2015 school report - beckenham primary...
TRANSCRIPT
Beckenham Primary School
Independent Public School
2015 School Report
Beckenham Primary School Principal: John Gillett
School contact details: 386 Railway Parade, Beckenham, WA, 6107 Phone (08) 9458 4666 Fax (08) 9351 8662 Website: www.beckenhamps.wa.edu.au Email: [email protected]
Location Map
School Grounds
Context Beckenham Primary School has been operating as an Independent Public School since the beginning of 2011. The school is located 14 km from the Perth CBD and is adjacent to the Beckenham train station. The School has an ICSEA (Index of Com-munity Socio-Educational Advantage) of 965.00. Student enrolments in 2015 num-bered around 450 with a diverse range of cultural backgrounds represented includ-ing approximately 40 Aboriginal students. Beckenham Primary School is located within the South Metropolitan Education Region. The school operates under the direction of a Business Plan which is endorsed by the School Board. This plan clearly outlines future directions, specific performance targets and the expectations of staff. The plan has a life cycle of three years and is due for renewal in 2016. Our clear focus is to improve the standards of Literacy and Numeracy achieved by our students. The school celebrated its Centenary in 2012 having been built in 1912. The school enjoys a positive reputation amongst the local community with several parents and grandparents having attended the school themselves. The school priorities are Numeracy, Literacy, Active Citizenship and Physical Education. John Gillett Principal
Participation of Student Councillors in the ‘Young Leaders Day’ 100th ANZAC anniversary service Commencement of the Change 2 program to develop staff collaboration and
reflective practice Art and Dance show themed: “This is me, come and see!” Service award for the School Breakfast Program ‘Shining Star’ award in the ‘Our School’s a Star’ competition for the Stephanie
Alexander Kitchen Garden program Winner of the Eagles Cup interschool
football competition Renewal of the partnership agreement
with Curtin University
Our School Profile
Highlights of 2015
Student Numbers for 2015
Staffing
Number FTE ATSI
1 1.0 0
2 1.4 0
3 2.4 0
3 2.6 0
21 19.7 0
24 22.3 0
2 2.0 0
1 0.9 0
1 0.8 1
12 7-9 0
16 11.6 0
40 36.3 1
Learning Area Grades 2015
The bulk of students have been reported as achieving at ‘C’ and ‘D’ grades although there has been a slight increase in the percentage of students receiving an ‘A‘ grade from the previous year and a slight decrease in the number of stu-dents receiving an ‘E’ grade.
The percentage of students achieving at the ‘A’ level in Sci-ence has declined on the previ-ous year.
Learning Area Grades 2015
NAPLAN 2015
2014 NAPLAN Performance in Year 3 Reading, Writing and Grammar & Punctuation was below expected. All other results are within the ‘expected’ range.
There has been a decrease in the number of students achieving an ‘A’ grade in Sci-ence compared to the previ-
Year 3 NAPLAN 2015
Reading—Limited achieve-ment was significantly higher than like schools. The number of students achieving at the satisfac-tory, good and excellent levels were below those of like schools. The focus for 2016 is to have students more evenly represented across the achievement points.
Year 3 NAPLAN 2015 Numeracy— the percent-age of students achieving at the excellent level in-creased however more students were displaying limited achievement than like schools.
Year 5 NAPLAN 2015 Reading— less students were in the limited achievement category than in 2014. Focus on identifying reading strate-gies and skills which will assist in progressing stu-dent achievement.
NAPLAN 2015 Results
NAPLAN 2015 Results
Year 5 NAPLAN 2014 Numeracy— there were less students achieving at the limited and satisfacto-ry levels than like schools. More students achieved at the good and excellent levels than like schools.
NAPLAN Progress 2013—2015
Year 3-5 / NAPLAN 2013—2015 Numeracy—the data indicates that the pro-gress of the stable co-hort was better than like schools, particularly those students showing very high progress
Year 3-5 / NAPLAN 2013—2015 Reading—the data indi-cates that more stu-dents are making low to moderate progress than like schools. However, less students are making high progress.
Year 3-5 / NAPLAN 2013—2015 Writing—the data indi-cates that more of the stable cohort was mak-ing moderate progress when compared to like schools. Less children made very low or low progress compared to like schools. schools.
NAPLAN Progress 2013—2015
NB: The shaded pink region (if included in the moderate bar of the progress graph) represents stu-dents whose achievement is described as excellent for the first and second tests. Progress may be difficult to describe for these students as their capability may exceed that of the demands of the test. It is assumed that the progress of students who remain in the excellent category is at least moderate.
Attitude, Behaviour and Effort
Key to Attitude, Behaviour and Effort
Attitude, Behaviour and Effort 2015
Attitude, Behaviour and Effort
Key to Attitude, Behaviour and Effort Q1 Works to the best of their ability. Q 2 Shows self respect and care. Q 3 Shows courtesy and respect for the rights of others. Q 4 Participates responsibly in social and civic activities Q 5 Cooperates productively and builds positive relationships with others. Q 6 Is enthusiastic about learning Q 7 Sets goals and works towards them with perseverance. Q 8 Shows confidence in making positive choices and decisions.
2015 Student Attendance
Enrolment Trends from 2012—2015
2015 Student Behaviour
Year Group Number of Incidents
PP 49
One 81
Two 44
Three 57
Four 106
Five 77
Six 133
Total 547
2014 582
Year N1 N2 N3 N4 N5 N6 N7 N8 N9
PP 4 0 12 0 0 33 0 0 0
One 9 0 11 1 2 58 0 0 0
Two 0 1 11 1 2 28 0 0 1
Three 0 0 10 2 0 43 0 0 2
Four 0 3 21 5 0 76 0 0 1
Five 3 3 19 4 1 44 0 0 3
Six 0 2 33 11 0 87 0 0
Totals 16 9 117 24 5 369 0 0 7
Code Description
N1 Physical Assault or intimidation of staff
N2 Verbal abuse or harassment of staff
N3 Physical assault or intimidation of other stu-dents
N4 Verbal abuse or harassment of students
N5 Wilful offence against property
N6 Violation of School Code of Conduct, behaviour management plan, classroom or school rules
N7 Substance Misuse
N8 Illegal substance offence
N9 Negative behaviour—other
2015 Suspensions
Year Group Number of Days
PP 4
Year 1 1.5
Year 3 3.5
Year 4 6
Year 5 26.5
Year 6 21.5
Total 63 days
Male 55.5 days
Female 7.5days
Total Males 7
Total Females 3
There were 547 behaviour incidents in 2015— a decrease from 582 incidents in 2014. (6% ) Almost 40% or 220 of these incidents were attributed to just 7 students. The majority of the incidents were for violations of the school code of conduct—which are pre-dominantly behaviours such as not completing work, being disruptive in class, inappropriate play etc. These mid-level behaviours, although unwant-ed, are fairly typical in this school context. The number of incidents involving Physical Assault increased from 104 in 2014 to 117 (12%). 55 (47%) of incidents in this category were recorded against 7 students. There was an decrease in the number of suspen-sions—from 66 in 2014 to 46 in 2015. These suspensions were accumulated by just 10 students.
Finance
BPS Sources of Revenue 2015
Expenditure 2015