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Ellenbrook Independent Primary School
Annual Report
2017
ANNUAL REPORT 2017 1 | P a g e
Index
Headmasters Reflections
Report from School Board Chairperson
Location
School Facilities
Review of Business Plan Targets - The National Improvement Tool
- Focus Area 1: An explicit improvement agenda
- Focus Area 2: Analysis and discussion of data
- Focus Area 3: A culture that promotes learning
- Focus Area 4: Targeted use of school resources
- Focus Area 5: An expert teaching team
- Focus Area 6: Systematic curriculum delivery
- Focus Area 7: Differentiated teaching and learning
- Focus Area 8: Effective pedagogical practices
- Focus Area 9: School community partnerships
Life
Long
Learning
ANNUAL REPORT 2017 2 | P a g e
HHeeaaddmmaasstteerr’’ss RReefflleeccttiioonnss
In our magnificent Swan Valley setting good things happen in terms of a quality education
delivered with care, high expectations and a commitment to building confidence in public
schools.
2017 has passed with many significant events creating a wonderful legacy for those who were
enrolled at Ellenbrook IPS. Early in the year we honoured our commitment to enhance the entry
to our school with a structure that reflects the values we strive to foster on a daily basis. As the
Chairperson of the Veterans’ Education Board I am only too aware of the sacrifices thousands of
men and women have made to ensure young people have the opportunities to learn in freedom
and harmony. Our Memorial Garden, though simple in structure, embodies the hope we need to
instil in our learners if they are to have the confidence to access the innovative programs at
Ellenbrook IPS and later in other learning settings.
Our Harmony Day celebrations held on Wednesday 29th March demonstrated to everyone how
our community comes together not just on special days but every day to proudly proclaim, ‘I am
Australian!’
Our classrooms are quiet and orderly places of learning. A key focus is the acquisition of skills
that will prepare our students to be highly literate and numerate. Our Ellenbrook Business Plan
2017 – 2019 notes our intention to constantly share professional knowledge with colleagues
and learn from best practice. This year Ellenbrook staff members attended learning sessions at
West Beechboro Primary and came away with ideas to further enhance our excellent spelling
and grammar results. There is always a healthy degree of reciprocity among high performing
schools and we like to think we too are included in this category as we share with colleagues the
best attributes of visible learning classrooms. In 2017 we trialled the Spelling Mastery program
initially through Advanced Placement courses and then due to considerable class teacher
interest through trials in classrooms. Both trials resulted in measurable lifts in student
performance and in 2018 the program will be implemented in all classrooms.
In November I welcomed approximately 50 parents of the 2018 Kindergarten intake to a
meeting where I outlined the vision for successful learning at Ellenbrook IPS. We are fully
compliant with all elements of the National Quality Standard and this gives our early learners
the best chance to build sound literacy and numeracy foundations in a welcoming, safe, and
supportive setting.
All of these activities and events could not be achieved to such a high degree without the
endeavours of a committed staff, a very active School Board and wonderful support from a
vibrant P&C Association. As we farewell another cohort of well-prepared Year 6 graduates from
the beautiful Belvoir Homestead may I thank everyone who contributed to a highly successful
2017.
Dr Neil MacNeill Headmaster December 2017
ANNUAL REPORT 2017 3 | P a g e
RReeppoorrtt ffrroomm SScchhooooll BBooaarrdd CChhaaiirrppeerrssoonn
This year following my election as Chairperson of the Ellenbrook School Board I
welcomed new members, Nicole Golding and Lyn Vickery who held positions for 2017
until the full elections in 2018.
In Term 1, 2017 I co-signed the Delivery Performance Agreement with Dr MacNeill. This
document is a guide to our school operations for the next three years.
It has been a productive year in terms of Board Training with Mrs Metcalf making
available Independent Public School Training modules for members to work though at
their own pace. There is ongoing support from the administration team to develop our
roles and a greater awareness of our Board responsibilities. Throughout 2017 we have
discussed such issues as roles, responsibilities, and decisions as well as the foundations
of an effective Board, Business Planning, managing risk and monitoring and reporting
school performance.
When we ran a School Board Effectiveness survey in Term 4, 2017 we were heartened
by the results in terms of member participation and knowledge of the Board roles.
In October the Board was presented with a PowerPoint presentation of 2017 NAPLAN
results and Dr MacNeill explained the significance of the results and the performance by
Ellenbrook students in comparison to like schools.
Our Business Plan notes our intention to continue to make the school a welcoming and
safe environment and much progress was made throughout the year. The Memorial
Garden has provided a wonderful entry to the school and in April it was the setting for
our Junior Primary Anzac Service, followed by other school events throughout the year.
The School Board was always updated with staffing plans and appointments and in July
we welcomed back to the Board Deputy Principal Danielle Lloyd who had returned from
parental leave.
In 2017, several Board members will conclude their terms and we will be seeking new
members. A sincere thank you to Anna Baker, Anthony Cain, Danielle Lloyd, Wayne
Ringland and Lyn Vickery. I urge parents and carers to consider placing a nomination as
this position is not only about supporting the school vision but ensuring every child
enrolled at Ellenbrook has the opportunity to take advantage of every program.
Maureen Tamsen
School Board Chairperson 2017
ANNUAL REPORT 2017 4 | P a g e
Location
Ellenbrook Primary School is in a rapidly growing suburb on the north eastern edge of
the Perth metropolitan region. Ellenbrook Primary School is the oldest, and most
established primary school of the schools in the Ellenbrook area. In recent years new
suburbs and subdivisions have called for the establishment of more schools including
Ellen Stirling PS, Aveley PS, Ann Hamersley, Malvern Springs PS, Arbor Grove PS and
Brabham expected to open in 2020.
School Facilities
The buildings are set in spacious, attractive grounds with adjoining public recreation
areas and a shared oval. Classrooms set in Learning Area Blocks cater for students from
K-6. In 2016 we embarked on a significant project to enhance school facilities. Many
grassed areas were expanded by removing fencing partitions and sand pits were
renovated. During 2016 two new transportable classrooms were added to the existing
transportable facility adjacent to the oval. The gardens are a particular feature of
Ellenbrook PS with the Children’s Orchard offering an abundance of citrus fruit in
season. Many classes cultivate vegetable crops and areas in the Early Learning Block
were reconfigured to meet the requirements of the National Quality Standard.
A memorial garden at the entry to the school was designed and constructed in 2017.
This garden has become a strong feature of school operations. It is the scene of our
school ANZAC service and Remembrance Day events. In 2017, the Ellenbrook P&C made
a contribution via Government grant to the advancement of this area. The graduating
class of 2017 provided a mature lemon tree to stand behind the flag poles.
Original Wet Areas were gutted, and new tiling and cabinetry were installed.
Evaporative air conditioners were replaced, and large sections of the school were
painted. The undercover area was extended and attractive screening and benches added
for the comfort of guests.
Fantastic school wholly
committed to the
development of
each and every
student.
School Board Member 2017
ANNUAL REPORT 2017 5 | P a g e
RREEVVIIEEWW OOFF 22001177 BBUUSSIINNEESSSS PPLLAANN TTAARRGGEETTSS
SSHHAARREEDD WWIITTHH SSCCHHOOOOLL BBOOAARRDD
Focus Area 1: An explicit improvement agenda
The school leadership team is committed to finding ways to improve on current
student outcomes. This is reflected in an eagerness to learn from research evidence,
international experience and from other schools that have achieved significant
improvements.
• Successful visits by Ellenbrook staff to West Beechboro to observe delivery
techniques for Spelling Mastery – these observational visits resulted in
Ellenbrook staff making a commitment to collaboratively create year level daily
word chants, reviews, and warm ups.
• West Beechboro staff presentation of Spelling Mastery strategies at Ellenbrook
School Development Day resulted in 10 staff members volunteering to run a trial
in Semester 2, 2017. Staff committed to implementing Spelling Mastery
schoolwide in 2018.
• Presentations by Dr MacNeill and Deputy Principal Danielle Lloyd to Edith
Cowan Graduates at ECU – topics included induction into the teaching
profession, country service and cost centre management.
• In 2017, Ellenbrook IPS employed 3 Graduate teachers – mentorship by Senior
Teachers and Administrators to meet AITSL Proficient – Highly Accomplished
standards. All graduates offered contacts for 2018.
• Staff have benefited from Professional learning on mapping narrative work
samples on Brightpath (Assessment and Reporting software). In 2018 due to
staff interest this mapping will be implemented K-6.
• Involvement in Fogarty Foundation research – findings and statistical analysis
listed below.
• Strong focus on Literacy and Numeracy in early years with explicit teaching of
concepts and collaborative planning of work segments.
• Continued commitment to Professor John Hattie’s evidence-based study into the
factors which improve student learning. Ellenbrook maintains its focus on
positive teacher student interactions as the most important factor in effective
teaching.
ANNUAL REPORT 2017 6 | P a g e
• Grammar sessions conducted with all staff, lead by Dr Neil MacNeill in weekly
staff meetings. This was established to enhance staff understanding of the
complexities of the English language. Topics include: Subject Verb Agreement,
Dangling Modifiers and Antecedent Pronouns.
National Quality Standards
Ellenbrook K-2 teachers jointly reflected on current programs and practice in relation to
each of the seven Quality Areas. The Guide to the National Quality Standard provided
detailed information on quality areas, standards and elements assisted decision making.
QA1 Educational program and practice G - Met element
QA2 Children’s health and safety G - Met element
QA3 Physical environment G - Met element
QA4 Staffing arrangements G - Met element
QA5 Relationships with children G - Met element
QA6 Collaborative partnerships with
families and communities
G - Met element
QA7 Leadership and service management G - Met element
These standards were considered in conjunction with the Ellenbrook Business Plan
2017-2019 and staff complied a summary of strengths that noted clear connections to
school priorities and planning. For example: QA 2
Ellenbrook IPS Business Plan Target: The school climate focuses on wellbeing of
students and is promoted with specific programs and monitored in an ongoing
manner.
• The Health and wellbeing of students is monitored with all students completing the
Child Protection training in Semester 2, 2017.
• ACER Social and Emotional Well Being Survey administered to Year 2 and Year 6,
Term 4. (see results on page 31-32)
ANNUAL REPORT 2017 7 | P a g e
• Building and Grounds plans include improved aspects to K-2 facilities: refurbished
sandpits, bike track extension, installation of interactive whiteboard for Kindy classes.
• Early Learning Centre fully compliant with wheelchair access, automatic doors, and
toilet facilities- staff member who uses a wheelchair chair able to move freely about the
Early Learning Centre buildings and grounds.
• Clear well documented policies in place for student medication and storage of
medicines.
• Staff professional learning covers CPR, Anaphylaxis, Asthma, Epilepsy, and general
playground injuries.
Focus Area 2: Analysis and discussion of data
There is evidence that the principal and other school leaders view reliable and
timely student data as essential to their effective leadership of the school.
There is a documented Business Plan and timetable for the annual collection of
data on student achievement and wellbeing (NSIT).
• Business Plan timetable for collection and analysis of data adhered to with staff
involved in the analysis and responses to data.
• Analysis of NAPLAN, PAVe Project, UK Phonics Testing, Pre Primary and Year 2
On Entry, PEAC and ACER assessments. Results presented to staff, parents and
School Board as well as plans for improvement.
• Introduction of Brightpath tracking for narrative student samples – this is a new
strategy trialled in 2017. All staff will be involved in 2018 with comprehensive
professional learning offered to newly appointed teachers.
• Bullying data as per the PAVe Project – responses included additional meeting
areas for senior girls, Protective Behaviour Incursion for Years 1 -6.
• ACER Well Being Survey completed by Year 2 and 6 students.
• School Board Effectiveness Survey was shared with the School Board. Members
were heartened by the high levels of positive response.
ANNUAL REPORT 2017 8 | P a g e
School Board Effectiveness Survey Graphs:
ANNUAL REPORT 2017 9 | P a g e
PAVe Project 2017
In 2017 Dr MacNeill received the report by Macquarie University Sydney Australia on
our participation in the PAVe Project which is focussed on: Preventing Anxiety and
Victimisation through education.
Fogarty EDvance’s school improvement program is a 3 year whole school program for
schools in disadvantaged communities, supporting school executive teams by building
leadership and management skills.
In 2017 the Foundation produced a document on Case Studies conducted in various
Australian schools. Ellenbrook IPS was featured in the publication.
Dear Neil
We would like to thank you and the staff at Ellenbrook Primary School for your
contribution to, and the students for their participation in, the PAVe Project in 2016. Your
time is greatly appreciated and has helped us to collect over 7000 students’ responses,
including 53 from Ellenbrook Primary School …
As you are aware, the aim of the PAVe Project is to evaluate the effectiveness of two
evidence-based approaches to support students who have been frequently targeted by
bullying in primary schools.
Student’s Exposure to Bullying Behaviour
Bullying was defined for students as when a person or a group of people deliberately do
things like:
• make fun of and / or tease someone in a mean and hurtful way;
• leave someone out on purpose or not allow him/her to join in; or
• Hit, kick or push someone around.
Note that being bullied involves repeated exposure to bullying behaviours (i.e. responses of
“it happened three or more times”), but any exposure to peer victimisation (e.g., “it
happened only once or twice”) indicates a risk for being bullied in the future. Overall, 12%
of students in the PAVe Project reported repeated exposure to victimisation in 2016
compared to 16% in 2015 and 19% in 2014. Further, 27% of children reported exposure
once or twice in Term 3 / Term 4, 2016. This same pattern of results was found at
Ellenbrook Primary School in 2016.
ANNUAL REPORT 2017 10 | P a g e
Types of bullying behaviour experienced
Students also reported on the different types of bullying they experienced. The percentages
of students who were exposed to each different type of bullying (one or more times) are
given in Figure 1. Being teased and excluded continued to be the most common
experiences of victimisation. Being avoided and experiencing physical bullying was less
common, and cyber bullying continued to be the least reported type of bullying in 2016 by
students in the PAVe Project. Students at Ellenbrook Primary School reported this same
pattern of victimisation experiences although a greater proportion of surveyed students
from Ellenbrook Primary School reported experiencing bullying over the internet or by
text (25%) compared to other schools in the project.
ANNUAL REPORT 2017 11 | P a g e
Ellenbrook staff members used the data to focus on areas that need attention and
reinforce the positive responses students made. The analysed data was discussed with
the School Board.
ANNUAL REPORT 2017 12 | P a g e
Focus Area 3: A culture that promotes learning
The school has clear strategies to promote appropriate behaviour – including
agreed responses and consequences for inappropriate student behaviour and the
school provides sufficient support for teachers to implement these policies.
• All ‘white slipped’ behaviour entered on Integris and tracked – breaches of
school rules result in students not accessing an end of term treat.
• 2017 analysis shows a significant drop in reported breeches of school rules from
2016.
• Weekly assembly notices advise parents and students publically of expected
standards.
• Admin Team continues to act immediately on any student who prevents the
learning of others.
• School Board supports BMIS Policies and members comment on the high
standards of student behaviour.
Student Attendance and Engagement
Attendance
Ellenbrook Primary encourages 100% student attendance. Various incentives are on
offer to encourage all children to attend every day. Newsletter articles promote the
importance of full attendance and teachers track absences on a daily basis. Students
receive a certificate for 95% attendance and above at the end of each term. The charts
below show our current attendance trends from Semester 1, 2017 and Semester 2,
2017.
Ellenbrook student population numbers have seen a growth over the last few years due
to the opening of new housing estates in adjoining suburbs. These suburbs include
ANNUAL REPORT 2017 13 | P a g e
Aveley, Brabham and South Caversham. The graph demonstrates the increase in
enrolment trends.
Student Suspension
We have seen a dramatic reduction in the number of students suspended in 2017
compared to 2016. Strong classroom Behaviour Management has been widely
encouraged and supported from day one and this has helped to promote a culture that
values school and education. The Administration team is seeing less students being
referred to the office with white slips for behaviour and our teachers are more
confident to correct our low-level behaviours before they escalate.
2016 Suspension Data Overview
Students
Suspended
Students
Suspended %
Total Number of
Suspensions
Total Days
Suspended
Average Days
Suspended
21 3.1 45 70.5 1.6
2017 Suspension Data Overview
Students
Suspended
Students
Suspended %
Total Number of
Suspensions
Total Days
Suspended
Average Days
Suspended
8 1.1 15 19.0 1.3
ANNUAL REPORT 2017 14 | P a g e
Focus Area 4: Targeted use of school resources
The principal and other school leaders have introduced programs and strategies to
identify and address the needs of students in the school and are sourcing and
applying available resources to meet those needs.
• 2017 ICT audit revealed a considerable lack of hand held devices to enable
efficient responses to online assessments. Mrs Lloyd Deputy Principal conducted
a needs assessment that resulted in 2018 planning to procure an additional 30
IPads. A Kindergarten interactive whiteboard was purchased to support explicit
teaching of phonics and research. P&C has offered support in 2018 to purchase
an additional 30 Ipads.
• Following visits to West Beechboro PS, staff were eager to trial Spelling Mastery
to lift student results. Resources were purchased to conduct the trial. All phases
of learning were included.
• Spelling Mastery was initially run as an Advanced Placement Program. Due to the
lift in student results the program quickly transferred to classroom trials and in
2018 will be implemented school wide.
• Prime Maths continues to be main resource for mathematics curriculum delivery.
Mathematics is a focus area that receives high priority and is underpinned with a
commitment to teach the concepts from Singapore Mathematics throughout the
school. All teachers are conversant with the program and students understand
the importance of fluency in mental maths as an important element of their
success. Parents are willing to fund the resources to implement the program.
• STEM Specialist appointed to promote use of digital technologies with a focus on
coding and robotics. School funds support resourcing.
• Khan Academy and Advanced Placement Courses cater for gifted and talented
students – Khan courses are available for at home use and are endorsed by the
school.
• Education Assistants trained to support classroom curriculum delivery and
assessment schedules – On Entry, ACER, Prime Maths, South Australian Spelling,
Waddington Reading Test and Phonological Awareness Testing.
• School Chaplaincy supported some at risk students but the program was
discontinued after Semester 1 – school will interview new candidates for 2018.
• Buildings and Grounds: Refurbishment of buildings and grounds development
continues to be an important aspect of school operations. In June 2017, we
received a Government grant of $20,000. These fund supported new elements of
ANNUAL REPORT 2017 15 | P a g e
the Memorial Garden and provided shade sails for the Early Learning Centre.
P&C funding also supported additional shade in the junior playground. Every
classroom was fitted with blinds to support the use of Interactive White Boards.
The undercover area had a sheltered room added to the rear of the venue to
provide more space for a seated audience.
• School Canteen refurbishment: This long overdue project was completed in the
July holidays and has made a significant difference to this P&C to run facility.
State of the art flooring, shelving and cooking appliances now ensure our
students have healthy food choices from a canteen that exceeds mandated health
standards.
• Year 6 Gift to the School: In May 2017 the graduating Year 6 students kindly
donated a magnificent lemon tree that was planted behind the flagpoles to
provide a lovely backdrop to the Memorial Garden. This tree will continue to
grow in strength and beauty and remind us of the wonderful contribution this
group of students made to Ellenbrook school life.
Focus Area 5: An expert teaching team
There is evidence that the principal and other school leaders see the development of
staff into an expert and coherent school –wide teaching team as central to
improving outcomes for all students.
• Skilled leadership by Danielle Lloyd (Deputy Principal) and staff members led
the Introduction of Brightpath tracking with a trial of narrative assessment in
2017.
My favourite part of
our school is getting
pencils from Dr
MacNeill for doing
good writing.
Ellenbrook Student 2017
ANNUAL REPORT 2017 16 | P a g e
• School wide commitment via after school workshops and school development
day presentations led to the planning for 2018 Literacy Blocks that include
prescribed warm ups and chants.
• Strong collaborative groups within the Early Learning Centre saw group
planning for K-P curriculum and introduction of explicit instruction programs.
• Strong K-2 monitoring of the National Quality Standard resulted in all standards
being met.
• Regular NQS Meetings held to ensure ongoing compliance with the elements.
• Collaborative Planning encouraged with the appointment of Junior and Senior
Phase Leaders to support the sharing of expertise.
• STEM focus supported with professional learning in coding from IT specialist.
Parents informed via a coding presentation to the School Board at a Term 2
Board Meeting.
• A STEM Advanced Placement Program was offered to Junior Primary students
with students responding to a series of construction challenges.
• After hours PL offered in writing Job applications, National Quality Standard,
Brightpath tracking, Spelling Mastery, word chants and warm ups.
• In 2017 we have continued our focus on Child Protection programs. In May every
student participated in an excellent protective behaviours school visit conducted
by a member of Child Protection PROTECTIVE BEHAVIOURS WA (Inc.) Staff
access resources from Child Safety Education, Training and Resources
www.protectivebehaviourswa.org.au as part of their Health and Well Being
programs
• Ellenbrook is a school that takes child protection very seriously and all staff have
been in serviced in Professional Boundaries and participated in a session
conducted by Standards and Integrity. It is a requirement that every staff
member has successfully completed the Department of Education on line
module: Child Protection.
ANNUAL REPORT 2017 17 | P a g e
• Mentor Teachers 2017
EIPS Business Plan 2017-2019 ‘Ellenbrook staff members are supported to become
highly accomplished teachers.’
Mentor teachers who received the Special Responsibility allowance led initiatives and
supported staff in school priority areas.
Focus Area 7 describes differentiated teaching and learning. Our school uses the Special
Education Needs (SEN) online tool for creating individualised and group education
plans to differentiate our teaching for children. An after-school SEN session was run to
support newly appointed staff. This session included how to identify students who
require an IEP, setting targets for lower and higher ability children and how to create
individual and group education plans.
Mentoring new staff to become AITSL highly accomplished teachers is a Business Plan
initiative. Mentors assisted staff with programming, NQS compliance, resource
acquisition, organising daily work pads, writing IEPs and GEPs, assisting with reports
and grade moderation, behaviour management, watching delivery of lessons, providing
feedback and day to day teacher conversations and advice.
Focus Area 6: Systematic curriculum delivery
The school’s Business Plan identifies curriculum, teaching and learning priorities
and requirements.
The Business Plan reflects a shared vision for the school and provides context for
delivering the curriculum as detailed in the SCASA approved curriculum and where
relevant system curriculum documents.
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: EENNGGLLIISSHH
The focus in 2017 was working with teachers to streamline their lesson times and
ensure a smooth coverage of all Literacy elements within a Literacy block. Teachers
were asked to review the delivery times of each session and consider the reduction of
session times to allow for shorter, sharper program delivery.
In Semester 2, teachers were introduced to the use of warm ups/ daily reviews to be
used at the beginning of Literacy Sessions. Warm ups are designed to review previously
Awesome teachers
and staff. My kids
have always adored
their teachers.
Ellenbrook Parent 2017
ANNUAL REPORT 2017 18 | P a g e
taught concepts through chanting and applying this knowledge in a short sharp session
guided by the teacher. Staff were in serviced at a 2017 July School Development Day and
further workshops were held after school to support staff with the creation of a warm
up. Warm-ups will be an essential component of all programs in 2018 as we have seen
performance growth in results in the classes that have been using warm up routines. In
particular, our spelling results have seen a measurable improvement in classes that use
warm ups and literacy blocks and were a part of our Spelling Mastery trial. Phonics and
Phonemic Awareness has continued to be a major focus in our Early Learning area with
our Kindergarten students and Pre-primary students developing speaking/listening
skills and phonic knowledge through explicit instruction.
Spelling
Spelling Mastery was trialled in Term 3, 2017 with positive feedback from all teachers
who participated. Spelling Mastery will be introduced for all classes Year 1-6 as of 2018.
Numerous teachers noted outstanding improvements in their end of year results and
were highly in favour of our school adopting Spelling Mastery.
This year 6 class snap shot of Semester 2 South Australian Spelling Test results is
indicative of the gains made by children in classes that trialled Spelling Mastery. Over
50% of these Year 6 students will enter High School in 2018 with spelling ages 4 years
above their chronological age.
Date: SEMESTER 2, YEAR 6
Year Level:
Names:
DOB Chron Age (Y.M) Raw Score/70
Spelling Age Age(Y.M)
16-Sep-05 12Yrs 1M 59 16+ 22-Jul-05 12Yrs 3M 51 14.4 23-Aug-05 12 Yrs 2M 42 11.2 14-Jan-06 11Yrs 9M 62 16+ 28-Jun-06 11Yrs 4M 60 16+ 28-Jan-06 11Yrs 9M 60 16+ 28-Jan-06 11Yrs 9M 62 16+ 02-Feb-06 11Yrs 8M 61 16+ 23-Aug-05 12Yrs 2M 57 16+ 03-Mar-06 11Yrs 7M 40 10.8 10-Oct-05 12Yrs 48 13.0 10-Oct-05 12Yrs 42 11.2 13-Apr-06 11Yrs 6M 55 16+ 05-Sep-05 12Yrs 1M 58 16+ 19-Apr-06 11Yrs 6M 48 13.0 03-Feb-06 11Yrs7M 30 ABSENT 10-Nov-05 11Yrs 11M 61 16+ 30-Nov-05 11Yrs 11M 48 13.0 20-Jul-05 12Yrs 3M 55 16+ 08-Oct-05 12Yrs 45 12.2 16-Oct-05 12Yrs 51 14.4 04-Nov-05 11Yrs 11M 43 11.5 05-Aug-05 12Yrs 3M 56 16+ 24-Oct-05 12Yrs 3M 52 14.1 19-Dec-05 11Yrs 10M 54 16+ 15-Mar-06 11Yrs 7M 62 16+ 07-Jan-06 11Yrs 9M 19 6.6 23-Feb-06 11Yrs 9M 58 16+ 03-Jun-06 11Yrs 4M 61 16+ 29-May-06 11Yrs 5M 61 16+ 27-Jun-06 11Yrs 4M 65 16+
Reading
ANNUAL REPORT 2017 19 | P a g e
In 2017, Years 1-3 trailed a new booklist text targeting reading comprehension
strategies called Reading Conventions. Due to its success, we will adopt this as our new
resource for reading instead of CARS and STARS for Years 1-6. The decision was made
to move away from CARS and STARS due to its heavy reliance on multiple choice
questions. The new text encourages responses to inferential and evaluative questions
that require students to add additional detail. There will be a strong emphasis to
maintain the teaching of the Reading Comprehension strategies associated with CARS &
STARS, however; teachers are encouraged to use a wide range of resources to help
support the explicit teaching of these strategies. Guided reading will also be used
alongside the explicit teaching of reading comprehension strategies.
NAPLAN English: Reading Target
2017 – 2019 Business Plan Target: Early childhood education is strengthened to ensure
the majority of stable cohort Year 3 students attain Band 2 or above NAPLAN Reading
results by age 8. (John Hattie 2016)
• The table below shows the number of students who reached each band.
• 70 students sat the assessment with 94% achieving Band 2 and above.
• The four students who scored Band 1 have been tracked and placed on
individual education plans for Semester 2. Student A, Student B was absent from
Australia for a lengthy period of time and is an EALD student now showing
sound progress. Student C recorded severe attendance issues and Student D
recorded severe category attendance issues.
• Our Business Plan target for the majority of Year 3 students to attain Band 2 or
above was met.
Band 1 Band 2 Band 3 Band 4 Band 5 Band 6
4 3 9 22 14 18
ANNUAL REPORT 2017 20 | P a g e
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: NNUUMMEERRAACCYY
NAPLAN Numeracy: Numeracy Target
2017 – 2019 Business Plan Target: Early childhood education is strengthened to ensure
the majority of stable cohort of Year 3 students reach Band 2 or above NAPLAN Number
results by age 8. (Hattie, 2016)
• 72 students sat the assessment with 97% achieving Band 2 or above.
• 2 students did not reach the target of Band 2. They have been tracked and
monitored and are on Individual Education Plans. Student A has recorded a
severe at-risk attendance pattern. Student A & B’s IEP focuses on the
development of key literacy and numeracy concepts as identified through
diagnostic testing conducted at the beginning of the school year.
• 1 student achieved Band 9 Numeracy which ensures Secondary Certificate
graduation.
• Our Business Plan target for the majority of Year 3 students to attain Band 2 or
above was met.
Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9
2 8 11 21 18 8 2 1 1
Students have good
opportunities to
establish advanced
literacy and numeracy
concepts.
Staff Member 2017
ANNUAL REPORT 2017 21 | P a g e
During 2017, teachers continued to consolidate their use of the Singapore based maths
program Prime Maths. Prime Maths instruct through problem solving and uses a
Concrete-Pictorial-Abstract approach where students are taught to ‘master’ concepts.
We have also continued the use of Elementary Maths Mastery and Junior Maths Mastery
as our whole school mental maths program. In 2018, our school will adopt the new
Prime AUS Version of the program for Years 1-3 and keep the current version for Years
4-6 until the new versions are rolled out across the upper grades.
In Term 4, our Year 6 students took part in a Numero Challenge at Ellenbrook
Secondary College competing against other local schools. We took four teams of four
students to the competition which was made up of students in our top maths class. Two
of those teams were placed in the advanced level competing against older year groups
with the other two teams participated in the level that was comprised of Year 6
students. Although we did not place in the top three at the advanced level, we placed 1st
and 2nd in the Year 6 level. This was an outstanding result for our school. The feedback
from our organising teacher was that our students were very well behaved, showed
great sportsmanship and thoroughly enjoyed the day.
ANNUAL REPORT 2017 22 | P a g e
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: SSCCIIEENNCCEE
Why is it important to learn Science?
Because Science is involved is just about everything. (Year 6)
We can save lives. (Year 6)
You can do fun stuff and you might want to be a scientist. (Year 1)
It makes you smart. (Year 1)
Because we get to learn: Your 5 senses, Biology, Chemistry, Physics, Earth and Space
and recycling. (Year 1)
The Science teachers at Ellenbrook Primary School are committed to delivering an up to
date and engaging Science program across K- Year 6 using the Western Australian
Curriculum. There are weekly one hour lessons with 21 classes attending the Science
room with the designated Science teacher and one PP class and Kindergarten classes
having Science lessons in their classroom.
The School Business Plan provides the framework for teaching Science at Ellenbrook
Primary School. The Science Power Points provide additional information and
demonstrations of our students’ work in Science.
Focus Area 1: An explicit improvement agenda
Science Rooms with a Science teacher in primary schools is a relatively new strategy in
Western Australia and with changes to system-wide testing such as Monitoring
Standards in Education comparative data is difficult to locate. However, our school uses
available research such as that provided by Hattie (2015 Visible Learning) to select
strategies that will improve the teaching to maximize student results. The Science
teacher continually accesses professional learning and in 2017 this included Woylies at
Whiteman Park, Science Teachers’ Association Annual Conference, Science Moderation
(SCASA) and Embedding the Across-Curriculum Perspectives. The Science teacher also
keeps up to date with journal and on-line articles including those from the
Australian/Western Australian Science Teachers’ Associations, ABC Science News and
SciTech (Particle Picks).
Focus Area 2: Analysis and discussion of data
The revised WA Science Curriculum for 2017 provided the opportunity to review and
modify teaching and assessment tasks to ensure that it allowed A grade achievement as
described by the Assessment Pointers and demonstrated high expectations of students.
The Year 1-6 Science teacher also attended a moderating session where student work
from local schools was assessed and found that judgments made in our school were
validated by the other moderators and against work samples provided by the
Department of Education.
ANNUAL REPORT 2017 23 | P a g e
Year 1-6 Science Grades
As in 2016, most Year 1-6 students are achieving at a satisfactory grade (C) and no students
were able to attain A grade. This could be due to the student’s abilities if they are working to
their full potential within the time frame accorded to Science. Further analysis of B and D
grades of 2016 and 2017 showed that there was a slight increase of B grades in Science as
Human Endeavour (26 students) and Science Inquiry Skills (17 students). There were 34 less
students who achieved a D grade in Science as Human Endeavour in 2017 than in 2016. This
was surprising given that the Science teacher felt that there was limited time to teach that
content adequately. There were 14 more students with D grades in Science Inquiry Skills.
This analysis could be improved by looking at the individual students who achieved these
grades and their circumstances. For example, attendance, time at this school, mixed year level
class and the activities to suit the needs of students.
Year 1-6 B Grades SHE and SIS Year 1-6 D Grades SHE and SIS
ANNUAL REPORT 2017 24 | P a g e
Focus Area 3: A culture that promotes learning.
On task behaviour is expected and supported. For example, as students enter the Science
room they view work and displays so that they are thinking about the current topic. Lessons
begin with review of content (warm ups) and then an introduction so that students know what
they have to do or learn. Accountability processes are always included for student tasks and
discussions to ensure that students remain focussed on the goals of the lesson. Anecdotally,
the behaviour of students in 2017 varied across classes. The most difficult classes to manage
in terms of behaviour and teaching the content were the 5 split classes. This was also a
concern in 2016.
Focus Area 4: Targeted use of school resources.
The budget was used to purchase equipment and materials in order for students to participate
in experiments, investigations and research. The student equipment requiring updating this
year included stopwatches, mirrors, hand generators and magnets. Additions to our resources
for teaching and learning included an animal kingdom specimens set and compasses. Our
application for the Rotary Magnifying Microscope Project was successful with the
Ellenbrook Rotary Club providing the school with 32 microscopes with 60X – 100X
magnification.
Focus Area 5: An expert teaching team
The Western Australian Curriculum, version 8.1 was implemented and reported upon during
Semester 1, as directed by the Department of Education for PP-Year 6. Science
Understandings in Physical Sciences, Chemical Sciences, Earth and Space Sciences and
Biological Sciences are reported on bi-annually and Science Inquiry Skills and Science as
Human Endeavour are reported in annually. The program for Years PP – 6 is based on the
Australian Academy of Science resource Primary Connections, which is recognised across
Australia as a high quality program and is continually being reviewed and improved.
Kindergarten teachers use the Kindergarten Curriculum Guidelines focussing on the Learning
Development Areas that are appropriate to Science (Identity, Connecting and Contributing
and Learning and Thinking).
The Science specialist and the PP Science teacher meet regularly to share student outcomes
and resources. Science Week, with the theme of Sustainability, was an ICT/Science
collaboration. Students shared their family’s re-using strategies enthusiastically, students
participated in library activities and Kindergarten classes visited the Science room and the
garden. The notional time allocation guideline for Science is 2 hours per week. Currently
students have an hour of Science per week, so this is an area our school needs to address.
Classroom teachers are provided with words and topics they can include within their
classroom programs. This year Early Childhood teachers were also provided with an article
about teaching students to use their observations in drawings.
Focus Area 6: Systematic curriculum delivery
The Science program for PP – Year 2 meets some of the National Quality Standard elements
including 1.1.5 Every child is supported to participate in the program, 2.3.2 Every reasonable
precaution is taken to protect children from harm and any hazard likely to cause injury, 3.3.2
ANNUAL REPORT 2017 25 | P a g e
Children are supported to become environmentally responsible and show respect for the
environment and all of elements in the Relationships with children quality area.
The outdoor garden area was extended and utilised most effectively in Biological Sciences
and Earth and Space Sciences topics. It helps to improve the physical environment within the
school.
Science as part of STEM at Ellenbrook Primary School includes the collection and analysis
of data (Mathematics), use of tools (Technology) and construction of models (Engineering).
Incorporating ICT has included use of the Interactive Whiteboard, cameras, the digital microscope and the digital thermometer. Focus Area 7: Differentiated teaching and learning. Differentiation continues to be a challenging area for Science as reported in the 2016 Annual Report for Science. However, it is possible to cater for some differences among the 21 classes as well as some individuals. Students are able to draw, write, make models and speak to learn and demonstrate their understanding in Science. Other effective strategies are outlined below and are drawn from Hattie (2009-2015). Area 8: Effective pedagogical practices. Advantages of having a designated Science teacher in the position for several years include a broad understanding of the content across the year levels, familiarity with resources and knowledge of the students. Microteaching is possible when students are working in their small teams and teachable moments are used during discussions and observations of students as they work. Interested students conduct their own research and experiments and are always keen to share back. Some students need more time than others to learn new concepts and peer teaching is used where possible so that the students who are able to “teach” others are reinforcing their own learning. Whenever reading information in Science, the Science teacher draws upon reciprocal teaching strategies to clarify the vocabulary and supports students to summarise the text using their own words. Feedback is provided verbally during lessons or when work is returned to students. Due to the number of classes, feedback on individual work is not always timely so peer and self-feedback is also used during class.
As part of the teaching, learning and assessment cycle, the Science teachers are
constantly finding areas to improve so that students have the very best chance of
learning in Science lessons.
ANNUAL REPORT 2017 26 | P a g e
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: SSTTEEMM
2017 has been a year of changes in Digital Technologies at Ellenbrook Independent
Public School (EIPS). It was the first new school year since the introduction of the
SCASA Technologies Syllabus and consequently the beginning of a far more targeted and
considered approach to teaching Digital Technologies skills and knowledge. Also, a new
Technologies Specialist Teacher in Pete Grantham was appointed following a limited
but promising stint in the role in 2016.
Throughout 2017 there has been a consistent focus on coding across all year levels 1-6.
This has seen students at EIPS develop coding skills through the use of coding
applications such as Lightbot and Kodable, and as well as several ‘unplugged’ coding
activities designed to develop an understanding of the logic embedded in coding.
Students have also been instructed, and developed skills in the use of several coding
languages including Logo, Scratch Jr and Scratch.
In the second semester students were also introduced to robotics through the use of
Edison and Ozobot robots. While gaining an understanding of robotics as an
interdisciplinary branch of engineering and science that includes mechanical
engineering, electrical engineering, computer science, and others; it has also been an
opportunity to extend students coding skills into the real world as they created code to
control the behaviour of robotic hardware as opposed to the strictly software based
coding they had practised previously.
At the invitation of Dr MacNeill Technologies Specialist Teacher Pete Grantham
addressed the EIPS School board advocating for coding to be taught across all years in
place of a foreign language. Based on the arguments put forward during this
presentation, the EIPS School Board lobbied the Minister for Education the Hon. Sue
Ellery for this to occur. The bid was unsuccessful however and instruction in coding will
remain the business of the Technologies learning area for the foreseeable future.
In 2017 the EIPS P&C supported Digital Technologies with the purchase of twenty five
new iPads. With this significant increase in the schools iPad resources, it was decided to
distribute iPads in secure trolleys to the three Primary Blocks, so that at the
commencement of 2018 staff and students will have a bank of twenty iPads available for
use in each of the Red, Yellow and Blue blocks.
There is a growing appetite for embedding Digital Technologies across EIPS as a tool for
planning, teaching, evaluating and communication from staff and students. At the
request of Early Childhood staff, Pete Grantham presented a workshop on coding with
an emphasis on iPad hardware and the coding apps Kodable and Scratch Jr for several
teaching and support staff.
Consideration was given to the use of SeeSaw as an online portfolio and school/parent
communication tool in 2017. As an enthusiastic user of the SeeSaw app, teaching staff
ANNUAL REPORT 2017 27 | P a g e
member Sinead Scally presented two workshops to interested staff. As a result, several
teaching staff opted to trial the app. However, based on the information shared through
network relationships developed with technical support staff and Technologies
Learning Area teaching staff from other schools, it is likely that this function will be
filled by the Department of Education WA (DoEWA) ‘Connect’ resource from 2018.
In Term 3, Pete Grantham applied for round two of the Federal Government’s Digital
Literacy School Grants (DLSG) funding. The aim of the grant application is to fund the
purchase of digital learning resources and the formation of a digital learning library
consisting of class sets of digital hardware resources for use in lessons in any class and
any learning area. Included in the grant application was funding for professional
learning for teaching and support staff in the use of said resources. In this way, digital
learning resources would become the domain of all teaching and support staff and all
learning areas, thereby exponentially increasing the digital literacy of staff and students
across EIPS. Assessment of grant applications by DLSG is ongoing at the time of
writing.
Regardless of the success or failure of the DLSG grant application the vision of
embedded digital learning technologies at EIPS remains. Toward this end the purchase
of digital learning resources will continue in 2018. Teachers and Support staff will be
trained in their use with a view to implementation across years and Learning Areas. The
EIPS P&C have already committed to the purchase of more iPads and these will be
distributed as required between the various learning blocks. A ‘Tech Team’ of selected
senior students will be released form regular lessons once a week to monitor and
maintain iPads from Term 1 2018. The ‘Tech Team will restart, and monitor iPads to
ensure that necessary upgrades are installed and to identify faults. Technologies classes
will again be taught by Technologies Specialist Teacher Pete Grantham in 2018, with an
ongoing focus on extending coding skills for all students.
ANNUAL REPORT 2017 28 | P a g e
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: LLOOTTEE
In 2018, Year 3 students will commence learning Indonesian via Ketawa Online
Indonesian Language Program"
http://ecm.det.wa.edu.au/connect/resolver/view/IND3TL040/latest/index.html
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: PPHHYYSSIICCAALL
EEDDUUCCAATTIIOONN aanndd HHEEAALLTTHH
BLUEARTH Four days a week, the school day commences with Bluearth which comprises a short game component where the aim is to have as many children as possible actively moving at any given time, followed by two minutes of core movement. The Bluearth programme is run by student mentors under the supervision of the class teachers. The mentors are trained in core movement and taught suitable games in their Physical Education lesson time. We are constantly aiming to expand the repertoire of suitable games available to the mentors and this year, due to the excessive number of wet mornings, have also had to add more indoor games.
YEARS ONE AND TWO Students in years 1 and 2 began the year with ball control skills: – specifically, one hand continuous bounce (dribbling with the hand on the spot, in a straight line, alternating hands, and changing direction), dribbling with the foot, soccer passing, and rolling a ball with two hands. This was followed by throwing and catching skills – beginning with throwing underarm at a stationary target with a beanbag, then to a partner with a beanbag; and moving on to throwing at a stationary target then to a partner with a tennis ball; and finishing with overarm throwing and catching.
Positive School
Culture.
Staff Member 2017
ANNUAL REPORT 2017 29 | P a g e
Semester three featured the continuation of throwing and catching skills, followed by athletics carnival practice and locomotion which includes running, jumping for height, jumping for distance, and hopping. The following table shows the level of improvement from Semester one to semester two, taking into account all the skills learnt and practised.
YEAR ONE YEAR TWO
LEVEL Semester 1 Semester 2 Semester 1 Semester 2 A 3 1 3 16 B 24 36 31 54 C 55 41 51 19 D 8 0 4 1
YEARS THREE TO SIX During the year, the children were introduced to a variety of team sports. Term one focused on learning the skills of Cricket, including batting and bowling, and how to play Super 8 Cricket (modified children’s game). In term two the students learnt to play hockey, first practising the skills of dribbling, passing, trapping, and tackling. They then moved on to Australian Rules Football where they learnt the correct way to handpass, kick and mark a football and how to play a modified game of Australian Rules football. Football continued into term 3, the rest of which was taken up with athletics carnival practice and skills – long jump, triple jump, sprints, 200m, 400m and 800mraces, and throws – shot put and turbo-javelin; as well as practising all the team games for the carnival, which include leaderball and tunnelball amongst others.
YEAR THREE YEAR FOUR
LEVEL Semester 1 Semester 2 Semester 1 Semester 2 A 0 3 0 8 B 21 25 25 32 C 56 52 44 36 D 1 0 1 0
YEAR FIVE YEAR SIX
LEVEL Semester 1 Semester 2 Semester 1 Semester 2 A 0 5 4 12 B 22 36 41 46 C 51 34 47 33 D 1 0 2 0
ANNUAL REPORT 2017 30 | P a g e
SENIOR SPORT (Years 5 and 6) Term 1 was spent in preparation for the Interschool summer carnival, comprising cricket, tee-ball, League Tag, and tennis; and term 2 was preparation for the Interschool winter carnival which included the sports of netball, Aussie Rules Football, soccer, and Sofcrosse. Term 3 began with the faction cross country and the Interschool Cross Country Carnival, and after that it was all about athletics and the highlight was Ellenbrook IPS winning the shield at the Interschool Athletics Carnival. Athletics continued into term 4 with the Faction Athletics Carnival being held early in the term. For the last few weeks of term the year six students were busy with dancing, high school orientation, and other year six pursuits and the year fives enjoyed rotating around four different sports in ability groups.
In 2018, the Bluearth program will be reduced and sections of the school on a rotational
basis will gather in the undercover area Rhythmic movement and dance.
HEALTH
➢ During 2017, all students participated in Child Protection programs covering the
following topics:
Protective Behaviours: Developing skills for life Year 1 and 2
Protective Behaviours: Establishing skills for life Year 3 and 4
Protective Behaviours: Rehearsing skills for life Year 5 and 6
Students used this knowledge as a basis for classroom discussions and cross-
curricular activities.
A positive
environment for
students to thrive
in.
Staff Member 2017
ANNUAL REPORT 2017 31 | P a g e
➢ All students in Years 6 engaged in discussions focusing on Growth and
Development.
➢ Learn to be safe with Emmy and friends – Years 1-2 engaged in a series of
activities with a guest presenter from the organisation. Activities included
Feelings, Safe and Unsafe Secrets, The Hand of Safety, Early Warning Signs,
Public and Private Parts, Ok and Not Ok Times. Teachers guided their students
through the series of activities and allowed adequate time to explore the
concepts and ask questions.
➢ Buddy Classes have been established from PP-6. The classes meet with their
buddies to conduct activities together at least once a term as well as join
together to participate in Harmony Day celebrations.
➢ ACER Social Emotional Well Being Survey
The following graphs indicate that the tested cohorts (Year 2 & Year 6) varied
significantly between the year levels. The Year 2 students appeared to have a greater
sense of Wellbeing and optimism with 58.5% of Year 2 students having a High Level
of Social-Emotional Wellbeing compare with 32.9% of Year 6 students. However, in
the low level the statistical percentages were closer between the cohorts with Year 2
students 11.3% and Year 6 students 16.5%. It should be noted that this survey was
conducted in the final weeks of 2017 when Year 6 students were already expressing
some concerns about their transition to high school.
➢ In 2018, we will once again survey staff, students and parents using the School
Survey Tool https://www.schoolsurvey.edu.au
ANNUAL REPORT 2017 32 | P a g e
This is a good school 2 of
my children have
graduated and are
doing well in advanced
secondary school
groups.
Ellenbrook Parent 2017
ANNUAL REPORT 2017 33 | P a g e
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: HHAASSSS
2017 saw Ellenbrook Independent Primary School incorporate Humanities and Social
Sciences (HASS) to its full capacity. This saw the school not only teach History and
Geography, but also Civics and Citizenship and Business and Economics. Our school
focus is to follow the Western Australian Curriculum and it was mandatory to
incorporate each strand of HASS as of 2017. The individual strands of HASS are as
follows:
➢ History and Geography are taught from Foundation to year 6.
➢ Civics and Citizenship is taught from year 3 to year 6
➢ Business and Enterprise is taught to year 5 and year 6.
Ellenbrook Independent Primary School sourced additional resources to assist in the
full implementation of HASS. The school also designed an excursion budget this year.
The budget allowed each classroom to receive $500 to put towards travel to a venue
that met the HASS curriculum for the classroom year level. It allows students to
experience an excursion each year at a reduced cost to families. This idea received
positive feedback and most classes used the funding to plan HASS related excursions.
With the school board supporting this budget, it will continue in 2018. In 2018, a
Career’s Day will be run to offer senior students the opportunity to consider a range of
employment options.
LLEEAARRNNIINNGG AARREEAA RREEPPOORRTTSS:: TTHHEE AARRTTSS
The Performing Arts lessons include Drama, Dance, Singing and Music. These four
elements are often done as exclusive lessons but sometimes, more than one element is
combined together, creating Musical Theatre. Each week at school assemblies, the
whole school performed a ‘Community Song’, which was often linked with other areas of
the curriculum or matched with a class assembly item. These Community Songs were
also performed at other times during the year, such as on ‘Harmony Day’.
Harmony Day was celebrated as a whole school music, dance and singing activity. In the
weeks leading up to the celebration day, the dances and songs were taught to the
students during Performing Arts lessons. This preparation culminated with the whole
school joining their Buddy Class on the oval and dancing and singing together.
During 2017, three extra-curricular programs were in place - a Dance Troupe, a Vocal
Group and a Musical Theatre Group. The students attended auditions to become
members of these programs and attended weekly classes. A variety of performance
pieces were choreographed, and the students rehearsed during lunchtimes and recess
My favourite part
of our school is
learning to do
new things.
Ellenbrook Student 2017
ANNUAL REPORT 2017 34 | P a g e
times. The skills of these students were showcased during the year, both to the wider
community and to the rest of the school during assembly times.
The first of these performance opportunities was a Showcase, which was held during
Term Two in The Performing Arts Theatre at Ellenbrook Secondary College. The
Showcase comprised of a variety of Dance, Vocal and Musical Theatre performance
pieces. The entire Showcase Troupe also performed to the wider community at other
times during 2017. These performances included singing Christmas Carols at the local
shops.
There is also an Instrumental Music program running at the school, which consists of
external instrumental teachers instructing a select number of students in various
musical instruments. The selection process for places in these lessons consists of a
Musical Aptitude Test. These students had the opportunity to perform to their parents
and the other students in the school during assembly at the end of Term Four.
To conclude, each Year Six student’s education here at EIPS, a production is performed.
The preparation and participation in this show incorporated all areas of the Performing
Arts curriculum and the shows were performed to a wide audience on stage in our own
school undercover area. The students that were uncomfortable with public performance
had the opportunity to be a member of the Backstage Crew. These students were
responsible for the lighting, sound and scenery during rehearsals and performances.
This incorporated each component of Performing Arts and ensures that all students felt
valued and had equal opportunity to showcase their skills that had been developed in
their six Primary years at EIPS.
ANNUAL REPORT 2017 35 | P a g e
Focus area 7: Differentiated teaching and learning
School leaders explicitly encourage teachers to tailor their teachings to student
needs and readiness.
• Advanced Placement Programs.
• School Plus students identified and placed on regularly reviewed IEPs
• PEAC students identified by DOE testing schedule. Students extended with Khan
Academy tasks in Maths and English
• Special Needs Education Support staff work on modified curriculum components
with groups of students. In 2017 students with special needs were able to
participate in the In Term Swimming program with the support of school based
EAs.
• Specialist programs are inclusive and allow every child to develop and
demonstrate competencies – speaking parts at assemblies, inter school sporting
teams.
Focus Area 8: Effective pedagogical practices
Clarity about what students are expected to learn and be able to do, high
expectations of every student’s learning, explicit teaching of skills and content,
individualised attention as required and timely feedback to guide student action
are key elements of the school’s push for improved teaching and learning.
• Performance Management meetings focus on the programs to be explicitly
taught - teachers communicate to students the intent of each lesson with clear
agreed outcomes. Reflection segments offer the opportunity to assess if goals
have been met.
• Seesaw / Class Dojo/ Connect provide timely feedback to parents with positive
feedback from parents about this style of communication.
• Individual Education Plans for students identified with deficits in English and
Mathematics. Parents involved in the compilation and monitoring of plans.
• Implementation of Daily Reviews across all classes to review previous taught
concepts.
ANNUAL REPORT 2017 36 | P a g e
• Collaboration in Phases of Learning ensures that students in year levels are given
consistent messages about expectations.
Focus Area 9: School- Community Partnerships.
The school has established one or more partnerships with families, local
businesses and/or community organisations with the express purpose of
improving outcomes for students. Partnerships have generally been initiated by
the senior leadership team and have their support.
EELLLLEENNBBRROOOOKK CCEELLEEBBRRAATTEESS 77 YYEEAARRSS OOFF TTHHEEIIRR OOZZ RREEAADD PPRROOGGRRAAMM
Right is the 2011 photo showing Ellenbrook Lion Ron Freestone receiving the very first set of books from Dr
Neill MacNeill and his Librarian, Jayne Moore, who does a fantastic job in ‘sourcing’ the books . In 2017 the
same stalwarts gathered to once more to offer schools this wonderful opportunity.
The Ellenbrook Community notes the passing of Mr Ron Freestone in 2017and is thankful for his
magnificent legacy of promoting in young children a love a literature.
In 2010 the Ellenbrook Lions Club was approached by the Headmaster of the
Ellenbrook Independent Primary School, Dr Neil MacNeill, with an idea which the club
took on with enthusiasm. The OZ Read Program involves: Assisting schools to provide a
culturally appropriate Australian literature program to students thus facilitating
students’ cultural development as Australian citizens. The project is underpinned by a
desire to ensure that important Australian literature is not lost to future generations.
ANNUAL REPORT 2017 37 | P a g e
The program provides books which represent Indigenous, colonial and modern
Australian literature. The program also encourages reading & literacy and has been
recognised by Lions International as well as the WA Department of Education.
The Lions Club representatives consider presenting the books at a school assembly is a
highly rewarding experience when they receive heartfelt thanks from students and their
parents. It has also been recognised by Ballajura Lions who adopted the program last
year and presented books to 5 primary schools in their area. They plan to continue it
this year. Since humble beginnings in 2011 with 6 schools, Ellenbrook Lions Club has
increased it to 14 schools this year. To date they will have donated over $15,000 back to
the community on this program alone.
• ANZAC Service: On Wednesday 5 April, 2017 we joined other schools in the region
to honour those who have served our country as members of Australian Defence
Forces. The Ellenbrook music specialist led the combined schools’ choirs in the
singing of patriotic songs promoting the values of Australia. The event was strongly
supported with parent and community attendance.
• Junior ANZAC Service: In 2017 the Junior School students had a very special ANZAC
Service in the newly constructed Memorial Garden. This structure formed in the arc
of the rising sun is an entry statement to Ellenbrook IPS. It signals to all who visit that
we are a school founded on the values that makes Australia such a great nation.
Rosemary bushes signify our eternal gratitude to those who answered the call to
defend our freedom. This year a Piper played hymns as the community placed
wreathes and rosemary sprigs at the base of the flagpoles. Dr Neil MacNeill a Vietnam
War Veteran delivered an address and several other returned servicemen accepted
an invitation to attend the service.
• Harmony Day: In 2017 the oval was a sea of orange and other vibrant colours as the
school community gathered to celebrate our cultural diversity and reflect on the
great Australian way of life. Dr MacNeill addressed the students and congratulated
them on the harmonious way they interact with one another. Many parents came to
the event as volunteers to support games and to lend their voices to the songs that
were sung.
• Bunnings has always been a strong supporter of the school and in 2017 parent plans
for a sensory garden in the Early Learning Centre received strong support from
Bunnings Ellenbrook.
• Government Grants: In August the Ellenbrook P&C supported the Memorial Garden
through a contribution from the Local Projects Local Jobs Grant. EIPS received
$20,000.00 which was used for shade sails, screening panels to the Early Learning
Centre and the Memorial Garden.
ANNUAL REPORT 2017 38 | P a g e
• Early Learning Centre ( ELC) - Kindergarten Information Session
This year was the first year a public meeting was held and addressed by Dr Neil
MacNeill. Parents gathered in the school library and were provided with information
about Ellenbrook programs and processes. The revised Kindergarten Handbook, based
on the National Quality Standard elements, was distributed at this event. The meeting
was very well attended by approximately 50 members of the community. A PowerPoint
presentation compiled by Deputies Jeanette Metcalf and Danielle Lloyd, informed
parents of important points to ensure the smooth introduction of their child into the
public school system.
In 2017 our ELC continued to develop with significant refurbishments to buildings and
grounds.
Inspirational
Leadership
Staff Member 2017
ANNUAL REPORT 2017 39 | P a g e
ANNUAL REPORT 2017 40 | P a g e
SSttaaffff,, SSttuuddeenntt aanndd PPaarreenntt AAffffiirrmmaattiioonnss
I feel comfortable
to learn from my
mistakes.
I smile every day I
come to school.
My grandchildren
love this school and I
enjoy bringing them
here every day. Seeing my students
every morning,
happy and eager to
learn is a fantastic
way to start a day!
Most people know
one another and we
cheer each other on
in sports. It is refreshing to work
among such enthusiastic
colleagues, in such a
collaborative
environment.
The enthusiastic nature of
the staff at EIPS allows
teachers to collaborate on
a regular basis, to provide
our students with a quality
education.
Dr MacNeill is always
available each morning
and afternoon to greet
parents and ask about
the well-being of my
child.
Ellenbrook Student 2017
Ellenbrook Student 2017
Staff Member 2017
Ellenbrook Grandparent 2017
Ellenbrook Student 2017
Staff Member 2017
Ellenbrook Parent 2017
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