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BRENTWOOD PRIMARY SCHOOL

2014

SCHOOL REPORT

The following 2014 School Report is intended to be a summary of the school‘s achievements over the past year, as well as providing directions for the future. It contains information about the school, student and school achievements. Principals, in collaboration with school staff are required to undertake self-assessment that results in judgements about the standards of student achievement and the effectiveness of school processes in maximising student achievement. The 2014 school year has been one of many achievements and change. All of which have been possible due to the hard work of a dedicated staff as well as the assistance from a supportive school community. The sense of community that exists between parents, staff and students is a real feature of Brentwood Primary School.

Although it is time to reflect on our achievements, it is also the time to look forward to 2015 and beyond.

The School and its Community: Brentwood Primary School is situated approximately 12 kilometres south west from Perth and 9 kilometres east of Fremantle. The school opened in 1956 and services an area bounded by the Kwinana Freeway and Bullcreek to the east, Leach Highway to the south, Riseley St to the west and Coomoora Rd to the north. Brentwood is a Level 4 primary school. Student numbers continue to remain steady with 343 students enrolled in 2014 and 330 at the start of 2015. In 2014, we had 14 classes including Kindergarten and Pre Primary. Our student‘s families are represented from six continents and 27 languages are spoken within the family groups.

Brentwood is a caring, child-centred school with a commitment to providing a quality education in an inclusive, caring, supportive and stimulating learning environment. Teachers are focused on actively encouraging children to develop the essential knowledge, skills, understanding and confidence necessary for them to succeed in life. We provide a comprehensive range of appropriate programs and learning opportunities to motivate and engage students. A strong emphasis is placed on the pastoral care of students, enhancing student achievements in Literacy, Numeracy and also the use of Information and Communication Technologies across the curriculum. The school uses a cyclical process of reviewing and planning with leaders, School Council and all staff involved. Allied to this process, the school has adopted a ―continual improvement‖ philosophy and aims to focus on and address any areas of need in performance or operation that require support.

Brentwood values maximum attendance by all students. The overall attendance data for 2014 was 93.2% compared with WA Public Schools average of 92.1%. It was pleasing to note that Year 3 attendance was at 96% and Year 5‘s at 95%. The Enrolment Trends for Brentwood can be seen in the chart on this page. The local community and parents are most supportive and are actively involved in the school and its learning programs. There is widespread parental involvement in classroom learning programs, the library, uniform shop and the canteen. We enjoy good attendances by parents at sport carnivals, annual concerts, parent assemblies, P&C events and open nights. The School Council is actively involved in all aspects of school planning processes and the monitoring of our performance. There is strong focus on excellence.

Index of Community Socio-Educational Advantage (ICSEA)

School ICSEA value 1096

Average ICSEA value 1000

Data source Parent information

Distribution of students

Bottom quarter

Middle quarters

Top quarter

School Distribution

8% 13% 29% 50%

Australian Distribution

25% 25% 25% 25%

http://www.myschool.edu.au/AboutUs/Glossary#G2

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Our decision making processes were influenced by the Department of Education Strategic Plan for WA Public Schools document, Focus 2014, guidance from the School Council, suggestions from parent surveys, input from the very active P & C and student needs identified in our comprehensive monitoring and review of school and student performance. Overview of Brentwood Primary School School Ethos: To ensure that the students from Brentwood Primary School develop the understandings, skills and attitudes relevant to individual and society‘s needs, thereby enabling them to fulfil their potential and contribute to the development of our society. This will be through an educational programme that pursues excellence and relevance, promotes equality of educational opportunity and caters for individuals and groups with special requirements. Our School Vision: We want to develop an environment where:

We strive for Excellence – We set standards of excellence and strive to achieve them as individuals and as members of our learning community so that we are equipped to effectively deal with the opportunities and challenges we will encounter in our lives.

We are encouraged to be enthusiastic about learning, in a safe and supportive learning environment.

We respect Ourselves and Others – We recognise the unique potential of all students and are dedicated to achieving the best possible outcomes for each of them.

We display Civic Responsibility – Our relationships are based on mutual trust and respect and we accept responsibility for our actions in society.

We respect the Environment – We support and respect our environment through reduce… reuse … and recycle practices.

We have motivated and capable teachers, who feel valued and supported by the school community. Our Teaching and Learning Principles:

Opportunity to Learn: Learning experiences enable students to observe, understand and use the processes, concepts, skills and values expected of them.

Connection and Challenge: Learning experiences connect with the students‘ existing knowledge, skills and values while extending and challenging their current ways of thinking and acting.

Inclusivity and Difference: Learning experiences respect and accommodate differences between learners.

Action and Reflection: Learning experiences are meaningful and encourage both action and reflection on the part of the learner.

Motivation and Purpose: Learning experiences are motivating and their purpose clear to the students.

Independence and Collaboration: Learning experiences encourage students to learn both independently and from others.

Supportive Environment: The school and classrooms are safe, inclusive and conducive to effective learning.

2014 SCHOOL PRIORITIES included:

Literacy – Implementing the Australian Curriculum

Mathematics – Implementing the Australian Curriculum

Science - Implementing the Australian Curriculum

History - Implementing the Australian Curriculum

Students dressup as their favourite literature character as part of school celebrations of Book Week 2014

Students perform their Edu-Dance routine at the 2014 ‗End of Year‘ Presentation Assembly

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Overall 2014 NAPLAN Results – Data collected from „My School‟ website

This table shows a snapshot of 2014 NAPLAN test results. It can be observed that Years 5 and 7 results were very encouraging. Year 7 results were outstanding across all five tests. Year 3 results were a cause for concern. This concern will be addressed during literacy and numeracy planning for 2015.

ENGLISH (2014 School Priority Area)

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them.

2014 Highlights

Year 7 results in NAPLAN English were outstanding when compared to Australian, WA and ‗Like‘ school means. See data on the next page.

Children‘s Literature Centre presented to Years 1-7.

Reading Eggs was used by teachers to encourage participation in reading from Gifted & Talented students to SAER (Students at Educational Risk) students.

Bug Club used to give more explicit instruction to younger readers.

Book Week displays celebrating Reading.

Ongoing library displays celebrating the enjoyment and love of reading.

Teachers used Department of Education Portal and WA Schools Curriculum & Standards Authority (SCSA) resources to prepare students for NAPLAN testing.

Teachers developed their understanding of analysing NAPLAN data through professional learning to plan for 2015.

EAL/D (English as a Second Language/Dialect) support teacher allocated teaching time to support students and classroom teachers.

AIEO (Aboriginal & Islander Education Officer) implemented further support for indigenous students.

At or Above Australian schools‘ mean

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Multilit program continued to support SAER students.

Teachers and students made effective use of Interactive Smartboards in support of literacy learning.

Teachers used Australian Curriculum English resources for planning, teaching and assessment.

Consolidation of usage of iPads to assist in literacy to engage and motivate all students. Observations and Data Analysis

2014 English School Operational Plan Targets: Target 1: In 2014, all teachers will plan, teach and assess using the Australian Curriculum in English: Achieved. Target 2: Year K – 7 students use structured frameworks and checklists to support their writing, competently writing ―Persuasive texts‖ and ―Narrative texts‖, according to their ability level: Achieved. Target 3: An increase in the number of students in years 3, 5 and 7 above the National Minimum Standard & in higher levels, aiming for 90% of students within the top 80% tested in Reading, Writing and Grammar. Achieved by Year 7 cohort, not achieved by Years 3 and 5. Average percentage achieved for Years 3 and 5 was 76%. Target 4: Reduce the number of students At or Below National Minimum Standard by 20% of that cohort size. Aiming for 95% of students At or Above National Minimum Standard. Achieved in 8 of the 12 tests. Year 3 Reading (90%), Year 5 Writing (93%), Years 3 and 5 Grammar and Punctuation (91% and 93% respectively). These results are close to target. Target 5: PP students to be able to read & to write 3 sentences by end of PP: Not achieved. Not all students but many did achieve this target.

Reading

Results are very encouraging for Years 5 and 7 with the school tracking ‗at‘ or above ‗Like‘ schools. It is noted that compared to previous years, 2014 Year 3 results did not match the high scores achieved previously. Teachers will investigate NAPLAN and Best Performance data along with their own assessment data to identify areas of weakness. These will become focus areas for Pre-Primary to Year 4 during 2015.

Spelling

Year 7 results are very pleasing when compared to ‗Like‘ school and Australian means. As with Reading, there is a mismatch in the NAPLAN Spelling score for 2014 Year 3‘s compared with previous years and to a lesser extent, for Year 5 also. Interrogation of all data is required to identify specific areas of weakness so strategies can be developed for 2015 to arrest this decline.

Writing

Again excellent results for Year 7. A gradual decline in the NAPLAN Writing score is seen in the Year 5 results since 2012. Year 3 results have not equalled previous years with a significant gap between Brentwood and ‗Like‘ schools.

Grammar and Punctuation

Excellent results for Year 7. As noted in Writing there has been a two year decline in Year 5 NAPLAN Grammar and Punctuation scores. After a two year period of growth in Year 3 NAPLAN Grammar and Punctuation scores, this was not maintained for 2014.

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Student Progress and Achievement in English It is pleasing that six of eight NAPLAN student progress and achievement results compared to ‗Like‘ schools show high progress/high achievement of Brentwood students. Year 5 to 7 (2012-2014) results are better than the Year 3 to 5 (2012-2014) with all four testing areas in the top right quadrant (High Progress/High Achievement), see chart to right. In Year 3 to 5 Spelling students have made good progress but their achievement is lower than expected. Year 3 to 5 Grammar and Punctuation is a concern, showing lower progress and achievement than expected when compared to ‗Like‘ schools. Future Directions and Strategies

2015 Targets: Target 1: During 2015, all teachers will plan, teach and assess using the Australian Curriculum in English. Target 2: Years K – 6 students use structured frameworks and checklists to support their writing, competently writing ―Persuasive texts‖ & ―Narrative texts‖, according to their ability level. Target 3: An increase in the number of students in Years 3 and 5 above the National Minimum Standard. 80% of Year 3 students will be Above the National Minimum Standard in Reading, Writing, Grammar and Spelling. 90% of Year 5 students will be Above the National Minimum Standard in Reading, Writing, Grammar and Spelling. Target 4: During 2015, all teachers will provide students with year level appropriate instruction on phonemic awareness, phonics, fluency, vocabulary and comprehension. Target 5: PP students to be able to read & to write 2 sentences by end of PP.

Continue refining of a whole school Literacy plan for completion by end of Term 1 2016.

Teachers will expose students to explicit teaching of persuasive and narrative writing during 2015.

Years 4 and 5 teachers will need to focus part of their Literacy program on ‗Grammar and Punctuation‘.

Continue to build capacity of staff skills and knowledge in use of phonics.

Continue with the use of Bug Club and Reading Eggs resources.

Continue with the use of iPads in the provision of Literacy activities.

Continue using SAIS (Student Achievement Information System) data and ‗Best Performance‘ data as a resource to analyse data and target teaching.

Implement ―Letters and Sounds‖ (K-3) and ―Words Their Way‖ (Years 3-6) developmental spelling programs during 2015.

K/PP focus reflecting the 2014 Online Entry Results: Continued greater emphasis to be placed on the development of speaking and listening skills.

NAPLAN: Additional support for students in the bottom 20% with the aim of moving into higher bands in their relevant year levels. All students at risk of not achieving above the National minimum of NAPLAN to receive intervention via and Individual Education Plans. Support also provided for students who need extending.

Individual Education Plans (IEP): Continue to monitor student‘s progress through IEP documents, including SAER, EAL/D and TAGS(Talented and Gifted Students) students.

English as a Second Language/Dialect (EAL/D): Continued support for EAL/D students levelling and reporting against the EAL/D Progress Maps.

Collaboration & Moderation: Teachers will reflect on last years grades, collaborate and moderate with colleagues to make accurate judgements for report grades.

MATHEMATICS (2014 School Priority Area) Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

2014 Highlights 100% of all Year 7 students were ‗At or Above‘ the Australian National Minimum Standard (ANMS). 92% of Year 5 students were ‗At or Above‘

the ANMS. 98% of Year 3 students were ‗At or Above‘ the ANMS.

All Brentwood year group NAPLAN means were well above Year 5 and 7 ‗State‘ means. Year 3 was above.

On average 29% of Brentwood Years 3, 5 and 7 students achieved in the ‗expected‘ top 20% range of NAPLAN. Year 7 was a standout with 42% of all students achieving in the top 20%

A whole school Numeracy Plan was commenced during Term 1 and will be finalised by end of Semester 1 2015.

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Staff created a Brentwood ‗Beliefs About Mathematics‖ document outlining five cornerstones of teaching and learning Mathematics at Brentwood. This document also assists in a whole school approach.

The creation and delivery to teachers, of mathematical manipulatives containers containing a range of essential manipulatives, games, concrete materials and supporting guide books, that are permanently located in each classroom.

A number of Year 6 and 7 students received scholarships to local Catholic, Independent and State secondary schools and colleges based partly on their outstanding performance in Mathematics.

Students completed 4374 Mathletics curriculum units at an achievement of above 85%. On average, students now score 93.05% in curriculum activities. That‘s an improvement of 17.73% on student first attempts. A total of 459 achievement certificates have been awarded up till the end of August 2014.

Teachers are increasingly comfortable with and effective in their implementation of the Mathematics Australian Curriculum.

Observations and Data Analysis

2014 Mathematics School Operational Plan Targets: Target 1: All teachers will implement the Australian Curriculum Mathematics in conjunction with WA Schools Curriculum and Standards Authority to inform planning, learning and assessment: Achieved. Target 2: All students will learn and apply a variety of mental calculate strategies to support learning in mathematics: Achieved in most classes, some teachers need to be more consistent in providing students opportunities to engage with mental calculate strategies. Target 3: Year 3 – 35% in top 20%, 55% in Middle 60% and 10% At or Below National Minimum Standard: Not achieved Year 5 - from 34% in top 20% (in 2012) to 38%, 51% in Middle 60% to 52% and Bottom 20% drop to 10%: Not achieved. Year 7 - from 48% in top 20% (in 2012) to 50%, 52% in Middle 60% to 50% and Bottom 20% maintain 0%. A very high target that was nearly achieved. Target 4: All teachers will assess and moderate regularly in Mathematics and analyse this data, SAIS, NAPLAN and Best Performance data to inform teaching and learning: Achieved.

The graph to the right shows that our Year 7‘s performed very well with the school mean in excess of ‗Like‘ school means. Year 5 students have performed well to achieve near ‗Like‘ school means. The Year 3 NAPLAN Numeracy score has declined when compared with 2013. A steep increase in the 2014 ‗Like‘ schools mean scores compared to previous years is not reflected at Brentwood, maintaining a mean score near to the pre 2014 mean scores for ‗Like‘ schools. Brentwood – Gender Performance for 2014: Year 3 – Males were +0.45% above the overall Australian mean Females were +1.11% ― ― ― ― Year 5 – Males were +5.93% above the overall Australian mean Females were +2.56% ― ― ― ― Year 7 – Males were +14% above the overall Australian mean Females were +9% ― ― ― ―

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In terms of mean scores for the aspects of Mathematics, Years 3 to 5 2014 progress and achievement are high from the students‘ 2012 performance as shown in the graph above left. In terms of mean scores for the aspects of Mathematics, Year 5 to 7 2014 progress has reduced from the students‘ 2012 performance. However, achievement is high, as shown in the graph above right.

Future Directions and Strategies

2015 Targets: Target 1: All teachers will implement the Australian Curriculum Mathematics in conjunction with WA Schools Curriculum and Standards Authority to inform planning, learning and assessment. Target 2: All students will be taught and apply a variety of mental calculate strategies to support learning in mathematics. Target 3: 2015 NAPLAN targets: Note: 2015 Year 5‘s were Year 3‘s in 2013. Year 3: 25% BWD in top 20%, 65% BWD in middle 60% and 10% BWD in the bottom 20%. Year 5: 38% BWD in top 20% 52% BWD in middle 60% and 10% BWD in the bottom 20%. Target 4: All teachers will assess and moderate regularly in Mathematics and analyse this data, SAIS, NAPLAN and Best Performance data to inform teaching and learning.

Update the 2014 Mathematics-Australian Curriculum Operational Plan for 2015. Review achievement of targets and address deficit areas.

Teachers adopt the Australian Mathematics Curriculum Scope and Sequence charts to include all aspects of the Australian Curriculum Mathematics.

During 2015, continue to develop a Whole School Numeracy Plan to ensure a connected and consistent approach to mathematics teaching and learning K-6.

P-6 classrooms allocate an 80 minute numeracy block per day.

Teachers to engage students more explicitly with the language and vocabulary of mathematics. Teachers develop lists of mathematics based vocabularly appropriate to the year level they are teaching and the demands of the Mathematics Australian Curriculum.

Continue to update mathematics manipulatives and resources to ensure these are available to students to support their learning in mathematics.

Continue to promote the use of Mathletics at home and in school. Set student targets each term. Teachers set activities for students in support of class work. Teachers continue with professional learning during 2015.

Use EARS(Education Assessment Reporting Software) and Best Performance data to guide programs in support of SAER and TaGS students.

Teachers spend 10 min. per day to teach ‗Calculate‘ skills.

Staff to engage in action learning related to Australian Curriculum - Mathematics.

Engage children with ICT‘s to support learning in Mathematics, eg. Interactive Whiteboards, iPads and Mathletics.

Conduct student, parent and staff surveys of Mathematics during Term 3, 2015 to determine levels of satisfaction with teaching and learning Mathematics and the success of the 2015 Operational Plan.

SCIENCE (2014 School Priority Area) Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. We are implementing the three interrelated strands of The Australian Curriculum Science: Science Understanding (Biological Sciences, Chemical Sciences, Physical Sciences and Earth and Space Sciences); Science as a Human Endeavour and Science Inquiry Skills. Students are given opportunities to participate in hands-on, inquiry based activities and are encouraged to become critical thinkers and users of science in their daily lives. Science is integrated within other curriculum areas wherever possible.

2014 Highlights

Weekly lessons for all students (PP-7) with highly skilled specialist teachers who worked collaboratively to create learning programs and moderate assessments.

Continued implementation of the Australian Curriculum, one content area per term (Earth & Space Sciences, Biological Sciences, Chemical Sciences and Physical Sciences. Science as a Human Endeavour and Science Inquiry Skills are consistently woven through learning programs).

Reporting to parents within the Australian Curriculum.

Science Enrichment Group for 15 Year 4/5 and 15 Year 6/7 students. Dedicated activities 1 hour for each group per week. Learning program highlights included dry ice activities, ‗eggs‘ focus including visit from an egg farmer, designing and running tabloids for Junior Primary, Kitchen Chemistry on-line interactive program with Dr Rachel Sheffield from Curtin University of Technology.

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National Science Week Tabloids Day- Science Week – 100 PP and Year 1 participated in 7 activities over 100 minutes. Day was conducted by Student Science Enrichment Group offering outstanding peer teaching and leadership opportunities.

PP-Year 7 whole day excursion to Scitech Discovery Centre which motivated and engaged students.

Year 3-7 Water Corporation Microscopes Incursion.

10 students from Year 5 chosen to attend exclusive Applecross SHS Super Science 3 session program.

Collaborative planning with staff to create appropriate learning programs linking content areas of the National Curriculum in a classroom setting.

Professional Learning for all staff provided by the Science Specialist relating to the scope of the Australian Curriculum and use of planning and teaching resources.

Specialist teacher presented at Teachmeet WA Drop In Event at Scitech: ‗Using Living Animals In Your Science Classroom‘

Specialist Teacher attended STAWA(Science Teachers Association of WA) Primary Science Conference (1 day) and AISWA(Association of Independent schools WA) and Catholic Education Conference (1.5 days) learning in and planning for the Australian Curriculum Science, Scootle and whole school assessment principles.


2014 Science School Operational Plan Targets: Target 1: The Science Specialist and teachers will plan, teach and assess using the Australian Curriculum in Science using a ‗hands on‘ investigations approach: Achieved. Target 2: The Science Specialist will support Science providers as well as class teachers to develop familiarity with the content areas of the curriculum in order for them to reinforce science concepts in a cross curricular setting within their classrooms: Part achievement, more consistency across all teachers required. Target 3: Enhance the profile of Science and the enjoyment that can be discovered in Science activities: Achieved. Target 4: To improve the standard of student achievement in Science. 50% of students in each year level to achieve an A or B grades in semester reports Under 10% students be allocated a ―D‖/―E‖: Not achieved. 38% A & B grades, 11% D grade. Target 5: Science and class teachers to be able to easily access the required resources for science program: Achieved.

2014 Science, Semester 2 Report Grade allocations show that there is some variation when compared between Brentwood and ‗Like‘ schools. These results will assist teachers with moderation.

Grade ‗A‘ Grade ‗B‘ Grade ‗C‘ Grade ‗D‘ Grade

Brentwood Years 1 to 7

9% 29% 51% 11%

‗Like‘ Schools Years 1 to 7

8% 31% 54% 4.4%

Science Specialists from Brentwood PS and ‗Partner‘ PS from the Applecross Network engaged in a collaborative moderation process and used ACARA(Australian Curriculum, Assessment and Reporting Authority) and SCSA assessment tasks to create a Yr 4-7 ‗Investigating‘ common assessment task. The test as a tool and the student achievement was pleasing.

Whole School Average Mark for Investigating Assessment

Cohort Brentwood PS ‗Partner‘ PS

Year 4 15.1 14.8

Year 5 20.3 18.1

Year 6 25.1 24

Year 7 26 Did not complete

As can be seen, Brentwood students achieved higher results than the ‗Partner‘ Network school.


2015 Targets: Target 1: The Science Specialist and teachers will plan, teach and assess using the Australian Curriculum Science using a ‗hands-on‘ investigations approach. Target 2: The Science Specialist will support Science teachers as well as class teachers to develop familiarity with the Content areas of the curriculum. Target 3: Class teachers will increase their familiarity of the Content areas so as to plan and Report on these. Target 4: Enhance the profile of Science and the satisfaction that can be experienced through participation in Science activities. Target 5: To improve the standard of student achievement in science. 50% of students in each year level to achieve an A or B grade in semester reports and under 10% students be allocated a ―D‖/―E‖. Target 6: Science and class teachers can easily access the required resources for their science program.

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Continue Science Specialist role. Providing high quality Science Inquiry Skills teaching and learning program.

Improve teaching and learning of content knowledge (Biological, Earth and Space, Chemical and Physical Sciences). Classroom teachers take on the responsibility for teaching, assessment and reporting of content areas. Science specialist to focus on the ‗Investigation‘ strand.

Improve scientific literacy and vocabulary for all Science content areas.

Continue collaboration with other schools within the ‗Appletree‘ TDS Network.

Continue with collaborative moderation processes with Brentwood‘s ‗Partner‘ school.

Science Specialist to provide Professional Learning for all Brentwood staff and also providing support and resources to enable classroom teachers to consolidate Science conceptual understandings in the classroom.

Professional learning for specialist and classroom teachers in line with the needs of the Australian Curriculum.

Increase allocated Professional Learning time for staff including collaboration time, shared resources as well as planning time and common assessment/moderation.

Utilize the purpose built Science room for Science lessons and equipment storage.

Continue Science Enrichment program for 2015.

Build and maintain professional networks with Applecross SHS, Science Teachers Association of WA, local network of science and classroom science teachers and Scitech Discovery Centre.

Continue to provide meaningful incursion opportunities.

HUMANITIES and SOCIAL SCIENCES (2014 History – School Priority Area) The Society and Environment learning area develops students‘ understanding of how individuals and groups live together and interact with their environment. Students develop a respect for their history and cultural heritage, while developing a commitment to social justice, the democratic process and ecological sustainability.

2014 Highlights

Teachers continued to effectively implement Australian Curriculum - History across Years 1 to 7.

Teachers engaged in History moderation tasks so as to ensure a clearer understanding of grade allocations.

History Curriculum Leader attended several professional learnings and presented to the staff resources that were available, as well as, how to implement the Australian Curriculum History.

Use of Higher Order Thinking Skills and the use of varying ICT‘s to deliver quality programs.

Additional resources were purchased which were used successfully across the school. These included publications from Pearson and magazines from West Australian Newspapers. The newspapers were integrated into English programs in the middle and upper primary areas.

ANZAC ceremony for whole school was very well received by all visitors and students and staff.

NAIDOC Week – Whole school activities engaging students with commemorating Indigenous servicemen.

The school became a member of One World Centre. Teachers borrowed resources through their library system and attended PL.

History was integrated throughout the curriculum.


2014 History School Operational Plan Targets: Target 1: Teachers plan using Australian Curriculum and agreed Scope and Sequence chart: Achieved. Target 2: Teachers to use consistent ‗vocabulary‘ when teaching History: Achieved. Target 3: Collect resources to support planning and teaching of the History Australian Curriculum: Achieved. Target 4: To assess grade and moderate using the Australian Curriculum in History: Achieved. Target 5: Semester Report Grade allocations to improve by 10-20% from Semester 1 to Semester 2: Achieved.

2014 Science Semester 2 2014 Report Grade allocations showed that the grades at Brentwood are variable when compared to ‗Like‘ schools, especially in ‗A‘ and ‗D‘ grades. It is interesting to note that 7.2% of ‗Like‘ School students were not assessed. This is likely due to those schools reporting against WA Curriculum Framework and not Australian Curriculum. These results will assist teachers with moderation. See over for data.

Grade ‗A‘ Grade ‗B‘ Grade ‗C‘ Grade ‗D‘ Grade Not Assessed


17% 34% 40% 9% 0%

‗Like Schools‘ Years 1 to 7

9.4% 33% 43% 6.2%

7.2%

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2015 Targets: Target 1: Teachers plan using Australian Curriculum and agreed Scope and Sequence chart. Target 2: Teachers collaborate with Brentwood Music teacher in preparation for and conducting of ANZAC Centenary celebrations. Target 3: Social Sciences committee will investigate the Geography Australian Curriculum Target 4: Teachers to use consistent ‗vocabulary‘ when teaching History. Target 5: Collect resources to support planning and teaching of the History Australian Curriculum. Target 6: Teachers to assess and moderate using the History AC. Target 7: Semester Report Grade allocations to improve by 10-20% from Semester 2 2014 to Semester 1 2015.

History to be a school priority for 2015.

Focus student learning on Timelines.

Focus on ANZAC Day 2015 to commemorate the Centenary year.

Plan a whole-school celebration e.g. NAIDOC week (end of Term 2/beginning of Term 3) and WA Week.

Teachers continue to engage in whole-school History moderation tasks. Use samples from WA SCSA and Australian Curriculum to assist with moderation and student grade allocations.

Provide opportunities for Years 4-6 students to achieve higher grades. The use of rubrics would provide students‘ knowledge of what is expected to achieve at each Grade level.

Investigate the use of collaborative meetings with colleagues from surrounding schools regarding the Australian Curriculum – History.

Celebration of other cultural events e.g. Chinese New Year, Harmony Day.

Investigate and purchase new History resources as required.

THE ARTS

In ‗The Arts‘ learning area students develop creative skills, critical appreciation and knowledge of artistic techniques and technologies in dance, drama, media, music, visual arts and combinations of art forms. The Arts develop students‘ sense of personal and cultural identity and equips them for lifelong involvement in and the appreciation of the arts. Music Students from Pre Primary to Year 6 attend a weekly one hour music lesson with a Specialist Music Teacher in a well resourced, dedicated music/performance room. The classroom program is based on the Kodaly and Orff Methods, which encourage singing, saying, moving and playing which creates a sound basis for music literacy covering all musical elements. All aspects of the music curriculum are covered - *Arts Skills and Processes, Art Ideas, Arts in Society and Arts Responses. The program is cumulative, with students building on their skills each year.

All classes have performance opportunities throughout the year. Each class presents an assembly to the whole school, parents and wider community. Years 2 and 3 perform at the South Metropolitan District Sing Fest! in May. All students in Years 4-6 have the option to become a member of the Brentwood Primary School Choir which performs at the WA Primary School‟s Massed Choir Festival in September each year. Select year groups perform at Music Count Us In at the Perth Cultural Centre Amphitheatre.

Instrumental tuition is offered via The School of Instrumental Music; violin for Years 3 to 5 and beginner guitar in Yr 5 and 6. These students are encouraged to attend ensembles and orchestras at the local high schools as well as providing accompaniment for the Choir at school events such as the ANZAC Day Service.

Music 2014 Highlights The music program was very proactive in creating whole school and community links.

This begins each year with the ANZAC DAY Service. Invitations were extended to the local MP –Dr Dennis Jensen – Member for Tangney and wider community. The service was conducted according to the Department of Veteran‘s Affairs Guidelines. The whole school is taught protocols and history (aligning with the Australian History Curriculum) and is compered by the student leadership group.

MusicFun@Brentwood – Music for Fun, Music for Learning was established by the Music Specialist along with the School Chaplain to provide a friendly, caring

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environment where children can develop their skills and enhance their early learning experiences through the use of music, rhyme, rhythm and movement. Each session covered pre literacy and numeracy skills, along with gross and fine motor activities. Parents are encouraged to enjoy morning tea after the session and create new friendships.

Musica Viva in Schools Program provided the students with a personalized concert performance. ‗Tetrafide‘ was an energetic percussion ensemble which has performed with symphony orchestras and at drumming and community festivals around the world. ‗Tetrafide‘ invited Brentwood students to hear, create and find out what percussion is all about.

A Brentwood Year 6 student auditioned and was selected to fulfill the role of Soloist for the WA Primary School‟s Massed Choir Festival. The Music Specialist offers ‗vocal coaching‘ to aspirants during lunchtimes in Term 2.


Achievement data for Music is gathered from Student‘s School Reports, Semester 1, 2014. These results will assist our Music specialist teacher with moderation.



22% 41% 33% 4%

Like Schools Years 1 to 7

7.3% 37% 53% 1.5%

Student successes: One student was accepted into the GATE(Gifted and Talented Education) Program at Perth Modern School where they will all continue their music studies which they began with SIM(School of Instrumental Music). Two students were offered placements in the ‗Musical Theatre‘ program at John Curtin College of the Arts for 2015. 98% of Brentwood SIM students continue instrument in secondary school or remain with the Music Program and move to another instrument.

Choir numbers have continued to increase annually from 35 in 2008 to 92 in 2014

Ongoing support from P&C for the purchase of choir shirts and vests, as well 35 ukeleles.


Maintain/continue music program.

Music program is ‗choral‘ based (Kodaly method) with some percussion to Year 3. Year 4 – skills transference to recorder and Years 5 & 6 (2015) Ukulele to be introduced.

Continue the use of technology in the music program – ipads, IWB(interactive whiteboard) interactive learning. PL for teachers.

Purchase enough tuned percussion instruments for each student.

Continue a skills based classroom program to support the SIM program.

Continue choral program and expand performance opportunities.

Additional opportunities will be made available to interested students at before school, at lunchtimes and after school:- Yr 4 Ukulele group, Yr 5/6 Ukulele group, Yr 5 Jam Session, Yr 5/6 Vocal group and Yr 4-6 Choir

Additional budget allocation for Australian Curriculum resources – in particular Aboriginal and Torres Strait Islander as well as Asian music materials.

Visual Arts Brentwood Primary School has a Specialist Visual Arts teacher one day per week. The students have access to a purpose built art room to facilitate high quality participation in all aspects of the visual arts curriculum. In all, there are four classes that have this opportunity. The remaining children in the school are taught by their class teacher but also have access to the art room, its materials and tools. All aspects of the art curriculum are covered—Art Skills & Processes, Art Ideas, Arts in Society and Art Responses.

Visual Arts 2014 Highlights

Displays in school foyer all year round for others to enjoy. Staff receive positive comments from visitors about the quality of work on display.

Contributions to ANZAC and Graduation backdrops.

Contributions to class assembly items.

A visiting ‗Artist in Residence‘ from Curtin University worked with the graduating classes to produce artwork. The project involved the children designing an image of themselves to replicate in clay which was then fired in the school‘s kiln and painted.

Access to a variety of media including but not limited to clay, paints, drawing tools, and a variety of craft material.

Visual Arts Awards for Year 6 and 7 students.

Classroom art displays assisted in creating a positive learning environment that recognises student achievement.

Observations and Data Analysis Achievement Data for Visual Arts was collected from Students School Reports, Semester 2, 2014. These results will assist the Visual Arts Specialist teacher and class teachers with moderation. See over for data.

12



16% 33% 47% 4%


7.5% 37% 53% 1.4%

Entry to Therapy Focus ‗Help a Child Grow‘ Art Competition– one finalist from Brentwood.

Art Scholarship at Applecross SHS – One Year 7 student for 2014.


Maintain visual arts program with art specialist.

Further developing a partnership with Curtin University by applying for the opportunity to gain the expertise from an artist in residence.

Continue entering art competitions to uplift the profile of visual arts in the school.

Create more permanent art works to feature around the school eg. Mosaic pavers/bench seat added to the peace garden, murals on blank walls, etc.

HEALTH AND PHYSICAL EDUCATION Health and Physical Education provides students with an understanding of health issues and the skills needed for confident participation in sport and recreational activities. This enables students to make responsible decisions about health and physical activity and to promote their own and others‘ health and well-being. 2014 Highlights

Qualified Physical Education Specialist provides knowledge and skills.

Students actively engaged in a formal physical education (60min/week), sports program (60min/week) and and aim to engage in daily fitness (4 x 10min sessions/week)

The school was involved in the ‗Active-After School Sport Program‘ to support students.

Several very successful rugby clinics were conducted by Rugby WA Development Officers.

Compulsory In-Term swimming lessons were very successful in providing all PP-7 children with skills, knowledge and the appropriate attitude when near water or swimming.

Faction student leaders performed their roles dutifully and with commitment.

The school participated in the Interschool Cross Country Championships, B Division. Brentwood came third overall and first in the Meritorious Shield.

The school participated in the MDISSA Shield Interschool Athletics

and Interschool Winter sports (Australian Rules Football, soccer and netball), with several successful individual and team efforts.

Successful Bike Ed program conducted for Years 6 and 7 students.

Successful Swimming Carnival in which many children participated regardless of their swimming ability.

Term 4 EduDance and Active Dance programs were very successful.

WACA presentation for K-3 students.

Fundamental Movement Skill intervention program for Kindergarten and Pre-primary to support students at risk.

The Year 6/7 Peer Mediation program supported students.

Virtues program continues to support student development of social and emotional health, complimenting the Pastoral Care Program.

Vegetable patch and worm farm taught sustainability and healthy eating.

Our successful Interschool Cross Country runners display their individual medals and shield.

13


Achievement Data for Physical Education and Health collected from School Reports for Semester 2 2014. These results will assist Physical Education Specialist teacher and class teachers with moderation.

The school was involved in the ‗Active After School Sport Program‘ with 60 students attending two sessions per week. Students were involved in various sporting activities and it was very popular with both students and parents.

Students actively engaged in a formal physical education (60min/week), sports program (60min/week) and daily fitness (4 x 10min sessions/week)


Road safety, Drug Education and resilience to be focus areas for 2015.

Continue participating in Friday afternoon MDISSA Interschool Winter Sport, Athletics and Cross Country programs.

Support children to participate in a well-balanced sport and physical education program. Include activities involving motor coordination, gymnastics, fundamental movement skills, games skills and dance.

Continue promoting weekend community sports and encourage more children to become involved.

Continue Fundamental Movement Skills development and intervention program for K and PP students.

Continue the In-Term Swimming, Edu-Dance and Active Dance program during Term 4.

LANGUAGES OTHER THAN ENGLISH (LOTE) In the ―Languages Other Than English (LOTE)‖ learning area students learn to communicate effectively in languages other than English (Japanese is offered at Brentwood Primary School). Students gain an understanding of other societies, the ability to interact with people and cultures other than their own and practical skills which they can use in future social, cultural and vocational areas. Through learning Japanese, students are also able to further develop their skills and understandings in English and of literacy in general.

2014 Highlights

Japanese festival held at Applecross Senior High School by the Applecross Japanese Language Hub (Applecross SHS, Ardross PS, Winthrop PS, Riverton PS, Banksia Park PS and Brentwood PS) and Brentwood students (Years 5-7) participated in several cultural activities.

Year 3 students sang a Japanese song at the parent assembly.

Japanese cooking classes conducted by the LOTE teacher and parent helpers were well received and enjoyed by all.

Year 4 students did a role-play about shopping and the Years 5-7 students performed a role-play about a business meeting.

Observations and Data Analysis Achievement Data gathered from Students School Reports, Semester 2, 2014:



14% 59% 25% 0%

‗Like‘ Schools Years 1 to 7

23% 35% 37% 3.6%


Physical Education Years 1 to 7

8% 35% 53% 4%


7.8% 36% 53% 2.2%


Health Years 1 to 7

20% 46% 33% 1%


7.8% 36% 54% 1.9%

14

Compared to Like Schools Brentwood students achieved fewer ‗A‘s but were considerably higher in ‗B‘ grade allocations. In addition Brentwood Year‘s 3 and 4 students achieved on average 8% more ‗A‘s in Semester 2, 2014 than semester 2, 2013. These results will assist our Japanese Language Specialist teacher with moderation. Years 2-7 students entered the Hiragana (Japanese scripts) reading competition conducted by the LOTE teacher and the high achievers received certificates at a parent assembly


Maintain Japanese as the LOTE language of choice.

Work collaboratively with Brentwood PS classroom teachers to create links between the Japanese class and the regular classroom.

Students need to be engaged in activities that keep them positive and attentive. Use more ICT (eg. IWB and iPads) in class.

Maintain connections with the Applecross SHS Japanese Language hub and participate in activities as they arise.

Continue to engage students with Japanese cultural activities.

Brentwood Japanese teacher to organise Japanese speech and script competitions.

Keep giving talented students opportunities at challenging tasks in order to extend their ability and achieve an ‗A‘ grade.

Encourage Year 5 and 6 students to continue to study Japanese in Secondary school.

TECHNOLOGY AND ENTERPRISE In the ―Technology and Enterprise" learning area, students apply knowledge, skills, experience and resources to the development of technological solutions to meet the changing needs of society. Today‘s students have been born into a digital world, with technology affecting almost every element of their existence. At Brentwood Primary School, we believe that a student‘s capacity to use technology effectively w ill be a critical factor in their future success. 2014 Highlights

Yrs 1-7 were engaged in weekly ICT teaching sessions in the computer laboratory.

Teachers continue to incorporate iPads in support of their learning programs.

All Years 1-7 students utilise the Mathletics online program in support of the Mathematics curriculum.

Implementation of Bug Club and Reading Eggs online programs to enhance reading competency across the school.

Roll out of 10 additional iPads for student use, making a total of 47 in 2014.

All students were engaged in a range of T&E tasks that exposed them to the Technology Process. Examples included construction of dinosaurs, wind chimes, ‗Cool‘ homes, landing modules, masks, wallets, aquaducts and terracotta army figurines. Recycling and gardening projects including worm farm, vegetable patches, etc.

All classrooms, including specialist rooms have access to interactive whiteboards.

Observations and Data Analysis 2014 Technology and Enterprise Semester 2 2014 Report Grade allocations showed that the grades at Brentwood are quite similar when compared to ‗Like‘ schools. A slight increase in ‗A‘ Grades compared to ‗Like‘ schools. These results will assist teachers with moderation.



13% 39% 44% 3%

‗Like Schools‘ Years 1 to 7

9% 40% 46% 2%

Technology and Enterprise is also heavily integrated into other learning areas such as Science, History, Art, Health, Mathematics and Literacy.


Ensure that the Technology and Enterprise Learning Area (Curriculum Framework) is still being included in the curriculum for each year level.

The Technology Process is undertaken in each year level.

Teachers in their clusters collaborate to share ideas, experiences and assessment information in informal planning and moderation discussions.

The Material Strand (Nature of Materials & Selection and Use of Materials) corresponds well with the Chemical Science strand. These could be taught concurrently, ie the Science specialist to focus on Chemistry in Science Investigations while the class teacher supports the science content and integrates the T&E Materials Strand during the same term.

Teachers undertake professional learning on the use of the Information and Communication Technologies (ICTs) capability through the Australian Curriculum web site.

Storage of materials and places for undertaking ongoing projects continues to be a problem across the school.

Locate/devise a system to facilitate working areas and space for storage of ongoing projects.

15

STUDENT NON-ACADEMIC ACHIEVEMENT DATA Student Attitude, Behaviour and Effort, Semester 2 2014 Reports Attributes displayed in graph: 1. Works to the best of his/her ability. 2. Shows self-respect and care. 3. Shows courtesy and respect for the rights of others. 4. Participates responsibly in social and civic activities. 5. Cooperates productively and builds positive relationships with others. 6. Is enthusiastic about learning. 7. Sets goals and works towards them with perseverance. 8. Shows confidence in making positive choices and decisions.

It is pleasing to note that there was a high percentages of students achieving ‗Consistently‘ or ‗Often‘ across the attributes, especially in Years 2-6. These results are also consistent with our school based Integris Behaviour Module database. This data will also be useful for teacher moderation purposes.

COMMUNITY SATISFACTION WITH THE SCHOOL Information is gathered from a variety of sources, for example, from meetings, workshops, School Council, staff meetings, P&C Meetings and visitors. Formal surveys supplement the feedback which is valued and informs future planning. Feedback as part of the planning cycle is valued and reviewed.

Student Surveys During 2014 students engaged with the National Schools Opinion Survey ―School Survey‖ tool now available to all Australian schools. It allowed Brentwood to purpose build a survey to discover the opinions of our students across a range of matters as can be seen by the list to the left of the graph. There were 79 student respondents. See over for results of survey.

16

Parent and Staff Surveys In February 2015 the school sought feedback from parents on a range of ideas:

As a parent would I recommend Brentwood PS to others? 100% Positive.

2014 Brentwood Parent Information Book Survey – 75% positive return. Common responses included: ―The package format was very useful and helpful for parents to read on. This year‘s package also gives clear information about the school policies and I‘m very impressed with the Skoolbag application which I think is a very smart, convenient way to update news between school and students and parents. Thankyou for providing such useful information for us.‖ ―I found the package very informative and such a good idea as you have it there to go back to if you need to.‖ ―It‘s excellent. Over time it can be done electronically and maybe the hard copy can become optional.‖ ―Very impressed to receive a detailed and comprehensive information and policies package from the school.‖

2015 (February) Brentwood Parent and Staff Satisfaction Surveys

“The 3 things I most like about Brentwood …..” Most common responses included:

Comments related to the community feel/spirit of Brentwood PS: ―Strong community feel, participation‖; ―Community spirit‖; ―Friendships that have been made by my son and by our family‖; ―The sense of community‖; ―Family atmosphere‖, ―Friendliness‖; ―Great, organised P&C‖; ―The diverse mix of kids and families – a good start for living in the ‗real‘ world‖; ―Finanacial support from the P&C …‖; etc.

Comments related to quality of learning and teaching: ―All rounded education – play/music/art/academic.‖; ―Cooperative teachers‖; ―Fantastic dedicated teachers‖; ―Good communication between teachers/school and parents offered by school.‖; ―My children stayed at Brentwood even after we moved ‗out of the zone‘ because of the Early childhood teachers‖; ―As my kids now are in older years I am just as happy with the teaching staff. 1. Excellent teachers…2. Great music program…3.large oval/playground area.‖; ―The more enlightened attitude to education‖; etc.

17

Comments related to buildings and grounds: ―Great playgrounds, safe and suitable for age groups‖; ―Lots of green grass and tall trees‖; ―..big grass area and playground for kids‖; ―Wonderful open space of school grounds‖; ―The grounds are clean and good to be around‖; ―Access to playground after school for children‖; etc.

“The one aspect I would like to see Brentwood improve is” Responses included:

Comments related to the school grounds: ―Sun sense areas for the kids to play in – there is no shade over the play areas‖; ―More shades for children to play outdoors‖; ―A large pergola area for kids to read outside if they wish (open sides) during lunch‖; ―Shade sails over the play equipment‖; ―Shade for the big playground‖; etc.

Comments related to the teaching and learning programs of the school: ―More than 2 hours per week doing Physical education‖; ―Students pushed more with numeracy and literacy skills‖; ―A lot more structure in homework. Would like to see at least a couple of pieces a week, all set on given days‖; ―Second language education from early learning area‖; ‖Accommodating academically talented students. The school does not even involve in nation-wide academic competition program like PMC, ICAS etc‖; etc.

More general comments: ―That the school should have a Chaplain again‖; ―Possibility of becoming Independent school‖; ―I hope Brentwood would in the future provide a before and/or after school service – there are very few such providers nearby‖; ―In class communication ie parent reps PLEASE‖; ―With the Year 6 captains etc. that only one title is given to a single child, so others get an opportunity to experience leadership‖; ―Library could be open for children to read at lunch or before school‖; etc.

Are you satisfied with the overall standard of education achieved at Brentwood PS? „Parents‟ and „Staff‟

“School Survey” Tool Also during 2014 parents and staff engaged with the National Schools Opinion Survey ―School Survey‖ tool now available to all schools in Australia. It allowed Brentwood to design surveys to discover the opinions of our parents and staff across a range of matters as can be seen by the list to the left of the graph. In this instance there were 29 parent respondents.

PARENT Satisfaction with Overall Education Standard at Brentwood 2014

STAFF Satisfaction with Overall

Education Standard at Brentwood 2014

18

DESTINATION OF OUR STUDENTS

The tables on the previous page show the destinations of our Year 6 and 7 students as they enter Secondary school. Brentwood students choose a wide variety of high school destinations with a higher percentage choosing local public high schools, Applecross SHS and Rossmoyne SHS. PASTORAL CARE Brentwood‘s ‗Student Health and Well-Being‖ policy is an integral part of the school‘s operations. Its aim is to ensure that our school is a safe and caring environment for all by developing self disciplined students who interact positively together, accepting responsibility for their own actions. Brentwood will be undertaking a review of this policy in 2015. A significant strategy that underpins this policy is the school‘s highly successful ‗Virtues‘ program. It is a program for personal growth rather than a technique to be used just to change the behaviour of children. The virtues are an excellent way to explicitly acknowledge what it is the child has achieved or done. The strategy is part of the ‗culture‘ of the school and is highly regarded by parents, staff and students.

‗Kooda‘ the school‘s Virtues Mascot was introduced during 2012 and is still well received. Kooda assists with the delivery of virtues gumnuts to deserving students during the school‘s Parent Assemblies. Student peer mediators are a feature of the school also. Students are trained each year and then act as peer mediators in the playground. The School Chaplain plays an integral role in the well-being of students. The Chaplain has engaged with students in a variety of ways, including but not limited to, The Rainbows Program‖, MusicFun@Brentwood and Buz Club all of which have assisted children in their emotional and social development.

MAJOR ACHIEVEMENTS Years 6 and 7 Graduation to Secondary school: The school consulted broadly which included School Council, P&C, parents, staff and students

during semester 2, 2013. Information was provided through the School Newsletter and meetings in regards to changes and the impact on students. It became clear that the community wanted recognition and support for the ‗Graduating Students‘ which included both Year 6 and 7 students. In conclusion parents and students were very satisfied with the process.

Artist in Residence (AIR) Programme. In 2013 and 2014, Brentwood has successfully collaborated with Edith Cowan University and in 2013 with an outdoor sculpture installation in the ―Peace Garden‘ and ‗Self Clay Models‘ in 2014. This collaboration was successful and beneficial for both parties.

Brentwood PS featured centre stage during 2014 Children‘s Week Awards, WA by winning the ‗Schools and You Award‘ – Metropolitan in recognition of our valuable contribution. Children worked together with staff to enhance the learning of students with special needs. The prize of $2000 was well received.

Brentwood PS was Highly Commended in the Merrilinga Adult Award for volunteering. Mrs Teresa Verkerk received an award for Volunteering in the ‗2014 Children‘s Week Awards.‘

A major achievement during 2014 has been the successful engagement and embedding by teachers of the Australian Curriculum across Mathematics, Science, English and History. Teachers are planning, assessing and reporting using this curriculum.

Applecross Network of Schools of which Brentwood is a member, organised a major event which was held at the Esplanade Hotel in Fremantle. The Educator‘s Conference, ―Educators Making a Difference Every Day‘ was a huge success. Mrs Nan Verkerk – Recipient of Volunteering Award

19

Successful uptake of the use of the Skoolbag application to communicate directly to Parent Smartphones. During the trial, 30 parents participated, now we have 304 users. The P&C and school administration successfully use this form of communication. The most popular aspect has been the use of the absentee notes function.

Recent funding from the Australian Government (November, 2014) through a national partnership led by Playgroup WA will strengthen an existing relationship between Brentwood Playgroup and Brentwood Primary School which commenced out of a need to improve children‘s development in the crucial years prior to school.

Community Partnership with City of Melville between the school, P&C and City of Melville through funding ($1000).

The P&C embarked on a unique fundraising event that wrapped around one of our families, who were venturing into the movie making world. They featured their movie at the Hoyts theatre. This was an extremely successful P&C event raising nearly $14000.

Our school partnered with the City of Melville to take part in, for the first time, the Garage Sale Trail. Australian‘s fastest-growing sustainability and reuse event.

Partnership with P&C members to present ‗Mental Health Awareness‘ evening with the key presenter being a parent psychologist, Community Health Nurse, Principal and Deputy Principal. An outline of some of the school initiatives to support student wellbeing include:

Active After School Communities Sport Programme

Values through Virtues Programme

The Buddy Programme

Health and Life Skills Programmes

Peer Mediation Programme

Support from School Psychologist

Chaplaincy Support Programme

School Nurse

Aboriginal Islander Education Officer support

THE SCHOOL COMMUNITY In 2014, the school has been afforded very good support and assistance from the school community in a myriad of forms:

Members of the School Council have assisted in the decision-making, school performance review and priority setting processes.

The School Council has continued to be active, supportive of the school and provided valuable feedback on future directions. The School Council met seven times during 2014. It comprised four parent representatives, two staff members and the Principal.

The school community managed successfully the transition of two groups of students graduating and transiting into high school. 2014 was the last year that year 7 students attended our school.

The P&C has been a great source of support with 2014 being one of the most successful years.

The Brentwood Parents and Citizen‘s Association have focussed on raising funds to support the school. The P&C have provided the school with donations of approximately $18,000 which has been used towards funding online resources such as Mathletics, improvements to school grounds including construction of an amphitheatre and new playground equipment, Children‘s Literature Centre incursion, library books, etc.

Parents have run the canteen and school uniform shop, officiated at carnivals, helped in the classrooms, assisted the Library Officer with the shelving of books, attended school functions, supported learning programmes, supported student discos as well as supported the daily endeavours of their children.

The P&C provided two wonderful events for parents, staff and children to meet, share and have fun together. In March we had a ―Welcome Back Sunset Movie and Picnic‖ and in December an ‗End of Year‘ picnic. This was very well attended.

THE FUTURE Our student population of 330 students (223 families) includes 32 new families for the start of the 2015 school year. We have 13 classes from Kindergarten to Year 6. Our school priorities for 2015 are:

English - Australian Curriculum - Phonemic Awareness, Phonics and Spelling

Mathematics - Australian Curriculum – Problem Solving

Science - Australian Curriculum – Science Inquiry Skills

History - Australian Curriculum – Inquiry Process

During 2015 the school will relate closely to the WA Department of Education‟s „Focus 2015 Directions for schools‟. Focus 2015 sets out the system priorities for schools in the areas of: • success for all students

Garage Sale Trail

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• improved student attendance, engagement and behaviour • high quality teaching and leadership • a capable and responsive organisation. These priorities reflect those in our strategic plan and the commitment in Classroom First to ensure our students are successful, our teachers are effective and our schools are good. Success for all students • Focus age-appropriate instruction for students on phonemic awareness, phonics, fluency, vocabulary and comprehension. • Plan to increase emphasis on STEM (Science, technology, engineering, mathematics) education, particularly in the early years of school and for Aboriginal students. • Teach, assess and report on year-level specific Phase One Australian Curriculum content. • Develop intervention and support programs for students, particularly Aboriginal students, anticipated to struggle to meet OLNA standards. • Plan and implement adjustments to teaching programs for students specifically identified for additional funding. Improved student attendance, engagement and behaviour • Ensure parents of all students in the severe non-attendance category are offered, and are supported to participate in, Student Attendance Panels involving family and community. • Work with school communities to promote the safe use of social media by students. • Implement strategies to develop emotional regulation skills in young children. • Improve planning and communication for students in care of the Department for Child Protection and Family Support. • Focus on positive engagement as a prevention strategy for poor student attendance. High quality teaching and leadership • Increase teacher peer review and classroom observation as improvement tools. • Develop whole-school approaches to improve teacher quality using the Australian Professional Standards for Teachers as the basis. A capable and responsive organisation • Manage within one line budgets, including workforce and cash requirements. • Ensure required National School Opinion Surveys for parents, students and staff are undertaken to drive improvement and report results. • Ensure compliance with the new School Resource Agreement and revised annual School Report requirements. • Deliver agreed specified outcomes for targeted initiatives. • Ensure leave entitlements of staff are cleared within the prescribed timeframes. Directions for Aboriginal Education 2015

High expectations

Strong partnerships

Evidence-based practices

Accountability

Driven by our school motto, ‗Seek with Purpose‘ we aim to ensure that progress is made in relation to school priorities and targets in a learning environment that is friendly, motivating and engaging. Our annual School Report for 2014 demonstrates our progress and the way forward for 2015. I hope that the School report demonstrates the commitment of students, staff and families as we work together to achieve excellent results.

―Together we can inspire each other to discover our full potential in all aspects of learning and achieve success.‖

Pat Nottle Principal April, 2015

21

1 16,258.00$ 16,258.00$

2 41,659.00$ 41,659.50$

3 -$ -$

4 23,981.10$ 23,981.35$

5 3,907.00$ 3,907.02$

6 184,397.00$ 184,397.13$

7 2,896.00$ 2,895.72$

8 6,102.00$ 6,102.09$

9 -$ -$

10 20,116.00$ 20,697.72$

11 11,887.00$ 11,887.00$

311,203.10$ 311,785.53$

82,613.81$ 82,613.81$

393,816.91$ 394,399.34$

Locally Generated Revenue85,805.87$

DoE Grants 184,397.13$

Other Govt Grants8,997.81$

Other 20,697.72$

Transfers 11,887.00$

311,785.53$

1 16,631.00$ 13,219.50$

2 -$ -$

3 67,082.00$ 58,130.13$

4 33,704.00$ 25,418.58$

5 10,600.00$ 10,600.00$

6 43,122.00$ 42,949.99$

7 108,298.73$ 96,635.63$

8 9,996.00$ 4,868.16$

9 32.00$ 22.63$

10 0.44$ -$

11 13,421.00$ 12,936.72$

12 73,953.00$ 73,953.00$

376,840.17$ 338,734.34$

Bank Balance 220,369.41$ Made up of: -$

1 General Fund Balance 55,665.00$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Reserves 162,523.29$ 5 Suspense Accounts 3,493.12$ 6 Cash Advances 100.00-$ 7 Tax Position 1,212.00-$

220,369.41$

Total

Voluntary Contributions

Charges and Fees

Government Allowances

P&C Contributions

Commonwealth Govt Grants

Total Funds Available

Actual

Brentwood Primary SchoolFinancial Summary as at

Actual

10 February 2015

Internal Transfers

BudgetRevenue - Cash

Trading Activities

Other

Fundraising/Donations/Sponsorships

DoE Grants

Other State Govt Grants

Opening Balance

Total Bank Balance

Cash Position as at:

Other

Transfers to Reserves

Total

Assets and Resources

Education Services

Other Specific Programs

Salary Pool Payments to Central Office

BudgetExpenditure

Trading Activities

Administration

Leases

Utilities

Repairs/Maintenance/Grounds

Building Fabric and Infrastructure

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40

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100

120

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160

180

200

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Locally Generated Revenue

27%

DoE Grants59%

Other Govt Grants3%

Other 7%

Transfers4%

Current Year Actual Revenue Sources

0

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40

60

80

100

120

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Expenditure Purpose

Expenditure - Budget vs Actual

Budget Actual

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110

130

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170

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Cash Position

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