castletown primary school annual report 2016 · updates and a phone app for parents to have ready...
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CASTLETOWN PRIMARY SCHOOL ANNUAL REPORT 2016
INSPIRE . EDUCATE . SUCEED
Annual Report Forward 2016
“At Castletown Primary School we inspire and educate all students to succeed in becoming productive and valued citizens”
Our Annual Report sets out to present information to parents on school performance for 2016 on key student outcomes, programs offered and other general information such as finance, attendance figures and relevant staff information to present a broad and accurate picture of the school. From the information gathered on student outcomes over the year, the school reviews its educational practices and determines strategic priorities and operational targets for the following year.
2016 has been a successful year with learning improvements verified through the NAPLAN results and other assessment data. This has been the result of consistent whole school approaches to literacy and numeracy including refined interrogation of data leading to effective targeted case management for groups of students. The building of staff capacity through collaborative Professional Learning Communities with relentless focus on improvements in student outcomes, and professional growth of staff through peer support and classroom observations has impacted on the success and quality of our student outcomes.
Our teachers build positive relationships with students, and have high expectations of their overall development and progress Our teachers aim to inspire in our students a love of learning as well as embracing our values. Working as a committed, highly dedicated team of professionals, our staff continually seek out ways of engaging with their colleagues to improve practice and make a difference for our students.
Our parent and community partnership in education is vital and dynamic, with generous assistance to the school on many fronts. Parents and community are complimentary and supportive of the school. Assemblies are well attended. Parent committees are enthusiastic, hardworking and totally dedicated to supporting the needs of our students. Parents have many opportunities to be involved in the daily life of the school through participation in direct activities and with the sharing of the ethos and culture of the school. The School Council and P & C, and the Early Childhood Committee continue to contribute significantly with their support for our school.
This year with the continued high level support of the council, the school has achieved IPS status; richly and timely deserved.
2016 has been an extraordinary celebratory and proud year with Castletown’s 50th Anniversary, the opening of the capsule buried 28 years ago and the burying of a new one to be opened in 2041. The two days of events including a special assembly and a fair, attracted crowds from as far away as the Eastern States and Perth to be part of the of the exciting events and narratives. The 50th Anniversary Book thoroughly researched and written by past and present parents, is a memorable historic treasure of the past and present student life at Castletown.
Congratulations Castletown on your 2016 successful journey.
Pauline Grewar
REPORTING ON THE STRATEGIC PLAN 2016- 2018
HIGHLIGHTS Facilitated timetabled opportunities for staff to participate in Professional Learning Communities which has
strengthened professional learning groups. Through termly Smart Target identification in Literacy and Numeracy derived from evidence based data and
subsequent explicit teaching, improvement in student performance and results has been significant. Quality professional learning linked to priorities of Literacy and Numeracy and ICT integration has resulted in
improved whole school practices and approaches to teaching and learning. These include evidence based strategies of effective practice: Literacy Block, Numeracy Block, Guided Reading, First Steps, Letters and Sounds, Basic Number facts, integration of ICT Apps in Literacy and Numeracy.
Explicit teaching strategies of ISTAR, co-operative learning, enquiry based learning and CMS have strengthened teaching and learning across the school.
Notable improvements in Literacy and Numeracy are evidenced in the NAPLAN results as a result of improvements in (A) and (B).
Increased performance results are quite significant in year 3 in both Literacy and Numeracy. NAPLAN graphs and information relating to improvements are presented in the detailed English and Numeracy
priorities. ( See Graphs)
RECOMMENDATIONS Continue whole school approaches to priorities of Literacy, Numeracy and integrated ICT. Develop and introduce Whole school approach to spelling in year 3-6. Continue focus on ECE intentional teaching of Literacy and Numeracy. Continue to incorporate NQS philosophy and related strategies in ECE teaching. Continue whole school approaches and strategies. Continue the focus of professional learning in the priorities. Continue to develop staff capacity to integrate ICT in teaching and learning.
PRIORITY AREA 1 EFFECTIVE AND RELEVANT TEACHING
A. Build Capacity of Staff B. Use of Relevant Strategies and Resources C. Quality Curriculum
PRIORITY AREA 2 ENGAGED AND SUCCESSFUL STUDENTS A. Differentiate the curriculum B. Provide a holistic education C. Provide a safe and supportive learning environment
HIGHLIGHTS Assembly Items for each class displaying artistic and creative talents of our children. Numero Competition district and state wide participation. Music Festival participation for choirs and 5/6 percussion groups. Instrumental music. Gardening activities growing school vegetables and fruit. National Tree Planting Day- planting trees in the school grounds. Road Wise Bike Week –checking out the school bikes and learning to ride safely. PALS activities to engage cultural understandings across the school. Faction and Interschool sports carnivals. Year 6 camp. Burial of the Time Capsule- History of the school, 50th Anniversary. Special days such as ANZAC Day and WA Week celebrations and NAIDOC Week. Comprehensive Physical Education program. Interschool and Faction Carnivals with athletics and swimming. Through the One Line Budget and targeted Initiatives funding, planned programs for special groups of students
were implemented successfully. These included Aboriginal students, case management students at risk and high achieving students with special challenge areas.
Using the Aboriginal Framework to identify strategies and implement relevant teaching practices assisted in supporting and improving outcomes for this target group.
With regular monitoring of case management with IEP’s and GEP’s liaising with learning support team members, the psychologist and relevant agencies, students were given opportunity for improvements and achievements at their expected levels through identified targeted strategies and resources.• Targeted programs included the following-• Councillor and Faction Captain training and leadership.• Swimability program to allow children with disabilities extra time and support to develop their life skills undertaken on a weekly basis.• Early years speech program to support students with language and speech deficits additional support to improve their speech.• Numero program to challenge students was highly successful with a district win and state finals competition.• Music with percussion and choir wins at the Esperance Music Festival. Pastoral Care through the Virtues and Chaplaincy programs. Junior Play area update to a nature based environment. Chess club. SDERA program.
RECOMMENDATIONS Commence Positive Behaviour Program over two to three years to support our already positive behaviour in the
school linked to effective learning for students. Focus on primary Extension and Challenge activities to cater more effectively for gifted students. Continue focus on Numero program. Continue the focus on daily ICT access and innovative and relevant opportunities for students to engage in and
expand knowledge of ICT in the 21st century.
PRIORITY AREA 3 PURPOSEFUL COMMUNITY RELATIONSHIPS
HIGHLIGHTS In 2016, having revisited our vision gave opportunity for new marketing of our school with signage , Web page
updates and a phone app for parents to have ready access to information. Outstanding parent engagement and interest in the school was created by the 50th Anniversary celebrations and
fair. Ex-students and parents from all parts of the state visited. Local businesses and the wider community were generous in their support.
Parent feedback was sought through a number of avenues including Annual Survey, our many parent committees such as P & C, the Council, ECE committee.
To gain IPS status the Board surveyed the community to seek feedback on improvements in the school and as a result the Playgroup for preschool children was commenced. This has gained momentum and interest from the wider community and built purposeful relationships with many families.
RECOMMENDATIONS Actively promote the school through Face Book and App, newsletters, parent participation in programs and
events. Support and assist to develop the School Board to increase their advocacy, autonomy and empowerment.
PRIORITY AREA 4-TRANSPARENT AND TIMELY GOVERNANCE
A. Developing a high functioning School Council B. Effective management of human, physical and financial resources.
HIGHLIGHTS With the emphasis on actively seeking to become an Independent School, the School Council became
involved in an action research project with the community to ascertain interest in the school. This resulted in action to form a Play Group each week at the school to encourage parents and students to become part of the school community before entering the first year of school. This has been highly successful with our parent and school community.
The Council has developed a comprehensive self-assessment cycle and review on a regular basis. This includes examining data from termly Smart targets, On Entry Assessment and NAPLAN results.
With IPS status in term 4 The Council became a BOARD taking on extra responsibilities and roles in line with IPS school expectations.
Commenced the development of the Business Plan. Regular finance meetings and monitoring of the One Line Budget ensuring effective and efficient running of
the school financial resources. (See budget for 2016). Adherence to the School’s Strategic Plan and Directions linking priorities to the resources from One Line
Budget. Local merit selection to ensure the best “fit” for the school with the selection of personnel.
RECOMMENDATIONS. Develop a work place profile to ensure sustainable planning for all school based personnel.
Attendance Overall Primary
Attendance Category
Regular
At Risk
Indicated
Moderate
Severe
2014 75.1% 17.8% 4.7% 2.2%
2015 79.5% 14.8% 4.0% 1.6%
2016 81.2% 14.4% 3.3% 1.0% Like Schools 2016 73.6% 17.4% 6.8% 2.1%
WA Public Schools 77.0% 15.0% 6.0% 2.0%
Non-Aboriginal Aboriginal Total
School Like Schools
WA Public
Schools School Like
Schools
WA Public
Schools School Like
Schools
WA Public
Schools
2014 93.2% 93.1% 93.2% 80.7% 83.8% 80.4% 92.5% 92.6% 92.1%
2015 93.3% 93.3% 93.8% 90.2% 82.6% 81.2% 93.1% 92.8% 92.7%
2016 94% 92.7% 93.7% 87.7% 85.2% 80.7% 93.7% 92.1% 92.6% Attendance % - Primary Year Levels
PPR
Y01
Y02
Y03
Y04
Y05
Y06
2014
91%
92%
94%
92%
94%
92%
94%
2015
91%
93%
94%
93%
93%
93%
94%
2016
92%
93%
93%
94%
93%
95%
95%
WA Public Schools 2016
92%
92%
93%
93%
93%
93%
93%
ATTENDANCE OVERALL PRIMARY
ENGLISH PRIORITY 2016
SUMMARY OF STUDENT PERFORMANCE IN ENGLISH The school strived for improvements through whole school literacy approaches as detailed in our school literacy
plan and was successful with improvements as per NAPLAN results and other data. (See Graphs). Target were met, to reduce the percentage of year 3 and 5 students at or below the national minimum standard
in reading, and writing
HIGHLIGHTS Continued whole school approaches to Guided Reading and Letters and Sounds. An emphasis on Letters and Sounds over a number of years contributed to improved NAPLAN results in the
year 3. Extensive professional learning support from visiting Literacy and Numeracy teams, consistency of common
language and practice with Guided Reading across the school to ensure effective transitions across year levels assisted in our improvements.
The in-servicing of staff on the five modules of reading: vocabulary, comprehension, phonemic awareness phonics and fluency translated into the classrooms with improved outcomes.
Auditing of resources for our programs and the introduction of the extra P.M. books, purchasing of texts (Connectors and Into-connectors) with high interest for boys, introducing apps for reading and English with ICT enabled richer opportunities for our students to improve their reading and language.
Embedded Letters and Sounds program from K-3. Use of 4 x Apps to support English. Peer observations (triads). Continued the Literacy Bag project where students from K-1 are given several books per week to read at home
with parents. Our data evidence states over 10 500 books were read from the Book Bag program during the year. RIBIT: Reading program promoted and supported (Reading in Bed Is Terrific). Parents monitored and supported
students. Allocated an education assistant to work alongside Population Health with students requiring special speech
programs. Most students with speech problems improved considerably. Staff used data from systemic tests (NAPLAN, On Entry Assessment, Tac tests) and class tests to inform targets,
planning and teaching. Smart targets set for each term and tested at the end of the term demonstrated improvements. Assessment data from beginning of each term was reassessed at the end of each term to evidence improvements
of individuals, groups and whole class. Targeted professional learning accessing the Literacy team.
RECOMMENDATIONS Continue the literacy block. Continue use of First Steps strategies. Continue whole school approaches to literacy with consistent teaching strategies in the areas of reading phonics,
spelling. Introduce whole spelling program from 3- 6 using the Department spelling programs. Continue Letters and
Sounds from K-3. Guided Reading to be the school focus, matching students reading levels with reading texts. Ensure students are
exposed to all genres. Embed whole school approaches through monitoring with timelines and peer observations, Performance Development, and regular collaboration in PLC groups to develop SMART targets with termly assessments and
review processes. Continue using systemic data and a range of classroom observations and assessments to
establish targets and priorities.
MATHEMATICS PRIORITY
HIGHLIGHTS Teachers planned and taught the W.A. Curriculum in maths in the three stands of Number, Algebra, Measurement and geometry and Statistics and Probability. In their collaborative Professional Learning Communities, teachers regularly assessed the impact of
their teaching and learning results through the setting and assessing of SMART targets on a termly basis. These SMART Targets were related to system level tests such as NAPLAN and On Entry Assessment in
Pre-Primary, Year 1 and 2 as well as a variety of school and class assessments such as the one minute Basics Facts assessments.
Uninterrupted Numeracy Block of at least an hour per day embedded in classroom practice. ISTAR (effective teaching and learning and effective feedback) with learning intentions and success criteria. Warm ups to focus on fluency and understandings of basic facts. Whole school approaches to mental computations and basic facts. Reviewed resources and upgraded class essential boxes. Collected basic number fact data through Westwood one minute assessment. Focus on Numero in the upper grades. Used technology to give opportunity for alternate strategies, formative assessment and to support
differentiated learning. Peer observation and feedback on lessons. Targeted professional learning accessing the numeracy team. Staff used data from systemic tests (NAPLAN, On Entry) and class tests to inform targets, planning and
teaching.
RECOMMENDATIONS Continue the Numeracy block. Continue whole school approaches to numeracy with consistent teaching strategies in basic number facts,
problem solving strategies ICAR model for problem solving. Continue the use of common language in maths across the school to support learning.
STRATEGIC TARGET 2016
WHAT DID WE SET OUT TO DO?
Arrest the decline in year 3 and 5 reading.
PROGRESS TOWARDS 2016 TARGET
We successfully arrested the decline in reading in both years 3 and 5 and made significant improvements during 2016.
YEAR 3 READING
Results increased from 375 in 2015 to 405 in our 2016 results, an improvement of 30 points surpassing like schools and state level.
YEAR 5 READING
Results increased from 460 in 2015 to 480 in 2016, an increased of 20 points and on a par with like schools and the state level.
WHAT DID WE SET OUT TO DO?
Reduce the percentage of year 3 and 5 students at or below the national minimum standard in reading.
YEAR 3 STUDENTS
There was a small decrease in the percentage of students at or below the minimum standard, 21 % in 2015 and 18 % in 2016 which is better than like schools and the state.
YEAR 5 STUDENTS
There was a small decrease in the percentage of students at or below the minimum standards in reading, 38% in 2015 and 30 % in 2016 which is approximately on a par with like schools.
WHAT DID WE SET OUT TO DO?
Increase the percentage of year 3and 5 students achieving reading scores in the higher proficiency bands.
YEAR 3
In bands 4 and 5 we successfully increased the number of students achieving in the higher proficiency bands from 30% in 2015 to 44% in 2016, surpassing like schools and on a par with the state.
YEAR 5
In bands 7 and 8 we increased the number of students achieving in the higher proficiency bands from 21% in 2015 t0 28% in 2016. Whilst not a significant increase we are on a par with like schools and slightly below state level.
SCHOOL PERFORMANCE NAPLAN- READING
STRATEGIC TARGET 2016
WHAT DID WE SET OUT TO DO?
Arrest the decline in year 3 and 5 writing.
PROGRESS TOWARDS 2016 TARGET
We successfully arrested the decline in year 3 and 5 writing surpassing like schools in both year 3 and 5.
YEAR 3
Results increased from 380 in 2015 to 420 in 2016, a significant 40 points increase which placed us almost on a par with national results.
YEAR 5
Results increased from 444 in 2015 to 466 in 2016 an increase of 22 points slightly ahead of like schools.
WHAT DID WE SET OUT TO DO?
Reduce the percentage of year 3 and 5 students at or below the national minimum standard in writing.
YEAR 3 STUDENTS
We reduced the number of students at or below the national minimum standard in writing from 17 % in 2015 to 55 in 2016, a significant success and surpassing state and national levels.
YEAR 5 STUDENTS
The percentage of students at or below the national minimum standard in writing decreased from 32% in 2015 to 21 % in 2016, on par with like schools and the state.
WHAT DID WE SET OUT TO DO?
Increase the percentage of year 3 and 5 students achieving writing scores in the higher proficiency bands.
YEAR 3
We increased the percentage of year 3 and 5 students achieving writing scores in the higher proficiency bands 5 and 6 from 32% in 2015 to 48% in 29016 surpassing like and state levels and reaching national standard.
YEAR 5
We increased our percentage writing scores in bands 7 and 8 from 5% in 2015 to 12 % in 2016 on a par with state and like schools .
SCHOOL PERFORMANCE NAPLAN- WRITING
NAPLAN
Numeracy Year 3 Percentages of students in top 20%, middle 60%, bottom 20% of the WA Public Schools and among Like Schools
Year 3 Numeracy
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
16%
8%
18%
16%
15%
15%
Middle 60%
58%
71%
63%
69%
68%
63%
Bottom 20%
27%
21%
18%
16%
17%
22%
Year 5
Year 5 Numeracy
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
13%
12%
14%
19%
15%
13%
Middle 60%
65%
53%
56%
65%
68%
67%
Bottom 20%
22%
36%
30%
16%
17%
20%
NAPLAN Longitudinal Summary
NAPLAN
Reading Year 3
Year 3 Reading
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
22%
13%
25%
20%
16%
16%
Middle 60%
49%
63%
56%
61%
64%
62%
Bottom 20%
29%
25%
19%
18%
20%
22%
Year 5
Year 5 Reading
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
25%
14%
13%
22%
20%
16%
Middle 60%
52%
61%
68%
62%
63%
66%
Bottom 20%
22%
25%
19%
17%
17%
19%
NAPLAN Longitudinal Summary
Writing Year 3
Year 3 Writing
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
21%
17%
25%
22%
17%
20%
Middle 60%
57%
57%
62%
60%
66%
57%
Bottom 20%
22%
26%
14%
17%
17%
24%
Year 5
Year 5 Writing
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
17%
7%
17%
20%
15%
22%
Middle 60%
55%
69%
67%
61%
69%
62%
Bottom 20%
28%
24%
16%
18%
15%
16%
NAPLAN Longitudinal Summary
Spelling Year 3
Year 3 Spelling
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
12%
12%
18%
19%
13%
16%
Middle 60%
62%
64%
68%
62%
65%
62%
Bottom 20%
26%
25%
14%
19%
22%
21%
Year 5
Year 5 Spelling
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
10%
20%
11%
21%
15%
18%
Middle 60%
55%
58%
67%
62%
69%
62%
Bottom 20%
35%
22%
22%
18%
16%
20%
NAPLAN Longitudinal Summary
Grammar & Punctuation Year 3
Year 3 Grammar & Punctuation
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
17%
12%
23%
22%
17%
17%
Middle 60%
52%
64%
62%
60%
65%
65%
Bottom 20%
31%
25%
15%
18%
19%
18%
Year 5
Year 5 Grammar & Punctuation
WA Public Schools
School
Like Schools
2014
2015
2016
2014
2015
2016
Top 20%
14%
12%
19%
20%
19%
16%
Middle 60%
61%
61%
65%
63%
63%
67%
Bottom 20%
25%
27%
16%
17%
18%
18%
NAPLAN Longitudinal Summary
FINANCIAL SUMMERY AS AT 31ST DECEMBER 2016
GENERAL COMMENTS / RECOMMENDATIONSMy school is well maintained needs further investigation. There is almost a one point discrepancy in parent and staff perceptions of how well the school is maintained. Students’ perception of being well maintained is almost on a par with parents. Overall presentation of the school is excellent.Student behaviour is well managed at this school is lower with students than parents and staff. In 2017 the school is engaging in a review of behaviour management through a PBS project. This will enlighten us on student concerns and perceptions and allow for students to be part of the process.Parent response to the survey was very low and therefore it is difficult to gauge the validity of the survey.Discussions at the Board level have created solutions to increase parent participation in surveys for 2017.
ANNUAL REPORT SCHOOL SURVEY