Annual Report 2017 - Ranford Primary School Primary - 2017... · This Annual Report for 2017 provides a summary of the school’s performance throughout the year. It presents details

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Annual Report

2017

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This Annual Report for 2017 provides a summary of the school’s performance throughout the year. It presents details of student performance in academic and non-academic areas as well as school performance in the focus areas of the school’s Business Plan, along with an analysis of learning area plans. Additional information and details have been provided to the school community throughout the year in newsletters, through the school website, and in reports to the School Board and P&C Association. Further to this, information of a more individual nature has been reported or communicated to parents through student diaries, formal reports, interviews and the Individual Adjustment Plan (IAP) process when appropriate.

The Vision for Ranford Primary is reflected in every aspect of the day to day management and operations of the school, the priority focus areas of teaching and learning programs, the professional and physical environments and all interpersonal interactions. It drives all decisions, policies and processes and the shared goals of both the school and its community.

The Beliefs articulate a fundamental shared understanding of the school’s Vision in operation. They describe the characteristics and qualities of learning and social contexts and provide a framework for decision making and policy. The Beliefs describe our school in action and along with the core values, have become a noticeable aspect of the school’s positive reputation and culture.

Ranford Primary is an Independent Public School located in the south eastern suburb of Canning Vale. At the close of 2017 numbers for Kindergarten to Year 6 were 635 and the school opened in 2018 with a total of 640 students.

Being a local intake school and due to the reputation of its teaching and learning programs, Ranford Primary has been the school of choice for many parents to move into the local area and take every opportunity to be part of a dynamic learning environment. A positive school tone and focus on the individual child provides a balanced program of curriculum opportunity and well-being, catering for both academic and non-academic needs. There are high expectations for providing the opportunity for each child to achieve their potential and these expectations are also a responsibility of the student themselves.

School Vision and Beliefs

School Context

2015 Annual Report 2017 Annual Report

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The demographic of the student population continues to represent a multi-cultural cross section of twenty six nationalities, with approximately 47% of the students having English as an Additional Language (EAL). A full time EAL teacher supports students, teachers and families with making the necessary adjustments to cater for the needs of second language learners. During 2017 students with special needs were in mainstream classes at all year levels, participating in inclusive learning environments with adjusted individual documented plans. Values and pastoral care programs add to the development of the whole student. Specialists in Science, Media Arts, Physical Education, Health and Well Being and Languages develop curriculum programs in these learning areas. Ranford Primary has a proud reputation for its focus on the individual child, specifically by targeting differentiated literacy and numeracy learning and by providing a range of programs which provide the opportunity for inclusion, support and challenge. The Professional Learning of staff is highly valued in building the capacity of the school to allow each child to achieve their potential. The campus of Ranford Primary is aesthetically pleasing, spacious and well maintained, providing for many learning opportunities both inside and outside the classroom. Staff and students enjoy working and learning in an environment that is well resourced with current technology and a continual eye on enhancing the quality of teaching and learning opportunities. This is maximized by the school and community working together on significant improvement and renewal projects.

Ranford Primary is a school that continually strives to improve its capacity to deliver innovative and rich learning experiences for students. As a result, there are many projects and events worthy of acknowledgement and these have been shared with the school community throughout the year. Highlights and special projects include: New Business Plan Visible Learning Pedagogy The pedagogical focus of the new Business Plan 2017-2019 made an impressive start with the establishment of a dedicated leadership team, comprising both teaching and support staff. From a well- respected research base, a Visible Learning Plan was developed to articulate the way forward in implementing this pedagogy throughout the school. A strategic professional learning program ensured common understandings, a necessary pre-requisite for school wide consistency. Student surveys and classroom observations were conducted to give an insight into the degree to which the underlying principles and language of Visible Learning were being made explicit in teaching and learning programs. Analysis of these surveys are continuing to provide feedback to the leadership team and the overall pace of implementation. A key feature of the Visible Learning Plan is staff collaboration, mentoring and sharing of experience, expertise and resources. External professional learning has provided the leadership team with knowledge and understandings about Visible Learning as well as key considerations and strategies that support and enhance the uptake of pedagogical change. Well Being The development of a Well Being Reference Group of teaching and support staff has formalized the school’s priority of well-being for all – students, staff and families. An external provider has developed a bespoke well-being program for staff, planned over the three year cycle of the current Business Plan. The intention is to reinforce the strong message that individual well-

Highlights of the Year

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being of staff has a critical impact on the overall well-being of the school, impacting on our capacity to achieve the best outcomes for our students. Through a series of workshops, staff knowledge about the many facets of well-being has been explored. Staff surveys have provided baseline data about well-being in the workplace. These surveys can be accessed by staff at a personal and confidential level with additional survey results providing the whole school picture. The student well-being program was further enhanced by four staff (Chaplain, two teachers and one Administration member) training as facilitators for the Seasons for Growth program. The first courses will begin in Term 1 of 2018. This program replaces Rainbows and supports those students experiencing loss and grief. Seasons for Growth combines with a suite of programs that support student’s well-being and resiliency. The others being Aussie Optimism (specialist teacher in small groups) and our Bounce Back (whole class) programs. Media Arts – Teacher Development School The Media Arts Specialist teachers successfully applied for Ranford Primary to be recognised as a Teacher Development School for 2018 in The Arts. Design and Technologies was also added as a second learning area. Department of Education Teacher Development Schools are acknowledged as having the capacity and expertise to be part of a systemic network to support other schools by: * developing and delivering a range of high quality professional learning that is relevant, collaborative, future focused and tailored to meet the needs of teachers and schools; * sharing curriculum expertise and exemplary teaching and learning practice across schools, networks and professional learning communities; and * identifying and sharing strategies and resources through professional learning and online communities. Digital Technologies Grant The Technologies Curriculum Team successfully applied to the National Innovation and Science Agenda for a grant to develop a project supporting the implementation of the Australian Curriculum: Digital Technologies on a whole of school basis. This $20,000 grant will enable professional learning and resources to create innovative methods for driving enhanced digital literacy throughout the school. Only 60 schools Australia wide were the recipients of these grants, 9 being schools in Western Australia. The Technologies Curriculum Team will begin the implementation of this resource in 2018. The purpose of our Grant is to: 1. stimulate best practice models of implementation of, and student and teacher engagement in, the Australian Curriculum: Digital Technologies; 2. encourage sharing of ideas and experiences in relation to the Australian Curriculum: Digital Technologies, within and among schools; 3. facilitate the development, implementation and sharing of demonstration projects that can be used by other schools to implement the Australian Curriculum: Digital Technologies; and 4. facilitate effective ways that leaders can inspire their teachers and students to extend and apply their learning across other learning areas through the Australian Curriculum: Digital Technologies.

Specifically, Ranford Primary School will develop a permanent, designated Makerspace. This will provide all students access to a range of resources and learning opportunities that directly support and enhance knowledge and understanding, and processes and production skills of the Digital Technologies curriculum. To support targeted use of the Makerspace area, teaching staff with an interest in the technologies area will complete Adelaide’s Digital Technologies Massive Open Online Courses (MOOCs) and collaborate with local Teacher Development Schools.

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School Resources During 2017 significant additional resources were purchased, as well as the maintenance and planned renewal of existing assets. This continual process ensures all resources and assets are in good working order, enable all teaching and learning programs to be effectively supported and send a strong message to our community that we value an environment that is well maintained and contains the best possible teaching and learning resources. (See Financial Summary for further details of expenditure). New School Uniform After eighteen years, and following significant community involvement through the P&C Association, the school uniform was updated to provide a more practical and modern look. Advances in technology also allowed for cooler fabrics. The phase in period of two years was positively accepted by the school community and as of the beginning of the 2018 school year, most students were proudly wearing the new combinations of uniform. Senior Teacher Status During 2017 a further two teachers attained Senior Teacher status. This brings to 13 the number of staff who have leadership roles as Senior Teachers.

Curriculum improvement and rigorous analysis of data and individual performance is a continual focus at Ranford Primary. Teachers devise teaching and learning programs for every student to access the curriculum successfully so they can reach their potential academically. Teachers constantly monitor and assess their programs to ensure areas of strength are maintained, areas of weakness are addressed and that system and national requirements are included in the learning area plans taught. Teachers work in curriculum teams to maintain the focus on pedagogy, implementation, resources and events as well as an annual review and self-assessment of the effectiveness of strategies on the School Development Days in Term 4, each year. Feedback from the whole staff on areas of concern is then implemented in the learning area plan for the following year. This process ensures student academic achievement can continue to occur in a targeted way. In 2017, Technologies was a whole school focus and teachers familiarised themselves with their year specific context required to implement Digital Technologies and Design and Technologies. The Arts, which was first implemented in 2016 continued to be a highlight in the area of Media Arts and Drama with teachers continuing to upskill their knowledge through school and network Professional Learning. A summary of the strengths and areas for focus in each learning area is outlined below.

Curriculum

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Strengths 2017 Focus 2018

Pedagogy

Pedagogy differentiates appropriately for EAL students to routinely access.

Teachers adjust Common Assessment Tasks (CATs) for EAL and Special Need (SN) students to ensure fair access to demonstrate skill attainment.

Maintain teacher moderation of student CATs utilising School Curriculum and Standards Authority (SCSA) judging standards as a guide and tool for Professional Learning and dialogue, informing both school and system level planning.

Cross-setting for Years 1-6 through a teacher support program for specific target groups, identified through data, including On-Entry and NAPLAN.

Brightpath Writing Assessment tool familiarisation began.

Explicit teaching to occur in mini lessons (whole / part / whole approach).

Whole school pedagogy and individual student mapping is focused on First Steps for Reading.

Increase resources for cross-setting support program throughout the year to cover P-6.

Maintain Professional Learning (PL) requirements whole school as determined by needs and English learning area plan.

Reading Intervention program implemented and resourced for Years 2-6.

Continue Brightpath familiarization in writing assessment across the school.

First Steps Reading refresher course for whole school implemented.

Gradual Release model of responsibility to be embedded in teaching pedagogy.

Assessment

Regular data analysis meetings with all year levels to better plan for and target ongoing areas of consolidation through cross-setting and teaching and learning area plans prior to NAPLAN.

Bridging targets between On-Entry and NAPLAN established for Year 3 NAPLAN and indicated in the Business Plan.

Efficient data collection cycle for On-Entry assessment developed so teachers can access and respond to information in a timely manner.

Review of assessment schedule replaced Reading Common Assessment Task (CAT) with individual profiling of students in Reading for more fine grained and valid information to be recorded.

Teachers regularly meet to discuss and monitor Band Growth Target groups to inform individual and cohort teaching and learning focus.

CATs will incorporate skills for consolidation analysed from On-Entry, NAPLAN or previous year CATs into current CATs to ensure skill acquisition and understanding.

EAL teacher to view CATs, EAL student results and provide EAL students further support within the EAL program.

Whole school plan to be implemented to utilise Brightpath Writing Assessment Tool.

English

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Reading

Greater range of First Steps reading strategies taught K-6 and incorporated into comprehension CATs.

Embed individual tracking of students on First Steps Reading Map of Development to improve targeted programming for students.

Whole school focus on regular and consistent explicit teaching of reading procedures and strategies outlined in Learning Area Plan for implementation each term.

Use of First Steps procedures and resources to be evident in programs.

Individual tracking of students using First Steps Reading Map of Development to be maintained and regular discussion on individual needs and progress scheduled.

Language experience, book discussion groups, modelled reading and guided reading to continue to be a focus of the teaching and learning program.

Develop and enhance the Reading Environment within communal areas of the school.

Provide designated reading spaces for students during silent reading and lunchtime.

Additional teacher resource to support and students in reading through cross-setting, in particular for extension reading.

Investigate and analyse grammar, spelling, idioms and figurative language in texts.

Oral Language

Teaching and learning programs to greater reflect oral language opportunities, K-6.

Common assessment rubrics collaboratively developed and moderation of targeted students occurred.

Students in Years 4, 5&6 participated in school wide speaking competition. Winning students represented the school in the Metropolitan Speak Up Awards. One student won the overall competition in 2017.

Use of First Steps and Language and Speech Development Speaking and Listening Resources.

Provision of regular opportunities for students to engage in oral language activities.

Explicitly teach Speaking and Listening skills.

Phonological Awareness / Spelling

Review K-2 Early Intervention for phonological awareness and spelling.

3-6 spelling file established and implemented. Teachers attended the Dyslexia Speld

Foundation conference and presented PL to staff.

Embedding Phonological Awareness and Oral Language, Years 3-6 for improved continuity throughout the school.

Embed Edith Cowan University, Sounds to Spelling to compliment highly effective current spelling program.

Writing and Handwriting

Balance of writing genres and categories of writing exposed to all students.

Expected standard of handwriting modelled by staff at all times to students and parents.

Continue a balanced approach to teaching writing and the categories within it.

Explicit handwriting lessons using South Australian font a minimum of twice a week.

Maintain standard of handwriting modelled to students and parents.

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Events

Regular events occurred throughout the year to highlight the English learning area.

Maintained:

National Simultaneous Storytime Bookweek events including Book café, Ranford

Reads to Babies and Sharing our Stories.

Spelling Bee for Years 1-6. Speak Up competition for Years 4-6.

Maintain regular school events to highlight the English learning area.

Two Author visits planned for 2018.


Pedagogy

Measurement and Geometry was a whole school focus with an emphasis on hands on learning.

The support program catered for the range of ability levels in a variety of educational contexts and opportunities.

In-house assembly time quarantined for regular review of Maths pedagogy, Back to Front Maths and year level planning.

Numero utilised to promote math proficiency and efficiency. Teacher facilitated lunch time sessions for upper and middle primary students. Two teams competed in the final round of state competition with one team placing 3rd.

A focus to integrate more ICT as a tool for demonstrating achievement within the proficiency strands and the ICT General Capability.

Continued opportunity for extension students, Years 4-6, to participate in team problem-solving competition for the Maths Association of WA. In 2017, a Year 4 team placed 1st, Year 5 received 8th and Year 6 placed 1st.

Maintenance and upkeep of resources to add value to the teaching and learning program.

Parent workshops commenced highlighting the importance of early years Maths and strategies for parents to assist.

New teachers to participate in peer teaching and mentoring to implement Back to Front Maths pedagogy.

Continued focus on Back to Front Maths within teaching and learning programs.

Workshop for parents to continue highlighting the importance of early years Maths and strategies for parents to assist.

Proficiencies to be explicitly taught to effectively develop problem solving skills and strategies for students.

Mental strategies to be regularly used and reinforced through explicit teaching.

Oral language to be a key consideration when checking for understanding K-6.

Junior Numero team to be maintained to ensure sustainability of program and mentored by Upper Primary students.

Continued focus on hands on learning within the Maths curriculum, K-6.

Use of Numicon for SN students. Maintain extension opportunities for students

in a problem solving / hands on learning environment.

Emphasis on hands-on and digital technology resources to enhance students’ understanding of key concepts in spatial areas of Maths.

Mathematics

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Assessment

On-Entry data analysed and utilised to develop individual, group and class programs.

Bridging targets developed for Year 2 students using data collection for more effective NAPLAN analysis.

Core Common Assessment Tasks developed by Maths committee to ensure depth and breadth of curriculum is covered in teaching and learning program and moderated at regular and timely intervals throughout the year.

CATs were a regular process for moderation and reporting purposes.

On-Entry data continues to be analysed and utilised to develop individual, group and class programs.

Business Plan Targets in P, Year 1 and 2 are on track to being met.

Further develop teacher plans and pedagogy to improve skills determined through beginning of the year testing and year level analysis.

MTS Year level tests to be analysed for strengths and weaknesses by year level teachers and used to inform planning.

Assessment tasks created to assess

proficiencies.

Professional Learning

Access to regularly updated website to keep current with Back to Front Maths and curriculum planning and assessment.

Access to specific Numicon resources for each block.

Assessment and Moderation PD provided to all staff.


Pedagogy

Maintained two hours of Science per week Years P-6.

Whole school focus of reading and interpreting graphical information was a greater part of Science program.

Primary Connections interactive resources purchased to add depth to teaching and learnng program.

Maintained Term Outlines which identify focus areas for each year level and SCSA standards for Understandings, Human Endaevour and Inquiry strands.

Maintain time provided for Science which is above suggested teaching time in SCSA outline.

Human Endeavour to be a consistent and integral part of classroom Science program and incorporated with other learning areas.

Resources continue to be updated to the Primary Connections suite of resources.

Science Booklet used in 2018, providing a reflection time for students on their learning between lessons, from the SciShed and their classroom lessons.

SCSA standards for Understandings, Human Endeavour and Inquiry strands highlighted in Term Outlines for each year level (including ABLEWA).

Science

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Assessment

Maintained Year 3-6 Science testing utilising the ACER PAT Science Testing. Data analysis of test to inform future planning.

Reporting from the Science Specialist as well as classroom teacher in semester reports, covering all strands.

Improve student skills as identified from ACER PAT testing that focuses on: - Measuring accurately. - Identifying variables. - Recognising patterns in data.

Continue with whole school strategies to address focus areas of measuring, working with variables and using graphical information.

ACER PAT Science Testing – to be purchased and run with scoring and analysis provided by ACER.

Maintain valid and informative reporting processes.

Excursions

Whole school participation in Science Morning activities in Term 3.

Year 6 ATCO Gas excursion in Term 3. Whole school (PP – Yr 6) excursion to Perth

Hills Centre in Term 4.

Selected Year 6 students attended Brainstorm Challenge Day at Scitech in Term 4 as part of extension opportunities.

Brainstorm Challenge day to be continued as extension opportunity for Year 5/6 students.

PP to Yr 3 CREEC excursion in Term 4. Years 4 – 6 Perth Zoo excursion in Term 4.

Connection to Community

Science school to home links were regularly maintained through: - Ranford Skywatch in newsletters. - Block-based Science Quiz in Term 3. - Science Award at assemblies. - Hands-on activities for parents and students at the Celebrating Teaching and

Learning night.

Newsletter contributions to be made regularly by students higlighting Science within the school.

Whole school Science Quiz to run throughout Term 3.


Pedagogy

Implementation of SCSA WA Humanities and Social Sciences (HASS) Curriculum: - History and Geography in Years PP-6. - Civics and Citizenship in Years 3-6. - Economics and Business in Years 5-6.

Two hours per week is the designated time to teach HASS subjects with one hour for explicit teaching and inquiry based tasks in straight classes, and additional time for cross-curricular tasks, involvement in excursions, incursions and current events.

Professional Learning attended to assist with

Full implementation of the West Australian Humanities and Social Sciences Curriculum. History and Civics and Citizenship in Semester One and Geography and Business and Economics in Semester Two.

Maintain a structured and logical framework to cover all HASS learning areas, as mandated at system level.

Maintain explicit teaching of terminology. Include year level specific incursions and

excursions that add depth to the learning area where applicable.

Humanities and Social Sciences

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implementation of the curriculum and assessment.

Timetable changes enabled HASS to be taught in straight classes across the school.

Current events and general knowledge were a focus of teaching and learning in all four areas of Humanities.

Further involvement in Professional Learning for staff to establish familiarity with content of new HASS subjects.

Assessment

Semester Reports to reflect West Australian framework of teaching, assessing and reporting.

Continued CATs (Common Assessment Tasks) for History and Geography.

Maintain valid and informative reporting process.

Inquiry based History CAT. Formal reporting in all HASS subjects. Familiarise staff with weighted assessment

processes.

Resources and Events

Learning areas within HASS are well resourced and have continued to be updated as required.

Additional world globes purchased for classrooms.

Whole school excursion to Perth Hills.

Resources continue to be sourced and updated. Year 6 excursion to Parliament House,

Consititutional Centre and Electoral office.

Middle and junior primary cross-curricular excursions into the wider community.

Teachers implement the online SCSA resources, informative and interactive, that are continually added and updated to support students.


Pedagogy: Health

Whole school utilisation of SCSA Health and Physical Education curriculum.

Developed whole school Health outline to ensure content, skills and appropriate resources are being utilised through the teaching and learning program.

Continue to utilise a range of recommended resources to guide planning and teaching, whole school for continuity of implementing the curriculum including; SCSA, Bounce Back, School Drug Education Road Awareness (SDERA) and Smiling Minds.

Explicit teaching of Bounce Back units during Health for Years K-6.

Reporting reflected the West Australian

Curriculum.

Maintain whole school Health outline and review content, skills and appropriate resources.

Teaching to focus on Personal and Social competencies aspect of the curriculum for reporting.

Reporting to reflect the West Australian Curriculum and teachers to refer to SCSA reporting resources to assist teacher judgement.

Health and Physical Education

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Professional Learning utilised teacher expertise to establish familiarity with content of new curriculum.

SDERA PL attended by staff – Challenges and Choices.

Continue SDERA PL for staff in relevant areas of the curriculum.

Resources and Events

Safety and nutritional awareness highlighted through initiatives such as, National Ride to School Day, National Walk to School Day, Healthy Breakfast and March Munch as well as Crunch & Sip focus.

Continue and maintain events that compliment the curriculum.

Crunch and Sip information sent to all families.

Regular newsletter inserts to inform community on Health related topics.

Students P-2 involved in March Munch – awareness of healthy eating.

Royal Lifesaving Incursion whole school to occur.

Year 5/6 incursion First Aid – St John’s Ambulance.

Pedgagogy: Physical Education

Full implementation of SCSA WA Health and Physical Education Curriculum.

PL attended to assist with implementation of WA Curriculum.

ICT was utilised to assist assessment and reporting procedures.

Networked with local schools for PL on best practise and effective assessment.

Junior Sport focused on development of Fundamental Movement Skills.

Variety of lunchtime activities and competitions organised for students throughout the school year.

Re-marking of basketball, netball and tennis lines on outside courts.

Purchase of new Interschool Team shirts.

PL for staff on faction carnival rules and organisations.

PL for PE specialist focussing on gymnastics as per curriuclum requirement.

Continued use of ICT to support assessment and reporting.

CATs for Years 1-6 to be initiated. Senior Sport (Years 3-4) to focus on

application of Fundamental Movement skills in modified games.

Investigate options for playground marking to provide further opportunities for physical activity duirng break times.

Initiate lunchtime intervention programs for students using Captains as peer mentors.

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Well-Being

Initiatives

Operation Christmas Child shoebox appeal by all classes continued to highlight the importance of social awareness in the community.

Communication diary sheets was well received and will continue in 2018.

Resiliency program Bounce Back is embedded and purchase of additional books enhance units.

110 students from Year 1 to Year 6 participated in Aussie Optimism programs.

Resourced additional time for Health Specialist to implement Well-being Program and Aussie Optimism, Well-being and Resiliency Program.

Well-being committee established and meet as required to oversee aspects of well-being for staff and students.

Maintain whole school participation in Operation Christmas Child.

Maintain programs to promote social values and encourage global citizenship.

Teachers maintain regular use of Smiling Minds to incorporate meditation and mindfulness for students.

Principal and two staff members completed training in Seasons for Growth – a loss and recovery program for students. Program to be implemented this year.

Kids Matter accreditation will be completed. Kids Matter information sheets and posters to

be utilised for students and the wider community.

Motivating Student Learning

Recognition of students through Values Certificates maintained throughout the year and displayed.

Class data collection of values each term to inform against Business Plan targets.

Regular parent workshops on various topics implemented.

Values certificates continue to be recognised regularly at In-house assemblies.

Parent workshops continue to be regularly timetabled throughout the year.

Regular analysis and review of term results by staff of Communication Diary attributes.


Pedagogy

Two whole school Arts areas, Drama and Media Arts, fully implemented.

Two Media Arts specialists employed to teach the learning area, P-6 throughout the week.

PL attended at John Curtin College of the Arts to establish a connection with primary school and high school Media Arts curriculum.

Connections established with other specialist primary schools teaching Media Arts.

All classes K-6 had 2 hours of The Arts per week.

Encourage and provide opportunities for students to experience a range of Art forms as an audience as well as an artist, individually and as a member of society.

West Australian Curriculum for The Arts, Media and Drama, implemented and reported to.

Teaching and learning program to continue and maintain engagement with Dance, Music and Visual Arts within an integrated classroom program.

Continue the connection with metroplitan high schools to gauge a deeper understanding of a program already well embedded.

Maintain network links and memberships of professional associations.

Achieved Teacher Development School (TDS) status in The Arts for 2018 and 2019. Committed to providing support and PL for teachers in The Arts across the state.

The Arts

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Resources

Visual Arts consumables purchased for use throughout the school.

Media Arts specific equipment purchased for program.

Additional 16 iPads purchased for use. Video cameras and tripods purchased. Class set of headphones and splitters

purchased for use with the iPads.

Green screen purchased. Subscriptions and memberships purchased to

Media Art specific networks.

Excursion to UWA for Year 2 students to view drama production of Shaun Tan’s Rules of Summer.

Drama resources purchased and utilised by all staff K-6.

Excursion and incursions planned where appropriate to maintain student exposure to a variety of Arts.

Drama and Media Arts opportunities continue to be developed to broaden student appreciation of The Arts and linked to the visual literacy curriculum in English.

Continue to resource all aspects of the Media Arts and Drama program through purchase of more scripts, digital and print and purchase additional props.

Maintain subscriptions and memberships to appropriate networks.

Regular exposure and experience of live or digital events in Media Arts.

Extra Curricular

The school choir continued to grow and had more opportunities to perform throughout the year.

School of Instrumental program continues to grow with Year 5 and 6 selected students participating.

Double the number of students are participating in the SIM program and choosing to purchase their own instrument.

Maintain the lunch time choir program. Choir to be involved in singing opportunity

with other schools.

Maintain promoting Arts events, competitions and opportunites where possible.


Processes

Maintained processes for prompt identification of EAL students upon enrolment and assessed as early as possible

Identify EAL students at enrolment and thoroughly assess as early as possible.

Pedagogy

Further developed teacher familiarity and use of the Progress Maps in teaching and learning programs.

Stage 1 EAL students received extra time for literacy in place of Languages as per the SCSA Languages policy.

EAL resources were accessed and used regularly by classroom teachers to assist students.

School resourced EAL time for students in Kindergarten and Pre-Primary.

Additional EAL Educational Assistant time provided to support students in Kindergarten and specific students.

Monitor and moderate student work in an effort to create consistent and reliable data.

Seek further opportunities for cross-curricular learning.

Support classroom learning through oral language and explicit instruction.

Use of Learning Intentions and Success Criteria to focus learning.

Maintain extra time school provides for extra support to students in Early Years.

English as an Additional Language (EAL)

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Willingness of classroom teachers to become actively involved in the learning processes of EAL students.

Early Year's teacher interest and study in EAL assisted with successful Senior Teacher status.

Teach classroom teachers and EAs how to assess new students.


Pedagogy

Familiarisation year - Technologies taught and reported on but not graded.

Semester 1 Digital Technologies, Semester 2 Design And Technologies.

Design Technologies teaching schedule is organised across year levels to ensure students access each teaching context twice by the end of Year 6.

Dedicated IT Support role fulfilled for 2 days a week in Terms 3 and 4.

Codeclub ran at lunchtimes in the library with students completing various activities.

Curriculum moving from familiarisation to full implementation for Pre Primary to Year 6.

Semester 1 reporting on Digital Technologies, Semester 2 reporting on Design and Technologies.

Continue to improve teacher and student confidence in new curriculum as a whole school focus utilising staff expertise and online professional learning.

Sharing knowledge and expertise with other DoE schools in our role as a Teacher Development School for Design and Technologies.

Codeclub to be maintained. Successful application and recognition for a

teacher chosen to participate in a DoE Professional Learning Program – Teachers Can Code.

Digital Technologies

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Strenghts 2017 Focus 2018

Resources

New laptop trolleys purchased for senior teaching block, new covers for all the MacBooks.

External DVD drives purchased for each block Digital Literacies Grant $20 000 to plan and

develop a dedicated Makerspace for the Early Years.

Range of Technologies resources purchased including robotics equipment, Meccano and construction sets.

A dedicated Early Years Makerspace to be established through successful grant application.

Further development of resources as required.


Pedagogy

K-2 ICT Skills Passport developed that aligns with the phases of the curriculum general capabilities.

New laptops and laptop trolleys purchased as previous student MacBooks reach end of life.

Typing Tournament subscription continued with students using the site as a game based model to improving touch typing skills.

Promoted safe use of ICT including social media and appropriate online behaviour.

NAPLAN online for Years 3 and 5. New smart board technology to be phased in

to replace existing projector based whiteboards.

Sync and Charge stations to be purchased and classroom iPads merged into block sets to ensure most effective use.

Typing Tournament subscription continuing so students improve touch typing skills. This will be critical with NAPLAN trialling an online model in 2018.

Continue to promote safe use of ICT including social media and appropriate online behaviour.

The On-Entry Assessment Program provides teachers and parents with information about the understandings that a child brings to school in Pre-Primary and in Years 1 and 2. The Assessment Program provides information about the current skills and understandings a child has in Speaking and Listening, Reading, Writing, and Numeracy. Results are expressed as Progression Points and it is determined that at the end of each year students should have made the following Progression Points: Pre-Primary Progression Point 1 Year 1 Progression Point 1.5 Year 2 Progression Point 2 Every student from Pre-Primary to Year 2 participates in On-Entry. The results assist teachers with their planning of targeted teaching and learning programs and adjustments required for individual students.

Information and Communication Technology

On-Entry Assessment

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In 2017, On-Entry Progression Points were presented in the Business Plans as Bridging Targets. The development and use of Bridging Targets by teachers will be to analyse On-Entry results from Pre-Primary to Year 2 and use teacher knowledge and judgment to predict the Year 3 NAPLAN band a student has the potential to achieve. This will allow the Year 2 and Year 3 teachers to plan teaching and learning programs more effectively, catering to the individual child. The table below outlines the Bridging Targets teachers in Year 3 will analyse and use to measure the effectiveness of teaching and learning programs after NAPLAN.

Bridging Targets On Entry to NAPLAN Year 3

Numeracy Writing Reading

1.6-1.8= Band 3 1.6-1.8=Band 3 1.6-1.8=Band 3

1.9-2.1=Band 4 1.9-2.3=Band 4 1.9-2.3=Band 4

2.2-2.6= Band 5/6 2.5 and above=Band 5/6 2.4 and above= Band 5/6

Years 3 & 5 students participated in the NAPLAN tests during May 2017. The main purpose of these tests is to identify students’ degree of literacy and numeracy skills and knowledge in the domains of Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. All staff are involved in analysing student results to determine future curriculum planning and whole school focus areas that will assist every student to reach their potential. Reading has been, and will remain, a whole school focus when it was decided in 2014 that a change to the teaching and learning program was needed. Reading results in 2017 as indicated by the NAPLAN longitudinal summary from Schools Online for Years 3 and 5 have both increased indicating that whole school programs and professional learning are starting to have an impact. The Student Information Achievement System also shows that for both year levels Ranford was significantly above the State and National Mean in this area. Results also show that in 2017 Ranford was above 7 out of the 8 neighbouring schools in the local area. The following areas have been a pedagogical focus across Reading genres in 2017 through identification of analysis of NAPLAN 2016:

Identifying Interpreting information Inferring information Poem A breakdown of student achievement in these areas for NAPLAN 2017 can be found below: Identifying

Year 3 was at or the above the expected mean for responses related to identifying. Year 5 was at the expected mean for responses related to identifying. Interpreting information

Year 3 was at the expected mean for all responses relating to interpreting. Year 5 had a range of responses from below to above the expected mean for interpreting. Inferring information

Year 3 was below or at the expected mean for responses related to inferring.

National Assessment Program - NAPLAN

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Year 5 was at the expected mean for responses related to inferring. Poem – this is a category within the NAPLAN reading test that has been a school focus.

Year 3 was at the expected mean when responding to the range of questions in the Poem category. Year 5 was at and above the expected mean when responding to the range of questions in the Poem

category. The table below shows that across the two years, Reading has been consistent with the percentage of students achieving at or above the Australian Minimum Standard. In all areas the targets of the Business Plan have been met.

Comparative NAPLAN results in Reading 2016 and 2017

Reading

Year 3 Year 5

2016 2017 2016 2017

Australian Mean 426 431 502 506

WA Mean 416 420 495 499

Ranford Mean 442 462 508 550

Business Plan Targets 90% of students at or above Australian Minimum Standard

% of students at or above Australian Minimum Standard

98% 98% 99% 96%

Source : NAPLAN 2016 and 2017

Source: NAPLAN 2017

NAPLAN 2017 Comparative Results

NAPLAN 2017

Reading Writing Spelling Grammar & Punctuation

Numeracy

3 5 3 5 3 5 3 5 3 5

School Mean

462 550 454 522 462 554 475 560 450 546

WA Mean 420 499 410 469 409 498 429 492 402 489

National Mean

431 506 414 473 416 501 439 499 409 494

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The following table provides a snapshot of the grade allocations teachers give in mainstream semester reports. A summary of the allocations is a good indicator to view how a cohort is performing, in particular from Year 3 onwards where grade allocations can be compared with other system performance indicators such as NAPLAN. Reports are an important communication tool for parents about their child’s learning. Teachers engage in a rigorous process to continually assess, monitor and make professional judgements about the grades each individual student receives throughout the year.

Semester Grade Summary 2017

Grade Excellent High Satisfactory Limited Very Low

Pre-Primary 1.8% 27.5% 64.9% 5.6% 0.1%

Year 1 1.7% 26.3% 70.6% 1.3% 0%

Year 2 2.3% 26.3% 67.2% 4.0% 0.2%

Grade A B C D E

Year 3 5% 32.7% 54.1% 7.5% 0.2%

Year 4 15% 31.2% 50.1% 3.8% 0%

Year 5 15.5% 35.1% 46.5% 2.9% 0%

Year 6 13.6% 39.3% 42.7% 4.5% 0%

Other report considerations

Students who do not receive a mainstream report will have their achievement reported using a SEN (Special Education Needs) Report. This is implemented for students who:

o make slower developmental progress than their same age peers and are not yet achieving knowledge, skills and understandings described in the West Australian Curriculum.

o have a specific delay related to their disability that makes using the West Australian Curriculum Standard problematic or;

o has severe or multiple disabilities with significant learning disabilities. A SEN report further indicates to the parent how their child is being catered for on a more specific individual level when a standard five point scale of an A-E Grade does not reflect their ability adequately. In 2017, 1% of our student population received a SEN report. EAL Summary Some students access specific EAL support and additional time from a specialist EAL teacher. When this is provided, these students are placed on Progress Maps and reported against levels in the area of English in the Semester Reports. A student is reported against levels ranging from Level 1 or 1a through to Level 8. A student is deemed proficient in English and no longer requiring specialist support once they have attained Level 6 across Listening, Reading, Viewing, Speaking and Writing in English. Currently, 87% of students who access support are on Level 4 or above.

Grade Allocations

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Attitude, Behaviour and Effort – 2017 Semester 1 and 2 Reports – Pre-Primary to Year 6

The Attitude, Behaviour and Effort attributes as described on Semester Reports will be an indication of the level of a student’s commitment to their learning. In particular, the value of Commitment has been identified to most closely align to the following Attitude, Behaviour and Effort statements:

Works to the best of his / her ability (Year 3-6 only) Is enthusiastic about learning Shows confidence in making positive choices and decisions.

The improvement target set for the above three attributes through analysis of the semester reports is for all students to receive only “consistently” or “often” on semester reports as an indication of their commitment to learning.

When reading the tables below, it should be noted that there are only three attributes P – Year 2 and eight for Years 3-6. A focus for continuity from the Kindergarten year has been the alignment of attributes from the Early Years Learning Framework with Semester Reports of Pre-Primary.

The following table provides a year level breakdown of the student percentage in each ABE category with the Business Plan targeted attributes highlighted

Year 2

Attribute Consistently Often Sometimes Seldom

Not

Assessed

Is enthusiastic about learning 98 34 9 2 0

Participates responsibly 90 42 11 0 0

Sets goals and works towards them 67 53 21 2 0

Totals 255 129 41 4 0

Percentage 59.4% 30.1% 9.6% 0.9% 0.0%

Year 1


Not

Assessed




Totals 400 53 6 0 0

Percentage 87.1% 11.5% 1.3% 0% 0%

Teacher Judgements – attitude, behaviour and effort

Pre-Primary


Not

Assessed




Totals 405 51 13 2 0

Percentage 86% 10.8% 2.8% 0.4% 0%

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Year 4


Not

Assessed

Works to the best of his/her ability 106 32 1 0 0

Shows self respect and care 132 7 0 0 0

Shows courtesy and respect for the

rights of others

120 19 4 0 0

Participates responsibly in social

and civic activities

124 15 0 0 0

Cooperates productively and builds

positive relationships with others

109 29 1 0 0


Sets goals and works towards them

with perseverance

104 32 3 2 0

Shows confidence in making

positive choices and decisions

104 31 4 1 0

Totals 916 185 11 5 0

Percentage 82.4% 16.6% 1.0% 0.0% 0.0%

Year 3


Not

Assessed




rights of others

138 36 11 0 0



141 35 9 0 0



144 31 10 0 0



with perseverance

126 31 20 8 0



126 41 18 0 0

Totals 1102 274 96 8 0

Percentage 74.5% 18.5% 6.5% 0.5% 0.0%

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Attendance Improving attendance at Ranford continues to be an ongoing priority, with business plan targets clearly focusing on areas of concern. Research has shown there is a strong link between attendance and educational outcomes for students and this is reflected in student information data indicating that there is a strong correlation between those students requiring Individual Adjustment Plans and those falling into “at risk” attendance categories.

Year 6


Not

Assessed




rights of others

122 21 1 0 0



131 11 2 0 0



118 25 1 0 0



with perseverance

118 24 2 1 0



121 21 2 0 0

Totals 975 165 10 2 0

Percentage 14.3% 0.9% 0.2% 0.0% 84.6%

Year 5


Not

Assessed




rights of others

132 14 4 1 0



139 8 3 0 0



126 18 6 0 0



with perseverance

113 22 12 3 0



99 32 18 1 0

Totals 964 172 57 7 0

Percentage 80.3% 14.3% 4.8% 0.6% 0.0%

Engagement

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A range of strategies are used including: • Attendance articles in parent newsletters and flyers provided to Kindergarten students • Attendance messages given at monthly assemblies • Phone calls to parents for students without regular attendance • Absentee letters sent home in five week cycles to inform parents of current attendance rate • Parent meetings • Case managed approach to Students at Educational Risk with attendance concerns through

Individual Adjustment Plans (IAPs) • Attendance comments included in interim and semester reports. Eg. Research shows that an

absentee rate of greater than 10% is considered to place a child at risk of not achieving their learning potential. Xx’s has currently been absent for X% of the semester.

• Contact with South Metropolitan Education Region Attendance Officers Promotion of attendance is a whole school initiative with regular tracking of students at risk and ongoing communication with parents. A personalised approach to the monitoring of student attendance in 2017, including personal, regular contact with parents through letters, telephone calls and meetings and attendance monitoring in a five weekly cycle has been reflected in a reduction in students in all “at risk” categories and reduction in “unapproved absences”. The level of unauthorised absences continues to be unacceptably high, despite tracking, monitoring and intervention strategies. The large majority of unauthorised absences continue to be for vacations during school terms. The table below indicates per year level statistics for:

• Overall attendance average • Authorised absences % • Unauthorised absences % • Number of student falling into ‘at risk’ attendance

Year Level

Average Attendance

Authorised Absences % of Total Absences

Unauthorised Absences % of Total Absences

Total in All At Risk Categories Sem 2 2016

Total in All At Risk Categories Sem 2 2017

K 92. 5 57 43 24 21

P 94. 6 56 44 17 9

1 94. 8 55 45 12 9

2 95. 1 62 38 25 10

3 93. 8 58 42 11 14

4 95. 5 67 31 18 6

5 95. 2 54 46 9 13

6 95. 5 69 31 23 6

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2017 - Semester 1 Collection (Finished for this Year/Semester)

Attendance Profile 2017 Semester 1 Compulsory

2017 - Semester 2 Collection (Finished for this Year/Semester)

Attendance Profile 2016 Semester 2 Compulsory

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Business Plan Targets

Focus Area 2017 – 2019 Targets 2016 - 2017 Comparison Regular school attendance Kindergarten to Year 6

95% of students (K-6) regularly attend over 90% of the time.

2017 Semester 1 87.5% Semester 2 87.8% 2016

Semester 1 88. 5% Semester 2 79. 1%

Students at severe risk 0-59% 0% 2017 Semester 1 1% Semester 2 0% 2016

Semester 1 0% Semester 2 1%

Students at moderate risk 60-79% 0% 2017 Semester 1 2% Semester 2 2% 2016

Semester 1 2% Semester 2 4%

Students at indicated risk 80-89% 1% 2017 Semester 1 9% Semester 2 10% 2016

Semester 1 9.5% Semester 2 16.2%

Students who are consistently late to school ( ie greater than once/week)

Show a 50% improvement for total and individual frequency

Year 3 – 1 student

Students with “unauthorized” absences”, specifically vacations during school terms.

Reduce by 50% 2017 = 37% 2016 = 46%

Students “signed out” during the school day

Average no more than 7 per day Average of 5 per day

Continue Semester Report comment for students whose attendance is less than 90%

Attendance Suspension

Ranford Primary is very proactive in putting in place programs to support students to be successful in the playground and classroom by making positive choices throughout the day. As a result there are a very small number of students being withdrawn from class and suspended from school. The number of incidents that result in withdrawal or suspension is also very small. Suspension data has not been included as it is statistically insignificant but easily identifiable.

Behaviour

During 2017 Ranford Primary continued to build resilience and self-regulation skills around the school values program and the Kids Matter initiative. The values program is the foundation of behaviour management and the pastoral care approach. Values Certificates are presented at an assembly each fortnight to students who have demonstrated specific values behaviour. Kids Matter provides a framework to promote, prevent and support student mental health and resiliency. Children who are mentally healthy are better equipped to meet challenges and learn. The Kids Matter initiative incorporates the Bounce Back and Aussie Optimism programs, promoting resiliency and a positive sense

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of mental health and well-being. In 2017, four staff members trained in the ‘Seasons for Growth’ program which is designed to support all children and young people who have experienced loss and change. Buddy classes formed in 2017 have resulted in forming strong relationships between year levels The Motivating Student Learning Policy reinforces that students, K-6, behave in a respectful and responsible manner at all times. Teachers continually model the behaviour expected and explicitly teach students the skills required to assist them to demonstrate the correct behaviours and make positive choices. Student Communication Diaries have continued to be an effective method of communicating with parents about their child’s progress and behaviour. The Communication Diary has a Value of the class highlighted each week and in addition the Value of Respect remains permanently highlighted for every class, reinforcing it as the basis for all interactions in classrooms and the school grounds. On Fridays, parents are provided with an indication as to how their child had demonstrated the focus Values over the course of the week.

ABLES The implementation of the Abilities Based Learning and Education Support (ABLES) program continued to support the teaching and learning of students with disabilities and additional needs. The ABLES program supports teachers to effectively assess, monitor and respond to individual student needs by:

1. accurately identifying and setting learning goals 2. tracking a student’s progress against their individual learning plan over time 3. identifying the optimal resources that are known to improve learning, which can be adjusted as

the learning needs of students change over time. Throughout 2017 Ranford Primary continued to provide an inclusive learning environment ensuring all students at educational risk were supported and resourced appropriately to meet their individual learning needs. Individual Adjustment Plans were reviewed and refined to incorporate all domains and promote the planning and monitoring of SMART Goals. (Specific, Measureable, Achievable, Realistic and Time Bound Goals). Embedded in the IAP’s is regular and ongoing consultation and feedback between teachers and parents. Students at educational risk were supported by education assistants and support teachers in small group intensive learning sessions or one to one peer tutoring. SEN Reporting In 2017 staff continued to utilise the SEN Reporting format to assess and report to parents on the achievement of students with either special education needs or students whom the school has identified as requiring an alternative reporting format. Professional Capacity Throughout the school there are twenty students whose needs and disabilities were catered for by providing additional resources and staff training. This has resulted in a large team of support staff who are committed to supporting students to achieve their potential. Professional learning for all staff has focused on technology, curriculum learning areas, catering for special needs, early intervention programs, learning difficulties, pastoral care and well-being.

Inclusivity

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Parent Satisfaction Survey Comparative Data 2014 / 2016 / 2017

2014 2016 2017

Male Respondents

23% 18% 21% (29)

Female Respondents 77% 82% 79% (111)

Year level of students

K 17% K + P 9% 14%

P 13% 9%

1 13% 16% 14%

2 15% 15% 14%

3 10% 12% 13%

4 14% 12% 11%

5 8% 8% 11%

6 7% 15% 14%

Average Ratings Strongly Agree = 5 Agree = 4 Neither agree nor disagree = 3 Disagree = 2 Strongly Disagree = 1

Teachers expect my child to do his /her best 4.4 4.6 4.5

Teachers provide my child with useful feedback

4.1 4.3 4.1

Teachers treat students fairly 4.2 4.4 4.1

The school is well maintained 4.5 4.6 4.5

My child feels safe at this school 4.6 4.7 4.4

I can talk to my child’s teachers about my concerns

4.5 4.5 4.4

Student behaviour is well managed 4.3 4.4 4.1

My child likes being at this school 4.5 4.6 4.4

The school looks for ways to improve 4.3 4.3 4.1

School takes parents opinions seriously 4.0 4.0 3.0

Teachers motivate my child to learn 4.3 4.4 4.2

My child is making good progress 4.3 4.4 4.3

My child’s learning needs are being met 4.2 4.3 4.1

The school works with me to support my child’s learning

4.2 4.2 4.1

The school has a strong relationship with the community

4.0 4.1 Not included in National Surveys 2017

This school is well led 4.3 4.4

Satisfied with the overall standard of education

4.4 4.5

Would recommend this school to others 4.5 4.5

My child’s teachers are good teachers Not included 4.5

Teachers at this school care about my child Not included 4.5

Staff, Parent and Student Satisfaction Surveys

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Student Satisfaction Survey

Comparative Data 2014 / 2016

Average Ratings 2014 2016 2017 Strongly Agree = 5 Agree = 4

Neither agree nor disagree = 3 Disagree = 2

Strongly Disagree = 1

My teachers expect me to do my best 4.6 4.8 4.7

My teachers provide me with useful feedback about my work

4.1 4.4 4.2

Teachers at my school treat students fairly 4.1 4.4 4.1

My school is well maintained 4.5 4.4 4.4

I feel safe at my school 4.3 4.5 4.5

I can talk to my teachers about my concerns 4.1 4.2 4.1

Student behaviour is well managed at my school

3.7 3.9 4.0

I like being at my school 4.3 4.5 4.4

My school looks for ways to improve 4.4 4.4 4.4

My school takes student’s opinions seriously 3.8 4.0 4.0

My teachers motivate me to learn 4.3 4.5 4.5

My school gives me opportunities to do interesting things

4.4 4.5 4.4

Staff Satisfaction Survey

Comparative Data 2014 / 2016

Average Ratings 2014 2016 2017 Strongly Agree = 5 Agree = 4 Neither agree nor disagree = 3 Disagree = 2 Strongly Disagree = 1

Teachers at this school expect students to do their best

4.9 4.9 4.9

Teachers at this school provide students with useful feedback

4.5 4.3 4.5

Teachers at this school treat students fairly 4.6 4.7 4.7

The school is well maintained 4.8 4.8 4.9

Students feels safe at this school 4.7 4.8 4.8

Students at this school can talk to their teachers about their concerns

4.7 4.6 4.6

Parents at this school can talk to their teachers about their concerns

4.6 4.5 4.6

Student behaviour is well managed at this school 4.5 4.5 4.7

Students like being at this school 4.6 4.6 4.7

The school looks for ways to improve 4.8 4.8 4.9

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School takes staff opinions seriously 4.2 4.2 4.0

Teachers at this school motivate students to learn 4.6 4.6 4.7

Student’s learning needs are being met at this school

4.5 4.4 4.6

This school works with parents to support student’s learning

4.6 4.4 4.5

I receive useful feedback about my work at this school

3.9 4.0 3.8

Staff are well supported at this school 4.2 4.4 4.2

Survey results for 2014 to 2017 remain consistently positive. These results affirm the positive culture in the school that arises from strategies that are highly individualised. This is particularly the case in the student and parent surveys. Further analysis with the School Board ensured that practices which had such positive impact continued and were highlighted in the Business Plan for 2017-2019. The strong focus of the Business Plan is a pedagogy which highlights the Visible Learning approach, in which feed back to students, goal setting and success criteria are explicitly taught and part of the structure of the learning to learn process. There is a strong focus on the “hidden curriculum” and the impact this has on attitudes and a positive teaching and learning environment as well as relationships which underpin all communications.

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Documents

Annual Report 2017 - Ranford Primary School Primary - 2017... · This Annual Report for 2017 provides a summary of the school’s performance throughout the year. It presents details