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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

4:

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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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