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ROSTRATA PRIMARY SCHOOL

ANNUAL REPORT 2016

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Annual Report 2016

Message from the Principal

It is with pleasure that I present the Annual Report for 2016 which identifies and describes and the progress that has been made towards achieving individual targets, how they are being measured and lists the recommendations for 2017 suggested by our curriculum leaders following detailed analysis of the data collected and a review of our various projects.. The 2016 – 2018 Business Plan was completed during Term 1 and it was subsequently endorsed by the Board. The school commenced a process of strategic planning to implement the key strategies identified around our four pillars of the plan being;

• Student physical, social and emotional development • Student academic development • Outwardly focused school and • Effective leadership and high quality teaching

To measure the effectiveness of our Business Plan, the school developed a systematic process to monitor the school progress against targets. In addition the creation of curriculum leadership roles within the school to support and coordinate this process is now well entrenched. The timely reporting on progress has allowed for immediate “point of need” intervention and support for teachers to quickly address learning needs. The use of technology and online assessments has expedited the diagnostic analysis of student performance allowing for greater teacher focus on planning and instruction for improvement.

Our 2016-2018 Business Plan focuses on the directions, actions, goals and targets that the school will work towards during this three year period.

Highlights of 2016

The school year opened 2016 with 774 students and closed with 798. During term 4 the school received a budget increase of approximately $38 000 due to the increased enrolment.

• Our twelve school captains went on the annual leadership camp to Canberra where they visited Parliament House, the War Memorial and other highlights in our national capital.

• The Year 6 Leadership Camp to Point Peron in Term two was an excellent opportunity to develop relationships with students, build the leadership and team work skills of students and continue to facilitate the cohesion of the Year 6 student cohort.

• Coder dojo was introduced to run before school three mornings a week and catered for students with an interest in technology that included; programming with scratch, Minecraft, robotics, and operating drones. This is a self-directed learning opportunity for students and during the lessons they are supported by mentors, often parents or former students.

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• Young ICT Explorers - In September a number of teams from Rostrata entered this event at Edith Cowan University where they were tasked with using technology to either improve an invention or create a new solution to solve a problem. Our students claimed many of the awards on offer, including the winning Year 3/4 s who filmed their project, as an entry in the national final where they came second.

• Our choirs performed in numerous events including the Sing Fest held at the Melville Civic Centre, our ANZAC ceremony and Spring Fest which is a new initiative for parents and families. Our students always gave polished and sophisticated performances and were extremely impressive both in their ability to sing in rounds, part and a cappella. Our choirs performed in unison with a great sense of rhythm and timing.

• Our school bands performed at numerous events including WAGSM at the Crown Theatre. Other highlights were “Tunes in June” held at the school where each of our three bands performed several items and also the annual “Band Bash” held at Winthrop Primary School.

• Rostrata was selected as an inaugural Teacher Development School (TDS) in Science, Technology, Engineering and Maths (STEM) School for 2016 – 2017 to assist other schools throughout the state develop and implement STEM strategies. We regularly hosted school visits, our staff presented to other schools and fielded many enquiries or conducted after hours training for teachers in our school.

• During 2016 the school was also selected as a TDS STEM Innovation Partnership School which involved working with 29 schools across the state in a project designed to develop, trial and implement strategies to integrate STEM across the curriculum and into mainstream classrooms. This work will continue in 2017 when Rostrata will partner new schools to assist them with their STEM work and integration.

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• A number of developments occurred in our Positive Behaviour Support program including writing lessons for explicitly teaching each of the behaviour expectations, creating posters and signage that has been displayed throughout the school, implementing the token award system and collecting data on positive behaviours and also any indiscretions.

Progress in 2016 towards Achieving our Business Plan Targets and Milestones

1. Student Physical, Social and Emotional Development

PBS – Considerable work occurred this year with lessons developed for each of the positive behaviours the school is addressing. Signage has been placed around the school and positive tokens are being awarded to students for cooperation, achievement, respect and endeavour. Data is being collected around these and other sources to identify any focus areas within the school to address.

Baseline data indicates that most “gold” slips were awarded in class for cooperation and achievement whereas in the playground it was respect followed by cooperation.

PBS Recommendations from 2016 school review

• Utilising Connect to communicate PBS news and events to all community members.

• Stop and Think forms to facilitate reflection of challenging behaviour- view to decreasing frequency and severity of behavioural problems within challenging students.

• CARE kids to take on greater role in presenting/awarding PBS CARE tokens and badges.

• Scheduled PBS lesson plan time in timetable to increase whole school participation.

CARE – A number of projects were completed last year by classes that included Cupcakes for Cambodia, making toys for the dog shelter.

Shade Structures – two new structures were erected over the vacation covering the C block and D block equipment.

Student Leadership – Individual leadership groups were mentored throughout the year within their respective roles; captains, faction captains, library monitors and peer mediators. Student leaders attended the Canberra camp and all year 6 students attended the Point Peron leadership camp.

Student Leadership Recommendation from 2016 school review

• 2017 camps have been moved forward so that leadership skills are developed early and there is more time to practise them throughout the year.

PBS Recommendations from 2016 school review

• Utilising Connect to communicate PBS news and events to all community members.

• Stop and Think forms to facilitate reflection of challenging behaviour- view to decreasing frequency and severity of behavioural problems within challenging students.

• CARE kids to take on greater role in presenting/awarding PBS CARE tokens and badges.

• Scheduled PBS lesson plan time in timetable to increase whole school participation.

Student Leadership Recommendation from 2016 school review

• 2017 camps have been moved forward so that leadership skills are developed early and there is more time to practise them throughout the year.

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Library - Planning and preparation was undertaken to refit the Library bookshelves with wheels, which will occur in early 2017. When we have the ability to easily move the Library bookcases, more flexible teaching options will be available in the Library, including more than one lesson being conducted simultaneously. This will also allow for large parent or staff meetings to occur in a bigger space.

1. Student Academic Development

LITERACY Targets: Writing

• Increase the percentage of Year 5 students who achieve performance band 7 – 10 in writing.

• Maintain the percentage of Year 3 students achieving in performance bands 5 – 10 for writing.

These tables show the percentage of students in each of the performance bands over time and relative to like schools. It is clear that more needs to be done to address the target and increase the number of Year 5 students performing in the top bands for writing.

Percentage of students in each Proficiency Band for Year 5 Writing

Year 5 Writing

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

8 to 10

16.66%

9.3%

7.14%

8.73%

10.57%

7.48%

3.5%

3.8%

3.2%

7

22.91%

24.41%

21.42%

18.49%

22.84%

19.83%

10.6%

11.6%

10.9%

6

33.33%

31.39%

39.28%

32.87%

30.28%

34.81%

23.7%

27.3%

30.0%

5

22.91%

30.23%

30.35%

30.99%

28.98%

29.12%

38.6%

35.7%

34.6%

4

3.12%

4.65%

1.78%

6.16%

4.56%

6.79%

11.6%

11.1%

13.9%

1 to 3

1.04%

0.0%

0.0%

2.73%

2.74%

1.94%

12.0%

10.5%

7.4%

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Percentage of students in each Proficiency Band for Year 3 Writing

Year 3 Writing

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

6 to 10

15.3%

27.88%

41.37%

13.37%

20.87%

23.3%

7.2%

10.8%

12.2%

5

55.1%

50.96%

32.18%

45.46%

45.99%

43.17%

32.6%

33.8%

33.9%

4

27.55%

17.3%

19.54%

24.96%

19.69%

23.3%

25.2%

25.0%

29.9%

3

2.04%

2.88%

6.89%

12.18%

10.61%

7.1%

21.0%

19.3%

14.5%

2

0.0%

0.96%

0.0%

3.12%

2.12%

1.88%

8.1%

6.4%

6.3%

1

0.0%

0.0%

0.0%

0.89%

0.7%

1.22%

5.9%

4.7%

3.1%

Targets: Reading • Increase the number of Year 5 students achieving in the top performance band for

reading.

Percentage of students in each Proficiency Band for Year 5 Reading

Year 5 Reading

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

8 to 10

30.2%

24.41%

30.35%

27.76%

27.52%

23.58%

12.5%

12.4%

11.8%

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19.79%

33.72%

29.46%

22.99%

27.12%

31.86%

15.3%

17.7%

20.6%

6

22.91%

24.41%

24.1%

25.38%

20.57%

23.03%

24.3%

20.8%

23.4%

5

21.87%

15.11%

10.71%

13.79%

15.2%

13.24%

23.1%

22.2%

20.1%

4

2.08%

2.32%

3.57%

8.0%

7.86%

6.34%

15.1%

19.1%

14.5%

1 to 3

3.12%

0.0%

1.78%

2.04%

1.7%

1.93%

9.7%

7.7%

9.6%

The table above shows an increased number of Year 5 students performing within the top proficiency band for reading relative to the 2015 performance.

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Literacy Recommendations for 2017 from the 2016 School Review

• Implementation of NAPLAN planners/revision strategies by Year 3 and 5 teachers

• Application of IMPROVE – activities provided to target areas of difficulty for Year 3 and 5

• Implementation of ACER PAT reading testing for Year 2 and 4 if budget allows

• Continue to support staff via evidence-based strategies and professional learning opportunities in writing and reading

• Continue to provide strategies to address areas of weakness in comprehension revealed from NAPLAN and PAT reading test analysis

• Continue to integrate technology into the teaching of literacy, especially Reading Eggs/Eggspress

• Implementation of Letters and Sounds for all K-2 classes • Consolidate the whole school approach to teaching editing skills • Teachers to address year level aspirational targets in writing •

EAL/D Recommendations for 2017 following 2016 school review

• Greater utilisation of Letters and Sounds assessment results to assist with planning and small group learning opportunities.

• Expand early intervention with students with No-English language. • Building oral vocabulary – 15 minutes daily for all target groups

Literacy Recommendations for 2017 from the 2016 School Review

• Implementation of NAPLAN planners/revision strategies by Year 3 and 5 teachers

• Application of IMPROVE – activities provided to target areas of difficulty for Year 3 and 5

• Implementation of ACER PAT reading testing for Year 2 and 4 if budget allows

• Continue to support staff via evidence-based strategies and professional learning opportunities in writing and reading

• Continue to provide strategies to address areas of weakness in comprehension revealed from NAPLAN and PAT reading test analysis

• Continue to integrate technology into the teaching of literacy, especially Reading Eggs/Eggspress

• Implementation of Letters and Sounds for all K-2 classes • Consolidate the whole school approach to teaching editing skills • Teachers to address year level aspirational targets in writing

EAL/D Recommendations for 2017 following 2016 school review

• Greater utilisation of Letters and Sounds assessment results to assist with planning and small group learning opportunities.

• Expand early intervention with students with No-English language. • Building oral vocabulary – 15 minutes daily for all target groups

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NUMERACY Target:

• Maintain the percentage of students achieving in the top three proficiency bands for numeracy (8 – 10 for Year 5 and 6 – 10 for Year 3)

Percentage of students in each Proficiency Band for Year 5 Numeracy

Year 5 Numeracy

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

8 to 10

25.0%

28.73%

39.28%

22.56%

23.62%

21.45%

9.3%

9.1%

10.8%

7

25.0%

26.43%

22.32%

21.88%

24.14%

26.13%

12.4%

14.6%

12.9%

6

29.16%

17.24%

23.21%

31.96%

25.45%

27.78%

27.4%

24.4%

25.6%

5

12.5%

18.39%

13.39%

15.21%

18.11%

17.74%

24.7%

26.9%

28.0%

4

6.25%

8.04%

0.89%

7.0%

7.34%

5.22%

17.1%

20.0%

16.0%

1 to 3

2.08%

1.14%

0.89%

1.36%

1.31%

1.65%

9.0%

5.1%

6.7%

Percentage of students in each Proficiency Band for Year 3 Numeracy

Year 3 Numeracy

Band

School

Like Schools

WA Public Schools

2014

2015

2016

2014

2015

2016

2014

2015

2016

6 to 10

34.69%

50.48%

53.4%

26.51%

26.53%

27.68%

13.0%

14.1%

15.2%

5

34.69%

23.3%

21.59%

29.62%

26.88%

25.13%

21.0%

17.3%

17.8%

4

18.36%

18.44%

7.95%

20.88%

23.23%

23.58%

22.8%

22.9%

22.1%

3

9.18%

5.82%

11.36%

15.25%

14.03%

16.16%

22.6%

23.6%

26.1%

2

3.06%

0.97%

5.68%

6.37%

7.54%

6.97%

15.3%

15.4%

14.1%

1

0.0%

0.97%

0.0%

1.33%

1.76%

0.44%

5.4%

6.6%

4.8%

The two tables above show that there has been a strong increase in the percentage of Year 5 students achieving in the top three performance bands to 39.28% and in Year 3 there was a slight increase to 53.4%.

Numeracy Recommendations for 2017 following 2016 school review; Numeracy Recommendations for 2017 following 2016 school review;

• IMPROVE- set tests for areas of concern based on NAPLAN results for Year 3 and 5

• Trial Maths on - ‘Maths OnLine’ • Professor Maths Incursion PP - Year 4

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Letters and Sounds – this will be a whole of K-2 synthetic phonics program and considerable research, planning, resourcing, trialling and induction was undertaken during 2016. The benefits will be;

• Easier to track individual student progress against milestones – and intervention as required • Collaboration between teachers for planning, teaching and resourcing • Moderation, professional learning and reporting

Letters and Sounds Recommendations for 2017 following 2016 school review

• Availability of loan resources and prioritise purchasing more resources. • Professional development for Education Assistants. • Tracking of individual students’ progress through K to Year 2 to identify students who are not

progressing. • Develop end of phase mini assessments for each phase.

PEAC - In 2016 a PEAC program was developed and delivered for students from Rostrata in second semester. This had an enquiry focus and students extended their skills in collaboration and use of technology to solve problems. During this trial, the course was extended to eighteen weeks which allowed for deeper learning and application of skills and at the conclusion of the course, feedback was gathered which indicated;

• Children felt their skill development was considerable • Students enjoyed the course content, components and structure • Parents felt the program was interesting, engaging and successful.

This will continue in 2017 after receiving strong positive feedback from parents and students alike.

NAPLAN Online – Rostrata students will be doing their 2017 NAPLAN assessments online, with the exception of Year 3 writing which for the time being, will still be a paper based task. Considerable training for staff occurred throughout 2016 students have been provided with many opportunities to use devices for online activities. Our Year 3 and 5 students sat a NAPLAN test late last year and the results were compared with the paper based tests results from May. Overall, there was little difference even though some students performed better and others worse.

Digital Technologies – several staff were trained in the use of digital technologies within classrooms and have begun the process of sharing these with other teachers and finding ways to integrate the use of robots etc. in mainstream classroom lessons.

In 2017 two staff will attend the Future Schools conference in March 2017 to expand their knowledge and bring contemporary ideas back to Rostrata.

ACER – students sat online assessments in literacy and numeracy last year using the test resources developed by the Australian Council of Educational Research. This provided teachers with immediate information on their students’ strengths and focuses so that programs could be targeted to meet the specific learning needs of their class. This was also a good “rehearsal” for NAPLAN online.

Letters and Sounds Recommendations for 2017 following 2016 school review

• Availability of loan resources and prioritise purchasing more resources. • Professional development for Education Assistants. • Tracking of individual students’ progress through K to Year 2 to identify students who are not

progressing. • Develop end of phase mini assessments for each phase.

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2. Outwardly Focused School

The school commissioned the development of a new website to reflect the current operations of the school. This was ready for the commencement of the 2017 school year.

STEM TDS – in 2016 Rostrata was a science, technology, engineering and maths teacher development school. This was in recognition of the expertise within the school and time was provided to us to support the development of these areas in other schools throughout the state. This will continue in 2017.

STEM Innovation Partnership School - Rostrata was also part of this program to develop innovative strategies to successfully develop ways of integrating STEM into mainstream classrooms. This was exciting work and has seen several staff become well trained, networked and at the forefront of this challenge. Work in this project will continue in 2017.

Connect – this was introduced in 2106 as the primary means of communication with community by the teachers and the school.

Technology – Programs such as Coder dojo and Young ICT Explorers were introduced in 2016 and saw 100 students attending these before school classes each week. Some of students achieved state and national success with the inventions and this has promoted wide interest across the school and will be developed further in 2017.

SAKG - The SAKG program delivered by Mrs Richards and Mrs Lasserre, both qualified teachers, will now be on the DOTT timetable for 2017. This will strengthen the curriculum links to the program and create further flexibilities within the school.

Fathering Project - This project was launched in 2016 and has brought dads together from across our school community as a support network. With Martin Greenacre as our “champion dad” and an active committee on board, this should go from strength to strength in 2017.

3. Effective Leadership and High Quality Teaching

Coordinators – Curriculum coordinators were selected to manage the implementation of school plans for key learning areas and programs linked to the Business Plan. Coordinator appointments were in;

• Numeracy • Literacy • STEM • Science • Humanities and Social Sciences (HASS) • Positive Behaviour Support (PBS) • Quality Teaching • Peer Observation

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Two teachers won awards for excellence in 2016. Ric Johnson was a global top ten finalist in the Varkey Award and was acknowledged in a ceremony in Dubai. He later was invited to Malaysia by the Australian High Commission to present to schools and subsequently was a speaker at numerous conferences.

Mrs Rebecca Peckitt an Early Childhood winner in the National Excellence in Teaching Awards, was announced and presented with this national acknowledgement in Melbourne.

Quality Teaching Recommendations for 2017 following 2016 school review;

• In collaboration with the Admin Team, develop a list of school-wide foci that meet the school priorities. Staff can then access this list if needing support selecting their team focus.

• In collaboration with staff, develop some generic feedback documents that may be completed when observing. Feedback documents should remain a choice at the discretion of the triad/teacher.

• In collaboration with staff, develop some generic reflective documents that may be completed when reflecting on sessions. These documents could link with the Performance Management document.

Parents and Citizens

The P&C has been extremely supportive of the school and in 2016 contributed funds to provide shade to the D block playground $27 000.

The Rostrata Dad’s was launched in 2016 and has brought dads together from across our school community as a support network. An active committee has been formed and organised a number of events for fathers and some for fathers and their children. We are looking forward to seeing this group going from strength to strength in 2017 and playing a key role in expanding school community links.

Quality Teaching Recommendations for 2017 following 2016 school review;

• In collaboration with the Admin Team, develop a list of school-wide foci that meet the school priorities. Staff can then access this list if needing support selecting their team focus.

• In collaboration with staff, develop some generic feedback documents that may be completed when observing. Feedback documents should remain a choice at the discretion of the triad/teacher.

• In collaboration with staff, develop some generic reflective documents that may be completed when reflecting on sessions. These documents could link with the Performance Management document.

We recognise that our teachers are our greatest resource and while two have achieved national and

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Community Survey 2016

A school satisfaction survey was conducted with our community in Term 4. Overall, there was a reasonable return rate (approx. 100 responses) and there was a strong level of satisfaction with the school from parents. Once collated, the following points represent both the highest and lowest rated responses for each category within the survey.

Individual question responses – lows and highs

• The school takes parent’s opinions seriously 3.6 • Teachers at this school provide my child with useful feedback 3.6 • Relationship with school community 3.7 • School is well led 3.8 • Satisfaction with education achieved 4.0 • Recommend this school to others 4.0 • Teachers at this school care about my child 4.0 • My child’s teachers are good teachers 4.1 • Teachers at this school expect my child to do their best 4.2 • My child feels safe at this school 4.3 • My child likes being at this school 4.3

Short Answer Themes – what works well at Rostrata Primary School

• Sense of community • Leadership • Cultural diversity • Communication between teachers and parents • Science and STEM program

Short answer themes – Rostrata Primary School would be even better if?

• More sports and after school club related sports • Quality teaching – more consistent standard across the school • Focus is too academic • Too much focus on electronic devices

The full survey findings were presented to the School Board and actions discussed with staff around addressing the feedback that we have received. I look forward to reporting in the next Annual Report the programs and responses the school has put in to place in response to the results of this survey.

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Further Initiatives the School will introduce in 2017 in response to all forms of data and continuous improvement include the following; • Girls in STEM • NAPLAN Online - live • Leadership roles – at all levels • Staff Development • Conferences- Technology and National Future Schools • Links with Universities and other agencies • Use of the “Improve” program as a digital formative assessment and learning tool • Wider use of Connect including student semester reports to parents via Connect • University partnerships 2016 school destinations of the 2015 student cohort

Destination Schools Male Female Total

Willetton Senior High School 34 50 84

Rossmoyne Senior High School 8 4 12

Perth Modern School 2 1 3

Lynwood Senior High School 2 2

All Saints' College 1 1

Applecross Senior High School 1 1

Christ Church Grammar School 1 1

Churchlands Senior High School 1 1

Fountain College 1 1

John Curtin College Of The Arts 1 1

Kelmscott Senior High School 1 1

Kennedy Baptist College 1 1

Kent Street Senior High School 1 1

Melville Senior High School 1 1

Rehoboth Christian College 1 1

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Student Numbers - Trends

We ended 2016 with a total enrolment of 796 Kindergarten – Year 6 and anticipated a further growth in enrolments for the start of 2017. Whilst our overall attendance has exceeded that of like schools and the state, there are still some concerns namely being;

• Extended overseas holidays during school term • The high number of students who miss the start of the school year and • A small number of individuals whose attendance is placing them “at risk”

A high rate of attendance understandably gives students the best chance for success and this is what we aim for with all students.

Attendance Overall Primary

Non-Aboriginal Aboriginal Total

School Like Schools

WA Public

Schools School Like

Schools

WA Public

Schools School Like

Schools

WA Public

Schools

2014 94.3% 94.4% 93.2% 81.2% 87.4% 80.4% 94.2% 94.3% 92.1%

2015 95.8% 95% 93.8% 84.2% 89.5% 81.2% 95.7% 94.9% 92.7%

2016 95.5% 95.2% 93.7% 85% 86.5% 80.7% 95.3% 95.1% 92.6%

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