named as a Teacher Development School in Health and Physical Education as well as Digital Technologies. This saw an increase in the number of educators from across the state visiting Treendale to see how our teachers were applying the new strands of the Australian Curriculum. In addition, we were recognized as an Apple Distinguished School for the highly effective and authentic integration of digital technologies in all year levels and learning areas. Whole school learning themes continued to be success with the explicit teaching of the keys to success, cultural exploration, the Rio Olympics, Australia’s Aboriginal Culture and Celebrations all taking staff and students on rich learning discoveries throughout the year. As Treendale Primary School continues to grow in size, it also grows in strength and its reputation as being a provider of excellence, creativity and innovation in education. I am incredibly proud to lead this unique school, its community and students to success.

Leonie Clelland Treendale Staff Leadership – 3 in 2.2 FTE Total Teaching Staff Dec - 26 in 24.8 FTE Education Assistants – 13 in 9.3 FTE Support Staff – 10 in 5.59FTE

“Working at Treendale Primary School is just as exciting as it is rewarding. Seeing students and staff grow through professional and academic achievements is extremely positive. I couldn’t be prouder of our community support and spirit” Candece James, Education Assistant


Our logo represents the Collie and Brunswick Rivers which join to form two natural borders of the Treendale Estate, the bushland surrounding the estate and the community coming together. Our motto was developed through community consultation in July 2013; bringing together the words parents used for what they wanted their new school to be. Our vision was developed by staff and endorsed by the School Board; it brings together the motto within the logo to capture the essence of our school. Treendale staff believe students achieve excellence when… …their social, emotional and physical needs are met …individual learning needs are catered for through differentiation …they experience rich learning in safe, hands on, visually motivating and challenging environments …they are encouraged to work collaboratively …digital technologies are meaningfully embedded into learning to best equip them for the future …they are supported to engage and learn by skilled, professional, collaborative and enthusiastic staff …family and community are included, supported and supportive “It has been a privilege to watch our school grow and become what it has. The collaboration between staff is amazing and it is such an inclusive school where no matter what your position/role in the school is your opinion is always appreciated.” Adele Scott, Education Assistant


Independent Public Schools Review In 2016 Treendale Primary School underwent its first external review conducted by the Department of Education Services (DES). This review was completed after significant school self review against the Delivery and Performance Agreement (DPA) and 2014-2016 Business Plan. During the self review process staff, parents and students were surveyed, questioned and consulted in a number of ways. These included completing the National School Opinion Surveys by parents and students whilst staff reflected on school achievement and progress using satisfaction surveys, providing reflections against the National School Improvement Tool and also detailed reflections against the targets identified in the Business Plan. When considering the progress made against the targets identified in the 2014-2016 Business Plan;

• 86% of staff felt we were working towards increasing the percentage of children in Years 3 & 5 who achieve above the National Minimum standard as identified by 2016 NAPLAN in all assessment areas.

• 79% of staff felt we had strengthened learning connections between History and Geography with Literacy through rich whole school learning themes.

• 80% of staff felt the Leadership team has either met, or is working towards, providing meaningful feedback to teachers based on classroom observations.

• 62% of staff believed we had met maintaining high levels of parent engagement in whole school events.

• 59% of staff felt we had met, with another 24% feeling we were working towards increasing the opportunities children had to access School Psychology and Chaplaincy services.

Many of the responses to the survey provided an insight into the lack of awareness or knowledge staff have of school wide processes or requirements of specific phases of learning. During October, three reviewers (retired Principals) spent two days in the school after reviewing a vast amount of student and school performance data, reflections, policies, processes and planning. After these reviews, interviews, observations and interactions, the following commendations and areas of improvement were provided. Commendations

• The regular attendance in 2015, well above the regular attendance for like schools and WA public schools.

• The whole-school engagement with digital technology • The Year 5 performance in writing as recorded by the NAPLAN comparative

performance summary table in 2014 and 2015 being above expected results • The comprehensive student tracking system that informs the development of

individual differentiated learning programs and supports the annual transition of cohort information

• The commitment of the highly engaged staff to the establishment and consolidation of a supportive learning environment


• The principal’s leadership for establishing and maintaining a supportive culture through the formative first three years since opening, while managing constant change in enrolments and staffing.

Areas for Improvement

• Formalisation and documentation of processes currently supporting and enabling effective teaching, review and collaboration across all learning areas

• Establishment of a stronger connection between the strategic self-review and planning processes and the operational review, analysis and planning

• The board undertake regular reviews of membership and skill set and access training opportunities for all members

• Alignment of the next iteration of the business plan with the requirements of the DPA including strategic oversight by the board and regular reporting to parents through the annual report.

School Board members played a vital role in the review process and subsequently provided the following insights. “The review process enabled Treendale Primary to learn where development was needed within the school. More importantly it also allowed us to reflect on the triumphs and successes that have been achieved at Treendale since opening in 2014. It was great to engage the interview panel on the school advancements since our foundation.” Clair Panetta, Board Member and former Chair. “I have represented the school community at Treendale PS as a parent representative over the last 2.5 years. 2016 saw our first independent review. This process was positive in many ways. It further clarified my role and the role of the school board. Positive feedback confirmed that the principles and values that underpin every discussion and decision we make are observable to others and the School Boards strength.” Liz Jennings, Board Member After the review was completed, the process of developing our second Business Plan for 2017 – 2019 commenced. The School Board A highly effective Board works alongside the Principal to provide governance and support in the oversight of financial management, policy and school reflection. Whilst not their role, Board members were instrumental in the planning, running and significant success of an inaugural Quiz Night raising almost $20 000 for the construction of two nature playgrounds. The event was an incredibly positive event demonstrating overwhelming community support for the school.


Academic Performance 2016 Numeracy Reading Writing Spelling Grammar

Year 3

94% Aus Mean: 402 WA Mean: 395 TPS Mean: 366





Year 5






The summary of 2016 NAPLAN achievement indicates the percentage of students who achieved at or above the National Minimum Standard. In all ten assessment areas, the Treendale minimum scores remain lower than both the Australian and West Australian mean scores; this is despite growth in several areas and in particular a significant improvement in Year 3 Reading. Scores in green indicate an improvement from 2015. Graphs below show longitudinal performance in NAPLAN across the past 3 years since opening. This is the first year we have been able to look at the progress of one cohort; those students in Year 3 in 2014 were assessed as Year 5s in 2016.

Reading data demonstrates a significant improvement in Year 3 performance from 2015 and also from 2014. Year 5 performance shows stability and improvement. 2016 also saw a greater percentage of both Year 3 and 5 students achieving ‘above’ the National Minimum Standard and in the higher ‘band scales’.

Writing data is disappointing as significant emphasis is placed into this learning area. Staff have reflected on this and acknowledge several possible explanations for the results.

Grammar & Punctuation data shows that the gap between Treendale performance and that of the state has remained almost the same in three years; in Year 3 it slightly broadened. The percentage of students achieving at or above the National Minimum Standard decreased in both Year 3 & 5.


Considerable improvement in Year 3 is pleasing; it shows not only improvement but also a reducing of the gap between the school mean score and the WA mean score. Year 5 data shows a decline in performance and a significant broadening of the gap. Numeracy performance has been quite consistent since 2014; it remains significantly lower than the state mean and that of WA Public Schools. Despite this, in 2016 the percentage of students achieving ‘above’ the National Minimum Standard in both Year 3 & 5 increased. Also in 2016, the percentage of students achieving in the higher bands for Year 3 was markedly improved; 8% in 2015 to 22% in 2016.

In addition to NAPLAN assessments, school based student performance data from Kindergarten to Year 6 was collected, tracked, monitored and used to inform planning in line with the Assessment Schedule. Data collected in 2015 formed the basis of the 2016 Improvement Targets. Targets were set using NAPLAN data, PAT assessments, running records and other tools. For the first time in 2016, a mid-year analysis of the targets took place with the information presented to both the staff and Board for review and discussion. End of year summary analysis of these targets indicates the following as a snapshot of success:

• Reducing the gap of Reading performance of Year 3 students when compared to ‘the state’; in 2015 to gap was 100, it was 24.

• Increasing the percentage of Year 3 & 5 students achieving Reading scores in the higher proficiency bands.

• Increasing the percentage of students in Years 2, 4 & 6 who achieved at or higher than the PAT-R mean scaled score.

• Increasing the percentage of Year 3 students who achieved at or above Band 4 in Numeracy compared to the state.

• Increasing the percentage of Pre Primary students who could independently spell and write the first 20 sight words.

Teachers continue to set, monitor and analyze SMART targets for their classes which are based on whole school performance targets. Review of targets takes place with the Principal after the newly formed ‘Data Team’ has ensured the required information is inputted to the electronic recording and tracking tool. 2017 Improvement Targets will be set based on 2016 data acknowledging gaps and areas where targets were not specific or measureable, or in some cases, not identified.


Specialist Learning Areas Music Teacher – Veronica Akse During 2016, all students learnt to play a wide range of instruments and musical styles integrating our whole school learning themes. African djembes were purchased with the successful grant application to the West Australian Government Schools' Music Society. This addition helped students build confidence and rhythmic skills through drumming. It was also fantastic to see so many children drumming enthusiastically with their families and siblings in the Music room at our term three open afternoon. Taiko Drumming Club and Choir offered extension to some students. This included performance opportunities at Music assemblies and the Treendale Resident's Christmas Party. The Instrumental Music School Services provided flute lessons to selected students. This has now grown to include guitar for the first time. Our guitar students’ debut performance with the Australind Senior High School Gypsy Jazz guitar ensemble and a Taiko workshop with Marcus Perrozzi, were highlights of the variety of music we enjoy at Treendale.

Science Teacher – Clare Turner In 2016 students participated in a Science Program linked closely to the Whole School Learning Themes. In Term One, classes were encouraged to use The Keys To Success whilst mixing potions, using iPads and the Seesaw app! After the ‘Easter Egg Drop’ students learned about living things and animals in different parts of the world on our journey to the Olympics! During Term Three, classes investigated forces and electricity at The Rio Games. To round off the year, students learned about the weather, seasons and the solar system. Many of our ‘Super Scientists’ enjoyed attending Science Club before school on Thursdays and a number of Year 5/6’s participated in an exciting Science Discovery Day in Bunbury. We had visits from the Water Corporation scientists throughout the year and during Water Week in October. A SciTech team joined all students from Kindy up to Year 4 in November for two amazing Science Shows!


Health & Physical Education Teacher – Aaron Buckenara 2016 was an extremely exiting year for Health and Physical Activity at Treendale Primary School. Students from Pre Primary to Year 6 participated in a variety of sports and activities designed to meet student’s social, emotional and physical needs to build strong, confident and resilient learners. Some highlights of the year included:

• Annual school Lapathon • Perth Wildcats visit • Western Force Coaching Clinic • Winter Sports Carnival • Eaton Eagles Hockey Clinic • Bunbury Slammers Coaching clinic • Interschool Cross Country • Jumps and Throws Carnivals • Annual Faction Carnival

Learning Technologies Preparing children for an unknown future requires a skillset far different to that provided traditionally. Children need to discover, explore, inquire, create, collaborate and pose relevant meaningful questions in order to gather the answers needed. Using Apple technologies as the platform to provide an environment in which children can acquire these skills has proved to be highly successful for the students of Treendale. Students continued to be provided with access, opportunity and effective use of technology with 80 iPads and 16 MacBooks available for all in Kindy to Year 6 on a daily basis with the new era of a 'Bring Your Own iPad’ continuing strongly in Years 1 to 6. However, in 2016 this opportunity was extended as an option to students in Pre Primary with an uptake of 15% at the beginning of the year improving to 40% at the end. New teachers were supplied with an iPad and MacBook and along with all staff, were provided with regular professional learning to support the effective use of the technology through after school iCafes. These forums allowed teachers the opportunity to enhance their own skills and understandings of the SAMR model and new WA Technologies curriculum. This included staff moving from using iPads as a substitution ‘tool’ task to ‘redefining’ learning as well as a focus on coding.

The profile of the school's success with the integration of technology was validated as we were selected to be a Teacher Development School in Digital Technologies as well as acknowledged as running an Apple Distinguished Program. Being identified by Apple provided a range of professional learning experiences with special guests from

over the world. Combining this new knowledge with our experiences of the new curriculum we were able to provide targeted support to other schools through school tours called iDiscover Days and online coding sessions.


Enrolment Trends Enrolment data from 2014 when the school opened until the end of 2016 shows a steady increase in student numbers. Student transiency was 21% in 2016 meaning that whilst there have been a number of new enrolments during the school year, approximately there was approximately the same number at the end. Whilst in a growing estate, local employment as well as the significant downturn in the resources sector frequently has families relocating to other areas. Attendance

TPS Total Average

Attendance

State Average

Treendale Regular

Attendance (>90%)

State Average

Treendale At Risk

Attendance

State Average

2014 94.8% 92.6% 86.5% 75% 13.5% 25% 2015 95.6% 92.7% 89% 78% 11% 22% 2016 93.8% 92.6%

Treendale Primary School’s average attendance continues to be higher than the state average at 93.8% compared to the state at 92.6%, despite the school average being lower in 2016 than previous years. Destination Schools It is not surprising that the vast majority (88%) of graduating Year 6 students went onto commence their high schooling at the local feeder secondary school, Australind Senior High School.


National School Opinion Surveys… What the community says about Treendale In 2016 the National Schools Opinion Survey was used to gather information about the perceptions of the school from the community, staff and Year 5/6 students. 88 parents or community members completed the survey with the following positive results.


To support the ratings, comments were provided. • My daughter loves this school. The teachers are fun, friendly, understanding and want

what's best for the students. All teachers are easy to talk to. • I think the school is very well led and encourages children to do well with its reward

programs. • Encouraging students to always achieve their best • Work in collaboration with the student to achieve the best for all staff and students. • Acknowledge student achievement regularly and encourage them to strive for

excellence. • We all get along, we all fundraise for the benefit of the school, we all look out for each

other and we all like each other. We all have the same values and morals to pursue excellence in everything we do, each and every day. Whether it be at home or at school.

• Have days and events where parents are invited and encouraged to come along and see what the children are doing, not only in their class, but also across the school.

• The motto is fulfilled constantly, communication is the best part of the motto

What did the staff say?

Some of the things staff said we do well at Treendale… • Incorporating learning technologies in to learning experiences • Providing professional experiences for teachers to further development in a specific

area • Keeping students and teachers accountable for their learning through specific goal

setting • Supports colleagues in learning experiences • Making the school environment motivating, engaging, safe and welcome for all • Integrating technology, team building, classroom environments, whole school

approaches to things, supporting other schools • Demonstrate leadership


The Year 5/6 students thought…

2016 Highlights… Some of the events that made us smile

Back to School BBQ Harmony Day Family Picnic ANZAC Service Mother’s Day Afternoon Teas Father’s Day Activities Crazy Hair Day Footy Colours Day iDiscover Days Open Afternoons Faction Athletics Carnival Lapathon Bookweek Dress Up Day 100 Days of School Celebration Disco Year 5/6 Mornington Camp Taiko & Choir Performances Science Club Spaghetti Challenge Running Club Leadership Camp Quiz Night Construction of Nature Playground Graduation Celebrations Celebration Picnic


Pastoral Care The “You Can Do It” Program continues to be implemented across the school from Kindy to Year 6 with explicit teaching of the ‘5 Keys to Success’; Confidence, Getting Along, Organisation, Persistence and Resilience. During Term 1 of 2016, this formed the basis of the whole school learning theme. A common language is used by everybody and reinforced with clear signage and displays throughout the school. At the commencement of Term 2, all staff participated in professional learning supporting their understandings and how their language and actions are so powerful for students. Making connections between “ducks” and “sponges” quickly spread through the school. Our School Chaplain, Mr Geoff Harrison, continued to provide an invaluable service to the school attending two days a week. During this time Mr Harrison was a friendly and reassuring ‘ear’ to many students, introduced a board games club in the library one day a week, initiated the installation of the new Buddy Bench along with signage as well as introducing a Peer Buddy program where upper primary students learned how they could support students in the playground who may be feeling sad or be in need of a friend. Mr Harrison provided regular training and support to these students. 2016 saw a significant increase in the number of referrals for assistance from the Chaplain largely as a result of changes to family structures. In addition the School Psychologist supports our school in the provision of advice, assessment and counseling. In 2017 this service will extended to two days a week. Positive reinforcement for appropriate behavior continue to be provided through the whole school faction token system with daily prizes leading to the fortnightly “Super Draw” and end of term “Super Duper Draws”. Academic excellence and endeavor is supported through the presentation of merit certificates at each assembly as well as through the ‘iBook of Wonder’; teachers refer students to the office for a member of the leadership team to view student work, question it and provide praise before being ‘entered’ into the ‘electronic’ book. At the end of each semester students who have visited three times are invited to “Pizza with the Principals”.

“Treendale Primary School feels less like work and more like an extended version of home, surrounded by a very supportive family.” Stacey Crouch, Teacher


Financial Review In 2016 we managed a total budget of $4 023 193 with $3 288 694 expended on salaries. 68.8% of Voluntary Contributions were collected and $110 713 was rolled over at the conclusion of 2016. The Student Centred Funding Model generated $320 530 in cash to the school for allocation to an array of expenditure accounts. Donations to the school generated $3 703 in addition to hire of facilities contributing a further $6 365 to the school income.

As a result of school based fundraising, $29 751 was generated which combined with funds previously allocated a ‘reserve’ playgrounds account, the construction of two new nature playgrounds was completed by Margaret River based company ‘Rustic Play’.


Opal Drive Australind WA 6233 PO Box 1785 Bunbury WA 6231 T: 08 9796 0200 F: 08 9796 0255

E: [email protected] treendaleps.wa.edu.au

2016 annual report - treendale primary school · were recognized as an apple distinguished school...

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