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Aveley Primary School
Success for all our children built on
TRUST, RESPECT & OPPORTUNITY’
School Report 2015 (Endorsed by APS School Board 09.05.2016)
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The Annual School Report
The School Report is a mandated accountability document that is provided to the Department
of Education and to the school community. This report demonstrates our achievements for
the 2015 school year and highlights our ongoing commitment to enhancing the educational
outcomes for all of our students.
As a school we continue to strengthen our working relationships with students, staff, parents
and the wider community. Our School acknowledges and thanks all members of the
community for their contributions to our school and students.
Contents
Section 1: The School and its Context
Section 2: Academic & Non Academic Achievement
Section 3: Recommendations
Section 4: Financial Information
Section 5: Highlights of 2015
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1: The School and its Context
Our school’s motto of ‘Trust, Respect, Opportunity’ continues to reflect the principles we all support with
students, staff and the community working together in the interest of student progress and development.
Aveley PS opened its gates to one hundred and eighty students to commence providing quality education
in first class facilities for children in the suburb of Aveley on 1 February 2012. We completed the 2015
school year with just fewer than five hundred students with a plan to cater for approximately five hundred
and eighty students by August 2016.
Our school leadership team continued to assemble a strong and diverse team of teachers and support staff
to give our school a strength and unique flavour with a focus on being the best we can be. Working with
our children, parents, teachers and local community we maintained a focus on establishing data driven,
high but achievable targets for the delivery of educational programs, social and emotional growth and the
continued development of a supportive school culture.
Our highly effective teachers ensured clear planning to achieve required outcomes in a positive, fun
environment, ensuring safety and support to meet the diverse learning needs of all children. Within each
class our teachers utilised their skills along with the support of colleagues and the leadership team to
teach, assess and report on required outcomes. We maintained an explicit focus on literacy and numeracy
instruction across all years with each child's progress being monitored to ensure they built on current
skills and knowledge. The school continued to provide the four specialist areas of Music, LOTE
(Indonesian), Physical Education and Visual Art. All students participated in a range of learning
activities designed to reinforce the expectations of the DoE’s Classrooms First
initiative. These programs were supported by a range of incursions and
excursions.
Two additional purpose-built early childhood classroom were added to the
modern facilities already in place in our school. This allowed us to cater for
the significant student growth, especially in the early childhood area.
We continue to aim toward a strong participative and consultative approach to
school decision-making through the Aveley Primary School Board. The
Board provides community perspectives on a range of issues through elected
parent and community representatives. The school is strongly supported by an
active and dedicated Parents and Citizens Association who have continued to
support the school through a number of fundraising initiatives.
We have continued to improve and invest in our facilities to further enhance our educational programs.
This includes additions to our nature play area for our Early Childhood children, allowing them to better
explore free play and while encouraging the use of more imaginative games and peer interaction.
Ongoing resourcing for ICT has seen our bank of school iPads
increase considerably. There was an expansion to the introduction of
our innovative bring your own device program, allowing children to
better integrate ICT across all subject areas and share their learning
experience with family and friends.
If you wish to find out more about the school please feel free to
contact our school office, follow us on Facebook, download our
school app or check out the school’s webpage at
www.aveleyprimaryschool.com.
http://www.aveleyprimaryschool.com/
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2: Academic & Non academic Achievement
Curriculum
During May 2015, students in Years 3 & 5 were involved in NAPLAN testing covering Literacy
(Reading, Writing, Spelling and Grammar & Punctuation) and Numeracy.
A review of the school’s performance in these tests follows:
Percentage of Students Above the National Minimum Standard in 2015
(The minimal national standard is the minimum standard to be achieved for a child to make progress).
Numeracy
Reading
Writing
Spelling
Grammar
&
Punctuation
Year 3 84% 88% 69% 86% 88%
Year 5 76% 82% 67% 69% 79%
Average 80% 85% 68% 78% 84%
Longitudinal Trend Results
Longitudinal data shows overall year by year results.
Mathematics
In 2015, 80% of year 3 and 5 students tested in Maths at Aveley PS were above the national minimum standard in numeracy. This was higher than the state (77%) average and marginally lower than like-schools (82%). The Longitudinal Summary Like-School comparison for Numeracy in 2015 indicates that Year 3 & 5 cohorts have improved results significantly between 2013 and 2014/15. They are currently tracking just
below the like school mean.
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Reading
Writing
Spelling
An average of 85% of students tested in Reading were above the national minimum standard in reading. This was similar to like-schools (84%) and higher than state averages with 78%. The Longitudinal Summary Like-School comparison for Reading indicates that the Year 3 cohort have scored just below the like school mean over the previous three years and Year 5 cohort scored similarly to the like school mean, indicating significant
value adding between Year 3 and Year 5.
An average of 68% of students tested in Writing at APS were above the national minimum standard in Writing. This is well below like schools and state averages. The Longitudinal Summary Like-School comparison for Writing indicates that the average results for Year the 3 cohort have moved from above the like-school mean in 2013 to well below in 2014/15. The average results for the Year 5 cohort are lower than the like-school mean over 2013 – 2015, however there is an upward trend with the school’s mean getting closer to the like school mean.
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Grammar & Punctuation
An average of 78% of year 3 and 5 students tested in Spelling in 2015 were above the national minimum standard in spelling. This compares to 87% in like schools and 80% in WA schools. The Longitudinal Summary Like-School comparison for Spelling indicates that the Year 3 cohort averages were just below the like-school mean, although with a marginal trend down in 2015. The Year 5 cohort results continue to be below that of like schools, however, they are tracking in an upward trend.
Averages of 84% of year 3 and 5 students tested in Grammar & Punctuation were above the national minimum standard in 2015. This result is similar to 2014 (85%) and 5% higher than 2013. This was marginally below like schools and just above the WA schools average. The Longitudinal Summary Like-School comparison in this area indicates that the Year 3 cohort were well below the like school mean in 2013. Even though they are below in 2014/15, there is an upward trend in overall results. Year 5 students averaged below the like school mean from 2013 with a downward trend in 2015.
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Overall Analysis
Following an ongoing commitment to improving students’ English and Mathematics standards, based on
comparative data from the last three years, our school’s NAPLAN results indicate that Aveley Primary
School demonstrates data marginally lower than that of like schools, with Year 3 results generally
trending upward and Year 5 results generally trending downward. The exception to this is in
Mathematics where both Year 3 & Year 5 data consistently remains slightly below that of like schools.
While maintaining the emphasis on English and Mathematics overall, Writing will be a priority in whole
school planning for 2016.
More detailed analysis of the NAPLAN data was carried out by teaching staff. This provided data to
inform and prioritise planning toward specific areas in the teaching and learning program and specific
cohorts of students as well as contributing to whole school planning for 2016 and beyond.
Behaviour Management
Aveley Primary School continued to build on the provision of a safe and caring environment for our
students during 2015. Data indicated that a small number of students repetitively displayed inappropriate
behaviour in the playground and/or classroom.
In line with our Behaviour Management and Anti Bullying Policies we will continue to apply proactive
strategies to the management and modification of student behaviour and ensure a consistent approach
between the playground, support classes and classroom. Managing and tracking student behaviour will
remain a priority for 2016.
Attendance
.
In 2015 the school continued to focus on
lateness and attendance ‘tracking’, with the
view of ensuring students are connected to
school to further develop their academic
and social outcomes. Regular contact and
follow up with families with attendance
issues was maintained. This will continue
as a focus in 2016.
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ICT Focus
Technology was integrated through all classes from K-6 to help support the delivery of teaching
outcomes. Specialist teachers (LOTE, Art, Music, PE) also used a number of technologies to help
support their teaching and learning programmes. The effective use by teachers is supported by some of
the resources and evidence that have been produced by both the teacher and the student, these included;
Blogs, Wikis, Green Screen, Augmented Reality and QR codes to name a few.
In 2015 we witnessed further innovations in our use of ICT at Aveley Primary School. We expanded the
bring your own device (BYOD) program to incorporate 5 classes across the upper school. Children from
these year groups were able to utilise their own devices to further assist with their learning. This better
enabled links between home and school and children having a sense of ownership of their customised
learning program. We designed our program to allow children to use any brand of device by not limiting
it to a specific make or model. Through feedback from teachers, students and parents the program has
been effective and engaging. This was further confirmed through the quality of the work produced and
the higher order thinking skills the children were displaying.
In addition to the BYOD program we also increased our school stock of iPads giving children and
teachers a greater chance to access these resources. With the arrival of the first two demountable
classrooms we purchased two mobile LED interactive screens.
In 2016 we hope to increase our bank and variation of school technology as well as expanding our BYOD
program. To help ensure the ongoing success of this we will continue to provide staff with professional
development and support.
Community Surveys
School surveys were distributed to staff, upper primary students and
parents. The structures of the surveys were the standard format
provided by the Department of Education with three target groups
asked questions about similar areas of school life. The surveys were
presented in a digital format with participants asked to follow a link
to an external website.
In total we received 107 responses (26 Staff, 74 Student, 7 Parent).
Analyses of the data, primarily staff and student as the parent response group was too small to give an
accurate interpretation, identified two main areas for further investigation:
o Management of student behaviour (8% Student, 4% Staff identified this as an area of weakness). o Serious consideration of people’s opinions (8% Student, 4% staff identified this as an area of
weakness).
In response to this data it was felt that to be able to actively resolve the perceived issues more detailed
information needed to be gathered and this was done by building an additional survey and distributing it
to our upper primary student population. The content of this survey focused on the two points identified
above. From the second survey the following points were identified:
o Children perceive that not all teachers follow the same rules. o The time children perceived they got into trouble most often was when they were not with their
regular classroom teacher.
o The most important thing to children was feeling safe.
As a result of this feedback we will continue to up skill teachers to ensure there is a consistent approach
between classes, following the school behaviour plan. There is also additional research being conducted
on effective strategies employed by Aveley staff to promote strong relationships between teachers and
students. This will be used to identify best practice and enable teachers to more easily share what works.
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3. Recommendations for 2016
In line with DOE strategic documents
Classrooms First, Focus 2016, and
Directions for Schools & High Performance – High Care: Strategic Plan for WA Public Schools 2016 – 2019) …
… the focus areas for Aveley Primary for 2016 and beyond are an emphasis on:
Success for all students and high quality teaching, including continued:
o Focus on raising standards in English and Mathematics. o Emphasis on instruction in science, technology, engineering and Mathematics (STEM). o Target age-appropriate classroom instruction to strengthen student performance in Writing. o Explicit teaching of information technology across the curriculum. o Focus on analytical teaching practices featuring diagnosis of the impact of teaching, including
feedback from students and other staff.
o Increase consistency of practices among teachers through collaboration, agreed curriculum scope and sequences, and classroom observation.
o Continued implementation of the WA Australian Curriculum, as outlined by DoE.
Early Years:
o Emphasise instruction in synthetic phonics. o Self-assess against the National Quality Standards (NQS).
Engagement:
o Improvement in attendance. o Use of data (including ABE data) to monitor whole school plans for positive student behaviour. o Develop opportunities for student leadership roles together with activities to show care and respect
to others.
o Further develop caring classroom climates and student support services focused on wellbeing. o Implement protective behaviours instruction across all phases of schooling as a key risk
management strategy.
Effective Leadership and Strong Governance and Support by:
o Leading a culture of analysis in which staff routinely diagnose their impact on their teaching. o Using the national teacher standards for self-reflection, performance management and classroom
observation.
o Ensuring appropriate preparation for the introduction of online testing. o Beginning a whole-school self-reflection against the Aboriginal Cultural Standards Framework.
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1 17,606.00$ 17,596.50$
2 41,470.00$ 41,461.29$
3 21,050.00$ 21,049.99$
4 19,069.00$ 19,069.15$
5 6,873.00$ 6,873.12$
6 825.00$ 825.00$
7 5,080.00$ 5,080.00$
8 10,114.00$ 10,134.05$
9 2,468.00$ 2,468.00$
10 -$ -$
11 Farm Revenue (Ag and Farm Schools only) -$ -$
12 -$ -$
124,555.00$ 124,557.10$
66,078.00$ 66,078.49$
Student Centred Funding 193,947.00$ 193,946.71$
384,580.00$ 384,582.30$
-$ -$
384,580.00$ 384,582.30$
Locally Raised Funds99,176.93$
Student Centred Funding193,946.71$
Other Govt Grants12,778.12$
Other 10,134.05$
Transfers from Reserves2,468.00$
318,503.81$
1 42,981.00$ 41,471.92$
2 -$ -$
3 113,025.00$ 95,026.29$
4 33,999.00$ 33,851.54$
5 107,079.90$ 93,521.82$
6 10,136.00$ 8,089.82$
7 50,000.00$ 50,000.00$
8 4,599.55$ 3,142.54$
9 6,207.10$ -$
10 -$ -$
11 -$ -$
12 Farm Operations (Ag and Farm Schools only) -$ -$
13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$
14 Camp School Fees to CO (Camp Schools only) -$ -$
15 16,552.00$ -$
384,579.55$ 325,103.93$
-$ -$
384,579.55$ 325,103.93$
Bank Balance 182,754.42$ Made up of: -$
1 General Fund Balance 59,478.37$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 120,176.00$ 5 Suspense Accounts 5,426.05$ 6 Cash Advances -$ 7 Tax Position 2,326.00-$
182,754.42$
Revenue from Co, Regional Office and Other Schools
Aveley Primary SchoolFinancial Summary as at
Actual
7 April 2016
Other Revenues
Commonwealth Govt Revenues
BudgetRevenue - Cash
Voluntary Contributions
Charges and Fees
Fees from Facilities Hire
Residential Operations
Total Locally Raised Funds
Fundraising/Donations/Sponsorships
Opening Balance
Total Cash Funds Available
Camp School Fees (Camp Schools only)
Expenditure
Payment to CO, Regional Office and Other Schools
Administration
Lease Payments
Utilities, Facilities and Maintenance
Professional Development
Transfer to Reserve
Transfer from Reserve or DGR
Residential Accommodation
Other State Govt/Local Govt Revenues
Other Expenditure
Buildings, Property and Equipment
Curriculum and Student Services
Total Salary Allocation
Total Funds Available
ActualBudget
Total Bank Balance
Cash Position as at:
Residential Boarding Fees to CO (Ag Colleges only)
Unallocated
Total Forecast Salary Expenditure
Total Expenditure
Total Goods and Services Expenditure
0
5
10
15
20
25
30
35
40
45
$000
Revenue Source
Contingencies Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds31%
Student Centred Funding
61%
Other Govt Grants4%
Other 3%
Transfers from Reserves
1%
Current Year Actual CashSources
0
20
40
60
80
100
120
$000
Expenditure Purpose
Contingencies Expenditure - Budget vs Actual
Budget Actual
10
30
50
70
90
110
130
$000
Cash Position
Insert your School Logo Here or Delete if not
required
31.12.2015
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5: Highlights of 2015
With Aveley Primary School’s focus on the whole child we aim to cater for children socially and
academically. To do this we expose the children to a variety of rich learning environments in the class
with research based best practice programmes, through experts coming into the school, taking the
children on excursions and being involved in the community. Some of the ways we have worked toward
this in 2015 have included:
Celebrations: As a part of our Book Fair and to
celebrate reading, all children got to dress up as their
favourite book character. We held a book swap for
children to bring in good quality second hand books
with half of all books being swapped by the children
and the other half being kept by the library for
borrowing. For Harmony Day we had all children dress
up in costumes of National dress to celebrate the
multicultural society in which we live. At the end of
year we held a community event to further celebrate our
multicultural society and had a week filled in cultural incursions and the Friday night we held a
Multicultural Festival with artist performing along with students, food vans and all classes open for
inspection. We joined with schools across Australia in the National Simultaneous Story Time and the
Music Count Us In events. Each year we hold an ANZAC Service to recognise the contribution to
Australia from our service men and women and we were fortunate to have a parent from our school as the
guest speaker from the RAAF, Squadron Leader, Jason Taylor CSM.
Over 50 year 2-6 students participated in
Wakakirri, a national story/dance competition.
This has become an exciting annual project at
Aveley. The 2015 item was based on our
involvement with our sister school in Bali as
we raised over $8000 following a school fun
run. The story of how we were able to provide
running water for the school ended up winning
us a state award for ‘Best Social Awareness
Story’ of 2015. The students were outstanding
as they performed on the Regal Theatre stage to
a sold out crowd.
The school choir continued the tradition of performing to the local community, rehearsing and performing
at the Connect Community event.
Our artists completed work based on the theme of Under the Waves and their work was displayed at the
Ellenbrook Art Gallery for a month. We had artists win an art competition and have their work in a
narrative book published by Therapy Focus. We have artwork as a permanent part of the Aveley
environment with six finalists from our school in the Western Swap Tortoise Drain Sticker Competition
and from those one was the winning design and this can be found on drains around our suburb.
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Our work at Aveley Primary School is only successful when we are supported by the families of our
children and we held a morning tea to thank all the wonderful volunteers that we had come into
classrooms over the year or to help out around the school in other ways. We appreciated the support of
parents volunteer to assist in the construction and installation of outside musical instruments and in
making modifications to the playground to create nature play spaces for our younger students.
We concluded the 2015 school year with our annual recognition and book presentation to two children
from each class with one being an academic award and the other a citizenship award. The graduating
year 6 students celebrated their years at primary school with a formal graduation ceremony at Caversham
House.
Incursions: We had on average two incursions a term with a
variety of topics being covered. Constable Care presented to
the whole school on resiliency/bullying; a visiting historian
spoke about the history of the Ellenbrook and Aveley areas; a
variety of sporting specialist come in for AFL, hockey, rugby
and golf; the big band of Ellenbrook Secondary College
performed; farm animals in from the Agricultural Society;
the fire brigade; and Wendy Binks who is an author and
illustrator of children’s books who taught each child to do
their own illustration of one of her fictional characters and
talked through her story writing techniques.
Excursions: Excursions are an effective and wonderful opportunity for classroom teachers to allow
children to be exposed to learning opportunities outside of the school grounds. Over 2015, specific
groups went to the following: Our school captains and councillors went to a GRIP Leadership
Conference with student leaders from across the state. Our student leaders also enjoyed lunch at
Parliament House and went to both the Ellenbrook Remembrance Service and Combined ANZAC
Service at Woodlake as representatives of the school. Our Teacher of Indonesian, Ibu Yang took students
for a cultural excursion to the Indonesian Consulate where they were taught about many of the cultural
aspects of the Indonesia including music, art and dress. After this the same group were treated with and
Indonesian lunch at a restaurant before returning to school. Various classrooms went to the zoo and to
AQWA over the year. The year 6 students had a four day camp at Fairbridge Village near Pinjarra where
the children did rock climbing, archery, flying fox, obstacle course, bush walking, abseiling, making
damper and other fun activities.
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Challenges: To complement the academic challenges that children were presented with in class, children
are invited throughout the year to participate in mental and physical challenged through the Chess and
Draughts competitions, Interschool sports carnivals which cover cricket, AFL, soccer, netball, cross
country, athletics, and a fun carnival for year 6 students across the Ellenbrook collection of schools. The
years 5 & 6 students accepted a challenge to clean up the surrounding area of rubbish, and with the
support of Mr Alban who donated the skip bin and Stocklands who made a donation towards camp, the
children cleaned up areas of Aveley surrounding the school, park, lake and bushland.
Charities: In 2015 the Student Councillors coordinated two charity events to raise funds for the Royal
Flying Doctor Service where all the children and adults dressed up as doctors, nurses or patients and the
Loud Shirt Day for the hearing impaired. To support our sister school in Bali the SD 4 Kaba Kaba
school we were able to fund the purchase of a television for the school, the building of an English Library
room, stocking it with books and giving the school various sporting equipment.
APS P&C Association: We were also very lucky to have dedicated parents at the school who ran
numerous activities to raise funds for purchasing much needed equipment at the school. The P&C lead
these events through dress up days, Mother’s and Father’s Day stalls, Hot Cross Bun sales, sausage
sizzles at special events, involvement in the Multicultural event, discos and much more. We were also
fortunate to have a parent arrange for Maggie Dent to speak at a community event raising approximately
$13 000 for the school.
The ongoing support of all members of our school community throughout the year ensured the best
available opportunities were made available to all of our students.
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