School Report 2017 Chidlow Primary School

Our Vision

Our Aim

Our Motto

Principal’s Message Page 1-2

School Board Chair Report page 2

P&C Report page 3

School Performance Page 4-8

School Activities Page 8-10

Financial Summary page 10-11

S c h o o l R e p o r t 2017

OUR VISION: Creating Champions in learning and life

OUR AIM: For students to become:

Successful learners

Confident and creative individuals

Active informed and sustainable citizens

OUR MOTTO: Working Together

Principal’s Message It is with great pleasure that I present you with the Chidlow Primary School 2017 Annual Report. This report give parents and other members of the community a clear sense of how students in the school are progressing and what is being done to maximise student achievement. In 2017 Chidlow Primary School commenced as an Independent Public School. This saw the formation of a new school Board and the development of a three year Business Plan with clear targets for improvement. A branding and marketing strategy helped to develop, clarify and promote the image and direction of the school. This included the launching of a new school website, an electronic newsletter and community consultation on the development of an updated school logo and new shared school vision. At the beginning of the year we commenced with the Fogarty Edvance program which works with school leadership teams over a three year period to build rigorous school improvement processes. This program has helped us to set clearly defined directions for the school and implement processes to remain accountable to the goals set. A review of the 2017 data suggests we are well on track to meet our set targets. A new explicit phonics program, Sounds Write was introduced in the early years classroom to ensure all students developed a strong foundation knowledge to support them in becoming successful readers and spellers. Extensive training and support was provided to teachers to upskill them in this program and develop resources to support the program. Early results indicate that this program can significantly improve literacy outcomes for all of our students.

In addition, staff worked together to develop collaborative practices including using whole school testing data to track student progress and identify specific teaching points for individual and groups of students. Chidlow Primary School highly values working together with the parents and wider community to support student learning and 2017 has continued to be very successful in this regard. Through funding from the Local Projects, Local Jobs Program from the McGowan Government ($20 000), the generosity of parents who own local businesses (Magnum Plant Hire, Eastside Concreting and Paul Coverley) and the P&C Association ($13 000) a new outdoor stage, cricket nets, garden retaining walls and new nature playground were constructed. An exciting new sustainability program, the Precious Plastics Project involves working in conjunction with the Mundaring Men’s Shed to build the plastic recycling machinery for the school. I would like to thank staff, students, the School Board, P&C and all parents and families for their ongoing effort and support in making 2017 a successful year for Chidlow Primary School. Chris Hennessy Principal

School Board Chairpersons Report

2017 is the first year of the Chidlow Primary School Board. We have had a wonderfully productive year and this is wholly thanks to the tireless work of a small group of fantastic people, I would like to thank the board for their patients, professionalism and humour. In 2017 the Chidlow Primary School Board has included the following people. Llorrel Neville, Neil Hartnell, Bryn Allen, Angela Davies, Jacqueline Lemmey, Lee Williamson, Kasey Martin, Denise DeWolfe, Peter Hacket, Phillip Smith, Kim Pomfret, Michelle Prescott, Chris Hennessy, and myself Jamie Dadd. To those who have moved on to bigger and better endeavour, on behalf of the board I would like to thank you for your service and to wish you every future success. For the Board, 2017 has been a steep learning curve. We met twice a term in week 3 and 7, for about 2 hours. A good deal of our time was spent training and getting ourselves up to speed with a working independent public school. The role of a board member requires active listening, a great deal of reading, the courage to ask questions (often over and over), a desire to improve their own understanding and learn what feels for most of us like a new language. Chidlow Primary has a wonderful staff, their patience and grace under our untrained scrutiny is a credit to their professionalism. These are very busy people, that they are willing to make time for members of the board, outside of school hours, to grow our understanding requires dedication we admire and much appreciate. The Board was involved in reviewing the strategic planning, future direction and the results of existing plans in place. As an example, the board was asked for input into the school’s vision for the future and the values the school should promote, install and regard to its pupils. It was the boards responsibility to collate and distill community feedback from staff, teachers, pupils and parents, into a code of values our community believes in. For the Board, 2018 promises to be very exciting and with a year’s experience, highly productive. Our major focus this year will be on better communication, board members are tasked with building their own networks within the school and wider community. We believe that good communication and richer conversation will lead to better outcomes for our kids. School Board Chairman Jamie Dadd

P & C Presidents Message

I would like to thank this year’s P&C committee, and also our committee members.

The P and C run weekly canteen, school banking and uniform shop.

As a committee, we have supported the school as follows:

Support for School Activities Fundraising Events

Breakfast for Ride to School Day

Fruit for Lapathon

Chocolates for Easter Bonnet Parade

Provided Funding for

School Maths Programme

After school Music Programme

Presentation Night Book awards

The bus for Year 6 camp

Cricket Nets

Money towards the nature playground

Medals for the kids that reached 100 laps

at running club.

Picnic at the Lake

2 Discos

Mother’s and Father’s Day Stalls

Sausage Sizzle on Election Day

Wood Raffle outside Woolworths in

Mundaring

Sausage Sizzle at Bunnings

Art Fundraiser

Cake Stall, Salad Rolls and Sausage Sizzle

on Faction Carnival Day

Sausage Sizzle, soup. Tea and Coffee at

Open Night

Sausage Sizzle Presentation Night

Christmas Raffle

All of this could not be achieved without the support of the P and C Committee, School Principal and staff.

parents and carers of Chidlow Primary School and students by helping and supporting the fundraising

events. The total amount of money we have given to the school this year is $24,600

Mrs Michelle Prescott

2017 P&C President

S c h o o l P e r f o r m a n c e 2017

FOCUS AREA 1 – SUCCESS FOR ALL STUDENTS

Our 2017-2019 targets for Focus Area 1 were:

1.1By 2019, consistently match or exceed like schools means in Year 3 and 5 NAPLAN in

Numeracy and Reading.

Year 3 Reading – Well above like school mean Year 3 Numeracy – Slightly above like school

mean

Year 5 Reading – At like school mean Year 5 Numeracy – slightly below like school

mean

In 2017 we met this target in all areas except Year 5 Numeracy where we were only slightly below the

like school mean. Over the last three years there has been a general upward trend in both

Reading and Numeracy, with strong improvements in Year 3 data.

*NB the term ‘like schools’ refers to other schools with a similar student demographic to ours

1.2By 2019, the Reading, Writing and Numeracy progress and achievement of the stable cohort of the Year 5 students will be equal to or above like schools. Progress Yr 3-5 Reading – Well

above state, national and like

school means

Progress Yr 3-5 Writing – Below

state and like school means,

close to national mean

Progress Yr 3-5 Numeracy -

Well above state, national and

like school means

In both Reading and Numeracy the progress between Year 3-5 for our students was well above like school, state and national means. In Writing we were below like school state means but only slightly below national means. We met our target in two out of three areas.

1.3 By 2019, increase the percentage of students in Year One reaching 1.0 progression points in On

Entry when tested at the beginning of the year in Reading from 25% to 60% and in Writing from 25% to 50%.

In Reading 47% of Year One students scored 1.0 progression points or above, compared to 25% in 2016, demonstrating good progress towards the target.

In Writing 32% of Year One students scored 1.0 progression points or above, compared to 25% in 2016 demonstrating good progress towards the target.

1.4 By 2019, increase the percentage of students achieving above stanine 5 in PAT-R from 33% to 51% and PAT-M from 40% to 64%

Chidlow PS Other schools

Reading Target 51%

Chidlow PS Other schools Chidlow PS Other schools

Maths Target 64%

In PAT-Mathematics three out of six classes met the target of 64%. The total school score mean was 62.7% which was 1.3% under target.

Inn PAT Reading four out of six classes were above the target of 50%. The total school score mean was 53.5% which was 3.5% above the target.

STUDENT ACHIEVEMENT – NAPLAN OVERVIEW

Table 2 shows the percentage of students by year level that achieved at or above the National Minimum Standards

in NAPLAN:

Year Level Reading Writing Spelling Grammar &

Punctuation

Numeracy

Year 3 97% 93% 92% 88% 93%

Year 5 84% 89% 88% 96% 100%

Table 3 shows the school performance in comparison with where we are expected to perform for a school with our

Socio Economic Index and past performance levels:

Above Expected performance (More than one standard deviation above expected mean)

At Expected performance (Between one standard deviation above or below expected mean)

Below Expected performance (More than one standard deviation below expected mean)

Year Level Reading Writing Spelling Grammar &

Punctuation

Numeracy

Year 3 0.6 0.0 -0.5 0.4 0.0

Year 5 0.0 0.2 -0.3 0.2 0.2

Students in Year 3 and 5 are performing within the level expected in all areas, with improvement from 2016

data, with strongest performance in Year 3 Reading and Grammar and Punctuation.

PLANNED RESPONSE

Whilst the results from 2017 have shown a pleasing improvement in student outcomes in literacy and

numeracy we need to maintain a consistent and rigorous commitment to our whole school strategies to ensure

that this progress continues. To meet this need we are implementing and consolidating a range of whole

school strategies throughout 2018. These include:

Ongoing implementation of the Sounds Write phonics program from PP to Year 3.

Continuing to consolidate the implementation of Guided Reading from PP to Year 6.

Using data to track student progress and develop focussed teaching groups

Implementation a whole school explicit instructional approach in Mathematics and Reading.

FOCUS AREA 2 – EXCELLENCE IN TEACHING AND LEADERSHIP Our 2017-2019 targets for Focus Area 2 were:

2.1 By 2019, improve the grade alignment of teachers judgements to NAPLAN scores to match state means.

The grade alignment for Year 3 tends to be lower than the NAPLAN score and the grade alignment for Year 5 tends to be higher than the NAPLAN score. The closest alignment was Year 3 Numeracy with the highest misalignment was with Year 5 Writing. The target has not been met in this area.

2.2 By 2019, regular and systematic analysis of school and system data is used to inform teaching and learning and to plan for improvement.

During 2017 teachers worked together to analyse a range of whole school data including: NAPLAN, PAT Maths, PAT Reading, Literacy Pro, BrightPath Writing and On Entry. In particular, Writing data was assessed and analysed every 5 weeks and a case management approach to identify specific teaching points to move groups of students along in their writing was implemented.

2.3 By 2019, teachers work collaboratively to plan, assess and act on student learning. By Term 4 2017, a regular schedule of collaborative planning meetings for junior and senior teams were

established. Teachers met fortnightly to plan, assess, moderate and share practice. Action plans to direct these collaborative teams were developed each term.

2.4 By 2019, a common instructional model is evident in all classrooms. Currently an explicit instruction model including teacher modelling (I Do), guided and shared practice (We Do)

and independent practice and consolidation (You Do) is used in Guided Reading lessons. Professional

learning on this model was presented to staff during the year to clarify the expectations of this approach to

ensure a common and consistent approach across the school

PLANNED RESPONSE

Establish whole school planning documents linked to WA Curriculum

Embed a collaborative planning culture in the school focused on moderating assessment judgements.

Continue to develop and refine class and peer observation processes to provide relevant and effective feedback to staff.

Focus on the use of data to track student progress and develop specific teaching points for differentiated instruction for identified groups of students.

FOCUS AREA 3 – STUDENT ENGAGEMENT and WELLBEING Our 2017-2019 targets for Focus Area 3 are:

3.1 By 2019, the Year 4-6 TTFM student surveys indicate an increase in:

Positive sense of belonging from 67% to 80%

Interest and motivation in learning from 59% to 70% 2018 survey results indicate that 77% of students had a positive sense of belonging which was an increase of 10% from 2017 and close to meeting the target of 80%. This result is still below the survey norm of 86%. 2018 survey results indicate that 72% of students were interested and motivated in their learning which was an increase of 13% from 2017 and exceeded the target of 70%. This result was also slightly above the survey norm of 71%.

3.2By 2019, consistent whole school expectations of positive behaviours are implemented An agreement by staff to commence the Positive Behaviours in Schools Program in 2018 was gained and initial negotiations established.

3.3By 2019, Year 5 and 6 student surveys indicate an increased satisfaction rating with behaviour management and student voice at school from 70% to 80%.

Tell Them From Me survey results in 2018 indicate a slight increase student satisfaction regarding positive student behaviours from 83% to 86%. This target will be more accurately assessed after the administration of student surveys at the end of 2018. Opportunities for student feedback were given during the year through student morning teas conducted by the Chaplain, providing students with an avenue for raising issues and concerns.

PLANNED RESPONSE There is a need for us to continue to focus on increasing student engagement, behavior and well being to promote positive learning outcomes for all. To meet this need we intend to:

Implement Positive Behaviour Support Program in 2018.

Provide opportunities for student voice through regular morning teas with the school chaplain and principal.

Continue to develop student engagement through explicit instruction, scaffolded learning and additional support for students at risk in their learning.

FOCUS AREA 4 – SUPPORTIVE and POSITIVE SCHOOL COMMUNITY Our 2017-2019 targets for Focus Area 4 were:

4.1 By 2019, increase parent satisfaction ratings from 74% to 80% in relation to:

My child’s learning needs are being met.

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

This target will be more accurately assessed after the administration of student surveys at the end of 2018. However, survey data from the Tell Them From Me Parent Survey indicates a slightly increased satisfaction with feeling informed about their children’s learning and progress from 67% to 69%.and support for learning increased from 73% to 75%.

4.2. By 2019, parents will be more informed and involved in their children’s education. During 2017 more whole school data summaries were shared with parents through the school newsletter. Ongoing strategies to promote parent involvement and distributing student progress information will be considered for 2018.

4.3 By 2019, enhance the capacity of the School Board to participate in school self-assessment processes The School Board implemented regular and ongoing training during meetings including risk management, data analysis, ethical decision making and team roles in order to continue to upskill the Board members to perform their roles effectively. New Board members complete the Board Induction training modules prior to commencing their positions. PLANNED RESPONSE There is a need for us to continue to encourage positive relationships between the school and wider community. It is imperative that parents be given the opportunity to be involved in their child ’s education. To meet this objective we will:

Encourage School Board members to engage parents in discussions regarding ways to enhance communication with parents and develop a Parent Communication Policy.

Continue to develop competence and confidence of School Board to analyse and interrogate school performance data.

Provide parents feedback about their child’s learning progress.

S c h o o l A c t i v i t i e s

ACADEMIC ACTIVITIES During 2017 a variety of academic activities were held both at school and inter-school levels. Some of these activities are highlighted below. Public Speaking Competition – Chidlow Primary School competes every year in the Hills Education Community (HEC) Interschool Public Speaking Competition. Our two representatives did a fantastic job. Spelling Bee Competition – Once again we competed in the HEC Interschool Spelling Bee Competition with one of our students coming third overall. HEC Science Quiz – a team of Year 6 students competed in the HEC Science Quiz, despite not winning they

performed extremely well finishing third overall. Mundaring Environmental Art Awards – a number of students entered their art work into the Mundaring Environmental Art Awards competition. One student was awarded as a Winner with another student being granted a Highly Commended for their work. SPORTING ACTIVITIES We participated in a range of school and interschool sporting activities throughout the year. Our students did us very proud and put their best efforts in. Some of the activities we participated in at an interschool level were; Cross Country, Athletics, T20 Cricket and the Lightning Carnival for football, netball and hockey. In the interschool athletics we came a very close second and had a number of individual students perform extremely well finishing as champion or runner up for their age groups.

OTHER WHOLE SCHOOL ACTIVITIES Other than our academic and sporting activities there were a number of other whole school based activities / events that students were involved in, some of these are highlighted below. Clubs – During 2017 the students had the opportunity to participate in a number of additional clubs and activities. The Chess Club continued to develop students skills, a morning Music Choir group performed at some local community events including the Whim Festival and Lake Leschenaultia Carols and Songfest. A parent and local musician, Storme Reeves ran an after school Music program allowing students to experience a wide range of musical instruments and music theory. A Running Club was established encouraging students to run laps of the oval for fitness and fun. The total distance covered by each class and the school was calculated and a number of students were awarded 100 club medals at the end of the year. JumpJam was another program running in the school encouraging students to move to music and learn choreographed dance moves that were performed at assemblies. Some parent volunteers helped to run a gardening club with a group of students each week culminating in the cooking up of the produce from the vegetable garden at the end of the term. Independent Living Program – A program designed to support our students with special needs acquire functional living skills was developed and run each week by our Education Assistants and included recycling, gardening and cooking activities. Book Week - Our annual Book Week dress up day is a highlight of the school year. Almost all students came to school dressed as a book character. Staff joined in the fun dressing up as characters from 101 Dalmations. The parade and following literacy rotation activities made for a fun, interactive and engaging day for the students. Picnic At The Lake - Our annual end of year Picnic at the Lake was held at Lake Leschenaultia in the final week of school. It was a fantastic community event with many parents joining in on the fun of the day. The students enjoyed a range of water based games and activities throughout the day. Presentation Night – As with past years we held our end of year Presentation Night during Week 9 of Term 4. The event was based on a dance theme and all classes performed a fantastic item relating to their chosen song. Students from each class were presented with various awards on the night. Congratulations to all the award winners.

Year 6 Camp - The Year 6 Camp at Ern Halliday in Sorrento was again a massive hit with the students and a highlight of their years of primary school. Over the three days the students were challenged to face some of their fears in a range of adventurous activities including caving, flying fox and the big drop. Year 6 Graduation – One of the most important events for our Year 6 students is their graduation ceremony. This was held during Week 8 of Term 4 and was the accumulation of their past six years of primary school. The students all looked amazing on the night and thoroughly enjoyed such a memorable occasion. A variety of awards were handed out on the night including the Dux of the School. The last of the Year 6 graduating activities was their Big Day In, this was held as an end of year celebration for the Year 6 students. They participated in a fun day of games and activities including water slides, water guns and wading pools on the school oval.

2 0 1 7 F i n a n c i a l S u m m a r y

Total funds received for 2017 was $2 144 365 with $1 804 278 spent in salaries and $ 294 030 spent in cash. 98% of the budget was expended by the end of the year. 81% of parents paid their volunatry contributions. $25 000 was received in donations, including $7000 from the Community Kindergarten and Playgroup to upgrade the outdoor play areas. Additional funding of $20 000 was received from the State government fo rthe Local Programs, Local Jobs Program and was spent on the construction of an outdoor stage and new nature playground. As a new Independent Public School a grant of $28 000 was received Main areas of spending included $ 13 411 for staff development for training of new school programs such as Sounds Write and Fogarty Edvance Program, $14 000 English budget to purchase new sets of decodaable home readers and $46 000 in additional salary days to realease staff for progressional learning and collaboration, $16 000 was spent establishing a new school branding and communication strategy including the development of a new school website.

1 6,521.00$ 6,335.75$

2 18,653.00$ 15,949.95$

3 227.00$ 227.27$

4 29,133.87$ 28,048.67$

5 -$ -$

6 60,750.00$ 50,529.06$

7 99.00$ 99.16$

8 9,142.50$ 8,398.62$

9 6,000.00$ 6,000.00$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

130,526.37$ 115,588.48$

64,249.22$ 64,249.22$

Student Centred Funding 121,375.62$ 121,375.62$

316,151.21$ 301,213.32$

-$ -$

316,151.21$ 301,213.32$

Locally Raised Funds50,561.64$

Student Centred Funding121,375.62$

Other Govt Grants50,628.22$

Other 8,398.62$

Transfers from Reserves6,000.00$

236,964.10$

1 28,352.50$ 22,323.67$

2 -$ -$

3 77,776.50$ 64,945.91$

4 57,902.50$ 57,902.28$

5 84,748.87$ 77,520.22$

6 15,774.62$ 13,411.45$

7 23,000.00$ 23,000.00$

8 6,430.00$ 6,047.74$

9 45.00$ 45.00$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

294,029.99$ 265,196.27$

-$ -$

294,029.99$ 265,196.27$

22,121.22$

Bank Balance 95,646.50$ Made up of: -$

1 General Fund Balance 36,017.05$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 64,111.45$ 5 Suspense Accounts 520.00-$ 6 Cash Advances -$ 7 Tax Position 3,962.00-$

95,646.50$ Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Cash Budget Variance

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure - Cash and Salary

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Revenue from Co, Regional Office and Other Schools

Chidlow Primary SchoolFinancial Summary as at

Actual

7 March 2018

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash & Salary Allocation

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

0

10

20

30

40

50

60

70

$000

Revenue Source

Locally Generated Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds21%

Student Centred Funding

51%

Other Govt Grants21%Other

4%

Transfers from Reserves

3%

Current Year Actual CashSources

0

10

20

30

40

50

60

70

80

90

$000

Expenditure Purpose

Goods and Services Expenditure - Budget vs Actual

Budget Actual

10

20

30

40

50

60

70

$000

Cash Position

Insert your School Logo Here or Delete if not

required