Ellenbrook Independent Primary School...MMaannyy pprroobblleemmss aarree ssollvvedd aanndd...
Transcript of Ellenbrook Independent Primary School...MMaannyy pprroobblleemmss aarree ssollvvedd aanndd...
ANNUAL REPORT 2018 1 | P a g e
Index Headmaster’s Reflections
School Board Report
Review of Business Plan Targets
- Focus Area 1: An explicit improvement agenda
- Focus Area 2: Analysis and discussion of data
- Focus Area 3: A culture that promotes learning
- Focus Area 4: Targeted use of school resources
- Focus Area 5: An expert teaching team
- Focus Area 6: Systematic curriculum delivery
- Focus Area 7: Differentiated teaching and learning
- Focus Area 8: Effective pedagogical practices
- Focus Area 9: School community partnerships
School Financial Statement
Cover: His Excellency the Honourable Kim Beazley with 2018 senior school students.
ANNUAL REPORT 2018 2 | P a g e
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ANNUAL REPORT 2018 3 | P a g e
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22001188
ANNUAL REPORT 2018 4 | P a g e
SSCCHHOOOOLL BBOOAARRDD RREEPPOORRTT
This year was a fantastic year for the Ellenbrook school community. Following my election as
the Chairperson of the Ellenbrook School Board, I welcomed new members Blair Johns, Vicki
Gatsos, Sasha Nicholaidis, Anthony Tjea and Amanda French.
Many of you may not be aware of the role the School Board plays in assisting in the management
of the school. Our role is primarily to act as a sounding mechanism for the Principal to make
suggestions for school improvement. This can include such functions as: planning for the
present and future operations of the school; ensuring information about the school is
communicated to persons and organisations in the School community, acting as an avenue of
consultation for the Principal to gauge opinions on particular initiatives or matters of interest;
and playing a valuable role in receiving and endorsing reports such as National Quality
Standard, NAPLAN data, financial summaries and building and grounds initiatives.
It is important to note some of the major achievements of the Board throughout the year. Some
of these include; becoming a greater voice in the community with agendas that share a range of
school operations and initiatives with the members and wider community; approval of the
annual budget submission; supporting the Principal in promoting the good work being done at
Ellenbrook Primary School in terms of the advantages of explicit direct instructions and the
spread of technology to assist student learning; and the further progression of the School’s
strategic plan.
The School Board has representatives with many different talents and backgrounds. The mix of
these people make for a very effective group who donate their valuable time, are there to
challenge the norm and drive the school to excel at its highest possible level. Each member of
our School Board makes a valuable contribution to the School and I thank them for all for their
hard work throughout the year.
In 2018, Board member Carlene de Jager concluded her term. On behalf of the School Board, I
would like to thank Ms De Jager for her valuable contribution during her tenure. I would also
like to extend a thank you to all the parents and carers who volunteer their time to help in our
classrooms, school events, the canteen and on the P&C. You are all a testament to embracing our
School’s culture.
The teachers, teaching assistants and administrative staff at Ellenbrook Primary School are an
outstanding group of people who are highly motivated and focused solely on the education of
our children. The Board would like to acknowledge and thank you all for the dedication and
passion you have to make Ellenbrook Primary School a truly fantastic place to learn.
If you are passionate about our school and giving each and every student the opportunity to
excel, I strongly encourage you to consider nominating for a School Board position in the future.
I look forward to working with you all next year.
Nicole Golding
LLB, GDLP
School Board Chairperson
ANNUAL REPORT 2018 5 | P a g e
RREEVVIIEEWW OOFF 22001188 BBUUSSIINNEESSSS PPLLAANN TTAARRGGEETTSS
Focus Area 1: An explicit improvement agenda
The school leadership team is clearly committed to finding ways to improve on current
student outcomes. This is reflected in an eagerness to learn from research evidence,
international experience and from other schools that have achieved significant
improvements.
In 2018 staff from all phases of learning completed Explicit Direct Instruction (EDI)
professional learning and later modelled strategies at weekly staff meetings. These
were short sessions and allowed all staff members to trial and consolidate EDI
techniques. In November, Dr Lorraine Hammond attended EPS and held an Explicit
Teaching Seminar. This after-hours session was well attended by EPS staff who used
the information to add to their existing class EDI tools.
The Principal, Dr Neil MacNeill, continues to have educational articles published in
Australia and Western Australia.
Dr MacNeill currently represents the Department of Education on the Veterans’
Children’s Education Board, which he chairs.
EPS shared expertise with West Beechboro and in return West Beechboro regularly
hosts EPS staff for literacy and numeracy sessions.
In 2018 the school hosted 8 Pre Service teachers from Edith Cowan University. In
accordance with our Business Plan staff consider it important to mentor those
entering the profession. These professional placements enable EPS staff to share the
highly successful programs and strategies that are part of everyday processes in
every classroom. Pre service teachers had the opportunity to gain first-hand
knowledge of the programs underpinning our highly successful NAPLAN results. In
addition, they saw the everyday running of this busy school and assisted with
excursions and key elements of the athletics carnival. In turn we also, as an
established staff, gathered information about the latest programs Pre Service
teachers are engaged in and the ways in which the University prepares students for
field work.
John Coutis visit to St Helena’s School – although this visit was to expose our Year 4-
6 students to a motivational role model it was the staff who came away with lots of
strategies to support resilience and inspire students. John’s easy ability to form
relationships with children was a lesson for all. He asked the students to list three
things they noticed about him. Yes, he agreed he didn’t have any legs. Yes, he was
wearing a purple shirt. John had to remind the students the third one was that he
was very good looking! The ice was broken and everyone in the room knew that any
barrier could usually be overcome!
ANNUAL REPORT 2018 6 | P a g e
Focus Area 2: Analysis and discussion of data
There is evidence that the principal and other school leaders view reliable and timely
student data as essential to their effective leadership of the school.
There is a documented Business Plan and timetable for the annual collection of data on
student achievement and wellbeing (NSIT).
The Principal and other school leaders carefully articulate their belief that reliable data
on student outcomes is crucial to the school’s improvement agenda.
Business Plan timetable for collection and analysis of data adhered to with staff
involved in the analysis and responses to data.
All collated data used to inform future planning and create groups. Classes are
homogenous and not formed with ability weightings.
Learning Area Data presented to School Board for comment and future direction.
Analysis of NAPLAN, Pre Primary and Year 2 On Entry, PEAC and ACER
assessments. Results presented to staff, parents and School Board as well as
plans for improvement.
Staff input into Imputed Disability Census – upskilling in making judgements
about degree of student disability and differentiated curricula.
School Board Effectiveness Survey responses used to consider direction of the
board.
Data is collected and analysed on sub groups – child protection clients, NAPLAN
high achievers, EAL/D students, Indigenous students, elite sporting skills, Tier 2
and Tier 3 students.
Future Directions
Investigate new tools to be used for Diagnostic assessment in Literacy and
Numeracy areas, for example, Quizdom by Education Research Solutions
http://www.educationresearch.com.au
EAL/D Progress Map: The English as an Additional Language/Dialect (EAL/D)
Progress Map is an integrated teaching, monitoring, assessing and reporting tool
for use with EAL/D students. In 2019 this assessment tool will be explored in
greater depth by EPS staff. The maps provide explicit information to make
effective judgements about EAL/D students' progress and achievement in
learning Standard Australian English (SAE). Staff will use the EAL/D Progress
Map to inform inclusive classroom and whole school planning and assessment at
EPS.
ANNUAL REPORT 2018 7 | P a g e
NAPLAN Data
2018 NAPLAN State Rankings (Government Schools)
2018 NAPLAN Test Our Ranking
/number tested
Near School 1 Near School 2
Year 3 Numeracy 199/526 270 278
Year 3 Reading 152/527 261 273
Year 3 Writing 105/528 143 342
Year 3 Spelling 24/ 527 238 246
Year 3 Punctuation
Grammar
99/ 527 150 223
Year 5 Numeracy 141/ 519 181 257
Year 5 Reading 126/ 519 290 260
Year 5 Writing 170/ 519 188 182
Year 5 Spelling 107/519 208 201
Year 5 Punctuation
Grammar
103/ 517 124 197
Spelling: an excellent result. The Year 3s were ranked 24th in the state and our year 5s
were 107th. Our schoolwide belief in explicit direct instruction is leading the way in how
students in all year levels grasp spelling mastery skills.
Numeracy: The Year 5 classes performed well but the Year 3 results were more closely
analysed by Junior Primary staff to establish areas of deficit.
Reading: Year 5 classes performed in a creditable manner (126th) with the Year 3
cohorts showed a range of well consolidated concepts.
Writing: Year 5s show areas of concern that were identified well before the release of
the NAPLAN scores and addressed with the introduction of Talk 4 Writing. Year 3
students performed well and their Year 4 writing tasks will benefit from their solid
grasp of spelling rules.
Punctuation and Grammar: All students showed the benefit of daily reviews and being
taught by teachers who have a shared commitment to upskilling their own knowledge
of correct grammar.
ANNUAL REPORT 2018 8 | P a g e
Year 3 2018 NAPLAN Overview - First Cut Data
Business Plan Targets:
English: Early childhood education is strengthened to ensure the majority of stable cohort
Year 3 students attain Band 2 or above NAPLAN Reading results by age 8. (Hattie, 2016)
Maths: Early childhood education is strengthened to ensure the majority of stable cohort
Year 3 students attain Band 2 or above NAPLAN Number results by age 8. (Hattie, 2016)
Band 1 = Below Band 2 = At Band 3 = Above
The results show that the majority of our Year 3 students have attained bands above
level in all 5 NAPLAN assessments.
- Band 1 students are identified and tracked with individual education plans.
YEAR 3 TABLE OF RESULTS
Band Reading (No. of students)
% Spelling (No. of students)
% Grammar (No. of students)
% Writing (No. of students)
% Numeracy (No. of students)
%
Band 1 3 3.3% 4 4.3% 2 2.2% 3 3.3% 0 0%
Band 2 7 7.6% 4 4.3% 4 4.3% 4 4.3% 11 12%
Band 3 10 10.9% 5 5.4% 12 13% 12 13% 19 20.7%
Band 4 15 16.3% 11 12% 12 13% 20 21.7% 19 20.7%
Band 5 25 27.2% 23 25% 13 14.1% 28 30.4% 28 30.4%
Band 6 27 29.3% 40 43.5% 44 47.8% 19 20.7% 11 12%
Withdrawn 4 4.3% 4 4.3% 4 4.3% 5 5.4% 4 4.3%
Absent 1 1.1% 1 1.1% 1 1.1% 1 1.1% 0 0%
TOTAL 92 92 92 92 92
ANNUAL REPORT 2018 9 | P a g e
Year 5 2018 NAPLAN Overview - First Cut Data
Band 3 = Below Band 4 = At Band 5 = Above
The results show that the majority of our Year 5 students have attained bands above level in all 5 NAPLAN assessments.
YEAR 5 TABLE OF RESULTS
Band Reading
(No. of
students)
% Spelling
(No. of
students)
% Grammar
(No. of
students)
% Writing
(No. of
students)
% Numeracy
(No. of
students)
%
Band 3 3 3.9% 0 0% 4 5.3% 7 9.2% 2 2.6%
Band 4 6 7.9% 8 10.5% 5 6.6% 7 9.2% 8 10.5%
Band 5 13 17.1% 11 14.5% 12 15.8% 29 38.2% 16 21.1%
Band 6 16 21.1% 20 26.3% 21 27.6% 23 30.3% 21 27.6%
Band 7 21 27.6% 28 36.8% 12 15.8% 8 10.5% 20 26.3%
Band 8 14 18.4% 8 10.5% 21 27.6% 0 0% 6 7.9%
Withdrawn 0 0% 0 0.0% 0 0% 1 1.3% 0 0%
Absent 3 3.9% 1 1.3% 1 1.3% 1 1.3% 3 3.9%
TOTAL 76 76 76 76 76
ANNUAL REPORT 2018 10 | P a g e
National Survey Data
Throughout 2018, staff, students and the community completed an online survey to gauge the performance of Ellenbrook Primary School. The results of the survey indicated an overwhelmingly high level of satisfaction in the majority of questions. The tables below are a snapshot of the most positive responses from the surveys. Analysis of the surveys indicated that the majority of respondents Strongly Agree or Agree with the direction of the school.
Parent Survey
Question Agree % Strongly Agree % Total %
Teachers at this school expect my child to do their best.
33% 63% 96%
This school is well maintained.
29% 65% 94%
I am satisfied with the overall standard of education achieved at this school.
30% 61% 91%
Parents responded most positively to teacher expectation and maintenance of the
school. There was a high degree of satisfaction for the overall standard of education at
Ellenbrook Primary School.
Staff Survey
Question Agree % Strongly Agree % Total %
Teachers at this school treat students fairly.
42% 58% 100%
Students like being at this school.
61% 39% 100%
Students at this school can talk to their teachers about their concerns.
42% 54% 96%
Staff members surveyed also responded in a positive manner. In 2018 our focus has
been on equity and inclusion and the responses to the questions suggest staff feel
confident that students are being treated in a fair manner that encourages strong work
output.
ANNUAL REPORT 2018 11 | P a g e
Student Survey (Year 5 & 6)
Question Agree % Strongly Agree % Total %
My teachers expect me to do my best.
32% 63% 95%
My school looks for ways to improve.
39% 47% 86%
My teachers motivate me to learn.
36% 48% 84%
Year 4- 6 classes completed the Student Survey with strong responses for teacher
expectation and motivation. An area we will focus on in 2019 will be the confidence
students have to discuss concerns with teachers. We have already set in place small
discussion groups to allow students to voice their concerns about friendship groups and
perceptions of secondary education.
Survey of School Board Effectiveness 2018
All areas received Strongly Agree responses with the induction processes for new
members always an area that is ongoing and can be improved. New members are
offered a training file and have buddy members to pass on knowledge of processes and
policies. In 2018 we welcomed several new staff and parent representatives who will
take time to immerse themselves in the role and become Board proficient.
ANNUAL REPORT 2018 12 | P a g e
Focus Area 3: A culture that promotes learning
The school has clear strategies to promote appropriate behaviour – including agreed
responses and consequences for inappropriate student behaviour and the school provides
sufficient support for teachers to implement these policies.
All ‘white slipped’ behaviour is entered on Integris and tracked – breaches of school rules result in students not accessing an end of term treat.
2018 analysis shows a significant drop in reported breeches of school rules from 2017.
Weekly assembly notices advise parents and students publically of expected standards.
Administration Team continues to act immediately on any student who prevents the learning of others.
School Board supports BMIS Policies and members comment on the high standards of student behaviour.
EPS continues to receive accolades for the exemplary behaviour our students
exhibit at swimming, excursions and all school events. Newly appointed staff and
school visitors comment on the settled behaviour of EPS students.
Student Attendance and Engagement
Attendance
In 2018, the average daily attendance for our school was approximately 92%. Many
families continue to take their children out of school for long overseas holidays. This
practice impacts on student learning in that when students return there are large areas
of the curriculum that they have not accessed or consolidated. The graphs below outline
the attendance profiles for our school in Semester 1 and Semester 2.
Semester 1 Semester 2
The school regularly follows up on poor attendance with phone calls, letters home and
home visits.
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Student Suspension
We have seen a dramatic reduction in the number of students suspended in 2018 compared to 2017. Strong classroom Behaviour Management has been widely encouraged and supported by Senior Staff. We constantly seek to promote a culture that values school and education. The Administration Team is seeing less students being referred to the office with white slips for behaviour and our teachers are more confident to effectively manage low level behaviours before they escalate.
The tables indicate the drop in suspensions as the 2018 year progressed.
Semester 1 Suspension Data Overview
Students
Suspended
Students
Suspended %
Total Number of
Suspensions
Total Days
Suspended
Average Days
Suspended
13 1.9% 20 51 2.6
Semester 2 Suspension Data Overview
Students
Suspended
Students
Suspended %
Total Number of
Suspensions
Total Days
Suspended
Average Days
Suspended
8 1.2% 9 20.5 2.3
Focus Area 4: Targeted use of school resources
The principal and other school leaders have introduced programs and strategies to
identify and address the needs of students in the school and are sourcing and
applying available resources to meet those needs.
ICT 2018 audit revealed a considerable lack of hand held devices to enable
efficient responses to online assessments. In 2018 we trialled the NAPLAN online
assessments and our network system demonstrated adequate connectivity.
In 2018, Mrs Lloyd Deputy Principal conducted a needs assessment that resulted
in the purchase of 31 iPads which was partially funding by a grant from the EPS
P&C. A Schools Device Grant funded the purchase of an additional 40 iPads,
keyboard covers and headphones. The school budget supported the purchase of
iPad storage baskets and charging stations. An audit of class based interactive
whiteboards revealed that some of the ageing units need to be replaced and a
plan has been devised to purchase 6 new Interactive Whiteboards and 3 new
replacement projectors.
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Following visits to West Beechboro PS staff were eager to trial Spelling Mastery
to lift student results – in 2018 year levels 1-6 implemented Spelling Mastery
with a strong cohort of teachers skilled and willing to mentor colleagues.
Prime Maths continues to be main resource for mathematics curriculum delivery.
Mathematics is a focus area that receives high priority and is underpinned with a
commitment to teach the concepts from Singapore Mathematics throughout the
school. All teachers are conversant with the program and students understand
the importance of fluency in mental maths as an important element of their
success. Parents are willing to fund the resources to implement the program.
STEM has received a strong focus in 2018 with far greater evidence of class
teachers integrating STEM across the curriculum. Our ICT and Science Specialists
continue to offer support and a strong STEM committee was formed this year to
drive STEM initiatives. Our Level 3 Teacher provides good leadership and shares
her professional learning with colleagues.
Khan Academy and Advanced Placement Courses cater for gifted and talented
students – Khan courses are available for at home use and are endorsed by the
school.
Education Assistants trained to support classroom curriculum delivery and
assessment schedules – On Entry, ACER, Prime Maths and Health and Well Being.
School Chaplaincy supported some at risk students but the program at EPS was
discontinued part way through 2018.
Buildings and Grounds: Refurbishment of buildings and grounds development
continues to be an important aspect of school- the school budget and P&C funds
supported many initiatives in 2018 including the complete refurbishment of the
Performing Arts Centre and the creation of an Early Learning outdoor classroom.
Year 6 Gift to the School: In December 2018 the graduating Year 6 students
kindly donated funds to put towards the purchase of a 3D Printer. This resource
will add a huge dimension to our STEM programs and allow all children to
become familiar with this technology.
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Focus Area 5: An expert teaching team
There is evidence that the principal and other school leaders see the development of
staff into an expert and coherent school–wide teaching team as central to
improving outcomes for all students.
Literacy and Maths Blocks that include prescribed warm ups and chants are
collaboratively timetabled to allow targeted groupings for explicit direct
instruction.
Strong collaborative groups within the Early Learning Centre saw group
planning for K-P curriculum and introduction of explicit instruction programs.
Pre-primary teacher Rebecca Kitis offers demonstration lessons and mentoring.
Strong K-2 monitoring of the National Quality Standard resulted in all standards
being met. Staff met after school to offer suggestions and agree on resource
purchases.
In 2018 Block Coordinators took over the performance management of
Education Assistants. All School Plus students received their full entitlement with
the school funding additional Education Assistant time to support Tier 2 and Tier
3 students.
After hours PL offered in Masters Model Report Writing, Mentoring Pre Service
Teachers and a Lorraine Hammond Explicit Direct Instruction session.
Talk 4 Writing – Professional learning strategies trialled by school staff in 2018.
Graduate Modules – 3 staff members
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Focus Area 6: Systematic curriculum delivery
The school’s Business Plan identifies curriculum, teaching and learning priorities and
requirements.
The Business Plan reflects a shared vision for the school and provides context for delivering the
curriculum as detailed in the SCASA approved curriculum and where relevant system curriculum
documents.
Strengthening Early Childhood Education at EPS
National Quality Standards
Ellenbrook K-2 teachers jointly reflected on current programs and practice in relation to each of
the seven Quality Areas. The Guide to the National Quality Standard provided detailed
information on quality areas, standards and elements assisted decision making.
QA1 Educational program and practice G - Met element
QA2 Children’s health and safety G - Met element
QA3 Physical environment G - Met element
QA4 Staffing arrangements G - Met element
QA5 Relationships with children G - Met element
QA6 Collaborative partnerships with families and communities G - Met element
QA7 Leadership and service management G - Met element
These standards were considered in conjunction with the Ellenbrook Business Plan 2017-2019
and staff complied a summary of strengths that noted clear connections to school priorities and
planning, for example: QA 2.
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Ellenbrook PS Business Plan Target: The School Climate focussing on wellbeing of students
is promoted with specific programs and monitored in an ongoing manner.
The Health and wellbeing of students is monitored with all staff completing DOE
online course.
Early Learning staff and administrators work with parents of Kindy students to
achieve early identification of learning disabilities and address social and emotional
concerns.
2018 Building and Grounds plans included improved aspects to K-2 facilities –
specifically the creation of an outdoor classroom to promote more time in the open
air in an environment that encourages curiosity about letter, shapes and numbers.
The addition of a washing machine and clothes dryer has increased the level of
support we can offer some clients.
Early Learning Centre is fully compliant with wheelchair access - automatic doors,
toilet facilities and teacher furniture.
Clear, well documented policies in place for student medication and storage of
medicines.
Focus on resilience strategies and restorative justice to support problem solving
when conflicts arise.
On Entry Testing used to retest students at educational risk in December 2018.
Information collated to inform planning for 2019.
Regular case conferences with external agencies involved in the management of
identified students.
Staff professional learning covers CPR, anaphylaxis, asthma, epilepsy and general
playground injuries.
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Kindergarten Information Session 2018
This year the Parent Kindy Information session was held in the newly designed Outdoor
Classroom. Dr MacNeill together with Deputy Principal Jeanette Metcalf and Kinder staff
Jenna Brown and Belinda Von addressed the parent group and outlined the way we plan
programs to meet the 7 elements of the National Quality Standard.
Parents were most impressed with the Outdoor Classroom that is decorated with upper
and lower case letters and a variety of basic mathematical shapes. Parents were handed
an Information booklet outlining the requirements for a happy and healthy start to life
at EPS.
LEARNING AREA REPORTS:
ENGLISH
u delivery The EPS School Business Plan 2017-2019 promotes a strong focus on students building the
foundations in literacy and numeracy and continuing throughout their school life. Co-
ordinators and cost centre managers ensure these curriculum areas are supported with
targeted resourcing.
This year the Literacy coordinators organised Book Week activities for all year levels across
the school. These included storytelling by members of staff, a book week themed treasure
hunt, and a whole school dress up parade. The message was to encourage reading and use
of the school library. The children thoroughly enjoyed all of the activities and the majority
of children and staff dressed up for the parade.
This year the library was reorganised to assist teacher access to resources. Older resources
no longer in use were donated to community members and strategies were put in place to
acquaint newly appointed staff with the range of resources on offer.
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Novel Studies
Reading is an integral element of our junior primary instruction. To successfully integrate
reading in a cross curricula manner we purchased more class sets of a variety of texts.
Junior primary staff members were surveyed on a variety of texts to ensure the most
relevant titles were purchased.
Novel Studies at EPS is important as it encourages whole class, small group and oral
reading. Due to the increase in numbers and classes, a need was identified for a greater
variety in novels for the upper years. After consultation with the Library Officer and
teachers, the school purchased extra novel sets for years 4-6 as well as DVDs to
supplement the printed versions.
Due to the increase in technology in today’s society, it is important to incorporate
information and communication technology. After consultation with the Education
Assistants, we researched and found that the Fitzroy guided reading books could be seen as
an application (app) on the iPads. This app was put on iPads in every block to
accommodate every year level. This application allowed children to be engaged in
technology while reading, and listen to the correct pronunciation of sounds, blends and
words.
Reading Fluency Online Program for the Junior Grades
EPS used allocated computer funds to purchase a set of iPads for each teaching block. Each
set contains 6 baskets of 6 iPads. This meant that teachers were able to book out 1 or 2
baskets for small group activities or book the whole class set for a whole class learning
experience. To really utilise this technology, research was completed to identify the most
effective reading program in the form of an app. Once the app was located, junior primary
staff were surveyed on the likelihood of using this program and how effective they thought
it would be. The feedback received noted staff wanted the purchase of RAZ Kids. Since the
implementation of this application, it has been deemed an extremely effective teaching tool
and is currently being used in all 10 junior classrooms.
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Talk 4 Writing
This year, a number of staff members attended a two-day workshop for Pie Corbett’s
literacy program Talk 4 Writing. T4W’s three stage program (Imitation, Innovation and
Invention) aligns seamlessly with the ‘I do, we do, you do’ approach used at EPS. In Term 3,
one of these staff members delivered an introductory presentation on the T4W program.
This staff member will continue to support our staff and the administration team in the
implementation of T4W. We have analysed NAPLAN and ACER data and believe TW4 will
enhance our literacy results and provide students and staff with a better understanding of
the reading and writing process.
The continuation of warm-ups and daily reviews at the beginning of literacy and numeracy
blocks was a whole school focus for teachers this year. Warm-ups are fast paced, well
planned sessions to consolidate core concepts and skills. They transfer learning from short
to long term memory and their purpose is to revise and review taught content.
Last year, Spelling Mastery was trialled in classes across all year levels. After staff
professional development and visits to other schools, EPS introduced the program as a
school wide spelling program. This program that focusses on morphographs and spelling
rules helps students to understand the relationship between sounds, word parts and
spelling patterns. We teach the students in small steps, using sufficient practice, so that
they comprehend how spelling works and can become proficient writers.
Reading Conventions were introduced this year from years 1-6 as a reading support
resource. Reading Conventions is an engaging series designed to assist teachers with
improving students’ reading and comprehension skills. It has a specific focus on
inferencing.
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Explicit Direct Instruction
Explicit Direct Instruction (EDI) is an approach to learning based on learning developed by
DataWORKS founders, Dr. Silvia Ybarra and John Hollingsworth. EDI helps teachers deliver
effective lessons that can significantly improve achievement for all learners, including
English language learners and students with special needs. This year, two teachers
attended professional development, presented by Joe Ybarra to learn about the
engagement norms and the checking for understanding component of EDI. In the Early
Years, EDI has been implemented consistently by using the engagement norms, checking
for understanding and implementing whiteboards in conjunction with Jolly Grammar.
Advanced Placement Courses
Creative Writing
In Term 2 this year, two junior primary teachers ran an Advanced Placement Program
(APP). The program ran once a week, for 6 weeks before school. The APP was designed to
enhance students’ creative writing skills, particularly Year 2 students who are performing
at a high level in their writing. The program introduced students to strategies from the
‘Seven Steps to Writing Success’ program, such as Sizzling Starts, Tightening Tensions and
Show Don’t Tell.
This APP allowed students to create rich, imaginative texts that incorporated skills learnt
throughout the course. The students left their final lesson with a bound copy of all their
creations to show their teachers, family and friends.
Literacy Extension
This course was designed to build students’ skills in the literacy area and expose them to
‘test-like’ questions and texts from Year 3 tests such as NAPLAN. The course covered;
Reading, Writing and Language Conventions (2 lessons per strand). This course was
created to meet EPS’s goals for schooling: Ellenbrook students strive to meet and exceed
expected NAPLAN standards. This course was run last year for Year 2 students and results
showed that a large majority of students who attended this course ranked in the top 20%
of Western Australian schools.
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MATHEMATICS
Throughout 2018, Ellenbrook Primary School has been committed to find ways to improve on current student outcomes.
Staff attended a Professional Development session in relation to Elementary Maths Mastery (EMM) earlier in the year and a PRIME Mathematics PD. Selected staff members also liaised with West Beechboro Primary School and observed Explicit Direct Instruction (EDI) throughout the school. This information was presented to all staff members during staff meetings and the school has been implementing these strategies during Literacy and Mathematics lessons. Staff have also been involved in performance management sessions, some of which were during Mathematics lessons. All of these examples demonstrate the commitment the school has to improving student outcomes in Numeracy.
As stated the 2017-2019 School Business Plan, “Every child has access to Prime Maths resources to enable them to fully participate in class P - 6 programs.” To ensure all students have access to the necessary resources for them to be successful in PRIME Mathematics, various resources were purchased over the year. Magnetic place value discs were bought in order to teach number concepts using the CPA technique. Mini whiteboard magnetic erasers were also purchased to align with the use of explicit direct instruction, not only in Mathematics, but throughout all learning areas. The new version of EMM was purchased for the upper primary classes. The Mathematics budget has been used in a targeted manner to meet the learning needs of all students throughout the school.
Focus area five in the School’s Business Plan states that “Staff access Prime Maths inbuilt professional learning to support curriculum delivery.” Miss Sin attended a PRIME Mathematics Implementation PD this year. It was in relation to the Australian version of PRIME and the digital components that were in the process of being created. She shared a PowerPoint to staff outlining the most significant aspects of the PD and delivered a presentation at a staff meeting. All staff members had access to the PowerPoint and were equipped with the most recent insights and necessary information to improve student outcomes.
This year, Mathematics classes have streamed throughout years three to six. This has
ensured that students are able to work at their own pace without becoming
overwhelmed or bored. Staff differentiate their teaching to suit their individual classes
and use a range of hands on resources to promote learning. Additional education
assistant time has been appointed to support curriculum delivery and assist those
students who are struggling being in the mainstream classroom.
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Ellenbrook Secondary College has partnered with the school to deliver the ACE
program. This year’s program is focused on developing problem-solving skills that will
be beneficial to students when they enter high school, as well as in real life contexts. The
Business Plan states that “Ellenbrook Secondary College staff will continue to offer
Advanced Placement Courses before normal instructional time. These courses cater for
gifted and talented students identified by teaching staff”. This course has been offered to
the extension year 6 Mathematics class to actively enhance students’ learning and
academic outcomes. It also gives our year 6 students, transitioning into high school, an
opportunity to meet staff that may be their teachers in upcoming years.
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SCIENCE
Young scientists explored what seeds need to grow into gigantic beets!
Science at Ellenbrook Primary School enables students to develop positive attitudes and high levels of understanding about the role of Science in our world.
I like finding answers because you can tell other people and teach everyone. Year 4 student
I want to be a food scientist because they have a very big responsibility of making sure that the world has enough food. Year 3 student
I discover new things when I do experiments. Year 1 student
Students participate in weekly one hour lessons of dedicated Science with 21 classes attending the Science room and two PP classes and all Kindergarten classes having Science lessons in their classroom. The School Business Plan 2017- 2019 guides teaching Science at Ellenbrook Primary School and the National School Improvement Tool provides the framework for this report.
There is a strong and optimistic commitment by all staff to the school improvement strategy and a clear belief that further improvement is possible.
In our school the Science teachers are passionate and confident in teaching Science to our students and it is this collective teacher efficacy, the top of the influences that are related to achievement on the 2018 Visible Learning (Hattie) that underpins our planning and delivery to ensure that students are making progress in Science. While there are some limitations to teaching science for one hour a week we believe we are
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able to positively affect student learning and strive to improve our teaching. Ongoing professional learning and collegial support is central to this (see Focus Area 5). We keep up to date with current educational strategies such as explicit teaching to maximise student learning. Think, pair, share is a technique employed to demonstrate and develop science inquiry skills such as processing and analysing information. Science teachers have realised that we need to be purposefully using new technology such as iPads and incorporating problems into science investigations so that we are addressing new initiatives such as STEM.
Focus Area 2: Analysis and discussion of data
Teachers routinely use objective data on student achievement as evidence of successful teaching.
Science teachers plan and teach to enable A grade achievement as described by the Assessment Pointers and moderate within the school using work samples provided by the Department of Education. Grade results are analysed and compared. The graph below shows that most students are achieving at a satisfactory level in the strands reported upon this year. 7 students were able to demonstrate A/Excellent achievement in Biological Sciences this year, compared to 0 and 2 in previous years. There are also more B/High grades in Biology. This could be due to the conscious effort to plan and teach for A/Excellent and B/High achieving students. Biology is also a popular strand for many students and may affect their efforts and engagement.
A comparison of the 2016-2018 Science as Human Endeavour and Science Inquiry Skills strands shows that 11 – 13% of students are now achieving B/High grades. However the graphs below also indicate that the % of students achieving D/Limited grades has increased, with 11 – 13% of students exepriencing difficulties. The weekly hour time frame for lessons continues to be the factor inhibiting teaching and learning in these two strands in Years 4-6, where the skills and content increase in complexity. With increasing numbers of students with English as as Additional Language/Dialect, teachers have found assessment difficult, especially in the early years. There are more students in Pre-Primary, Year 3, Year 4 and Year 6 achieving at a D/Limited level. More effort in supporting these students is required.
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A comparison of Biological Sciences and Earth and Space Sciences 2016-2018 shows that B/High grades have increased and D/Limited grades are at similar levels. In 2016 we were concerned about that 28% of Year 3 students had D/Limited grades in the Earth and Space strand. In 2018 that has decreased to 18% of students with D/Limited grades and B/High grades have increased from 6% of students to 23%. This could be due to improved teaching and the fact that we changed the time for the strand to be taught so that there is more sunlight to allow for more effective learning about shadows and Earth’s rotation, the core of the content for Year 3 Earth and Space.
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There is an expectation that every student will learn and achieve positive outcomes.
Science lessons commence with a review of previously taught content and an outline of what is expected in the current lesson. Displays, feedback and reflection assist students to focus on past and current learning. Strategies such as KWL charts (What we know, what we want to know, what we have learnt) help to keep students focussed on the learning. The Science program involves experiments, investigations, using a range of equipment and team work. Students are encouraged to be “scientists” as they learn in Science and students all have access to appropriate strategies and equipment to ensure that everyone is able to participate. Teachers have observed that students monitor each other’s behaviour since they enjoy the hands on tasks.
The school deploys staff in ways that make best use of their expertise.
In 2018, the Science teachers consisted of a Level 3 Classroom teacher (17 classes), experienced teachers (PP and Kindergarten) and two Graduate teachers (4 classes and K/P). One of the Graduate teachers has a Bachelor of Science. With the Level 3 teacher role focussing on STEM, teachers across the school are also being supported to incorporate Science into their STEM work. In terms of funds and materials most of the budget is spent on consumable items for experiments and investigations. The Science store is well organised and equipped ensuring the effective implementation of lessons and units of work. Some of the budget is used to update or add to the equipment e.g. infra-red thermometer so that students are becoming familiar with the latest technology. Library resources are well utilise and teachers regularly provide equipment and materials of their own (plants, toys, texts, etc.). Along with the school’s paper and battery recycling programs, the Science program endeavours to model other good environmental procedures including collecting alfoil scraps for recycling and washing plastic containers to re-use. There are some areas where the Science program is self-sufficient such breeding mealworms for Biological Science, collecting seeds to plant in the next season and composting.
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Teachers and school leaders take personal and collective responsibility for improving student learning and wellbeing, working together and learning from each other’s practices. Teachers collaboratively plan, deliver and review the effectiveness of lessons.
As outlined in Focus Area 5, there are experienced teachers and Graduate teachers teaching Science across the school. The Level 3 Science teacher used some of the level 3 time allocation to mentor and support new teachers. After school hours and DOTT time was also used to provide ongoing professional support to Science teachers by the Level 3 Science teacher. Science teachers continually improve in their expertise by engaging in informal (professional reading, collegial discussions, planning and reflecting) and formal professional learning – attendance at Science Teacher’s Association of WA and STEM related sessions.
Considerable attention has been given to ensuring ‘vertical’ alignment of the curriculum so that there is continuity and progression of learning across the years of school, with teaching in each year building on to and extending learning in previous years.
The Science teachers use the WA curriculum with the four content strands being taught one per term. The reporting cycle ensures that two different content strands are reported on each year. Science as Human Endeavour and Science Inquiry Skills are reported on annually. Primary Connections continues to be the main program and some editions have incorporated more problem-solving which is suitable for STEM work. The guidelines recommend two hours of Science and while students have one hour of designated Science, there is evidence that teachers are teaching some Science (PP – animal topics; Reading topics). The Level 3 classroom teacher has encouraged and supported teachers to incorporate Science into STEM activities e.g. provided guidelines for the selection of materials in low tech projects and developed a list of on-line resources.
It is recognised throughout the school that some students require significant adjustments to their learning programs (e.g. accelerated programs, special support) if they are to be optimally engaged and challenged.
While there is a basic plan of activities for each year level, the delivery for some classes is different due to varying language skills and ability. Those students with Individual Education Plans are catered for within the resources available, including Education Assistants in PP and K classes. Teachers felt that there was lack of time for one-to-one work with younger students especially when they lacked the confidence to speak. Some Year 1-6 students have a Special Needs EA attending Science lessons. Making use of teachable moments is a useful strategy. High level students are challenged with additional questioning, careful placement in teams and suggestions for home tasks. Safety considerations in Science lessons often restrict working one-to-one with students.
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All teachers and leaders are committed to identifying, understanding and implementing better teaching methods, and a high priority is given to evidence-based teaching strategies (strategies that have been demonstrated through research and practice to be highly effective). Along with efficient planning and organisation, the Science teachers use highly effective strategies from 2018 Visible Learning (Hattie) and from the National School Improvement Tool list (p16) including strategies to integrate prior knowledge, classroom discussion, summarisation, regular and timely feedback, explicit learning goals (What are we learning today) and concept mapping. Weekly science lessons begin with a review of facts and what we did last year/week. The Science End of Semester Power Points (see School Web Site) provide information and demonstrations of our students’ work in Science for the school community but they also assist students to see the continuity and the development of concepts in their Science learning over time. Since effort is a highly rated influence related to achievement (Visible Learning List 2018) we were interested in how students felt they tried in Science so a question was included in the annual student Science survey. This type of reflection allows students to develop their understanding of the relationship between effort and their own achievement. 9.4% of Year 1-6 students said they could try harder, while 47.9% said they tried hard most of the time and 42% said they always tried their best. These results reflect our observations about the high levels of engagement in science lessons, with few referrals to the office. We will continue to reflect on strategies to suit different classes and tasks. The school’s partnerships are being successfully implemented and appear to be adequately resourced and sustainable. The school participates in the Eastern Metropolitan Regional Council’s Battery Collection Program and this year we collected 28.9 kilograms to reduce the landfill at Red Hill. A year 4 class also collects the paper for recycling. National Science Week is an annual event in our school with K-6 students involved in a range of activities including home-school tasks which continue to be very popular. One of the whole school activities this year was a STEM challenge for classes to make a game for another class (see Thursday 20th September School Newsletter).
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Information and Communication Technologies
Assessments are completed in nearly every technologies lesson, building an up to date
picture of individual and class achievement and progress and identifying specific aspects of
the syllabus that require reinforcement. Students are monitored across all Primary years to
ensure the acquisition of necessary skills and knowledge. End of semester and end of year
achievement is analysed using the Student Achievement Information System as a means of
determining the quality of teaching and learning programs. 2018 saw the second year of
implementation of the SCASA digital technologies syllabus in Years 1-6. This has made it
possible to compare 2018 with 2017 school data collected from class assessments and
technologies learning area grades achieved.
Digital technologies lesson structure has an emphasis on skills. In 2018 students in Years 2-6
utilised the ‘Typing Tournament’ online application to develop their keyboard skills, while
younger students started each lesson with teacher selected online keyboard skills games.
Regular reviews of skills and knowledge are conducted using teacher made online quizzes
that consolidate and revise previous content providing formative and summative
assessment data. Students also demonstrate their skills and understanding through set
digital assessment tasks recorded in various formats using a range of applications.
The digital technologies specialist teacher purchases and shares useful resources with other
staff and promotes the implementation of digital technologies throughout EPS by
presenting PLs and encouraging staff members to share their skills and knowledge with
others. New resources are demonstrated during STEM Committee meetings and
disseminated to other staff by committee members.
The digital technologies specialist teacher is committed to developing staff awareness of
available digital learning resources and the skills to implement these in all classrooms.
In 2018 key EPS staff attended NAPLAN Readiness Testing PL and successfully participated in
the NAPLAN Readiness Testing trial in Term 3.
A Focus on Coding in 2018 and 2019, as stipulated in the EPS Business Plan 2017-2019, has
seen all students build coding skills using a variety of coding languages, digital applications
as well as ‘unplugged’ activities.
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Technologies lessons follow a basic format and progression based on the SCASA digital
technologies syllabus, however the delivery of some lessons is varied from class to class and
student to student. There are no students at EPS identified as requiring an IEP in
Technologies, though a small number of students benefit from the presence of an Education
Assistant to assist with behavioural issues. Many technology lessons are open ended
allowing all students to achieve basic expectations while allowing more capable or
motivated students to extend themselves and demonstrate their ability.
Weekly technology lessons begin with a review of facts as mandated by EPS administration
reminding students of related content and skills from previous lessons. Teacher made online
quizzes facilitate the review process and provide teacher and students with immediate
feedback and an opportunity for formative assessment. Explicit learning goals are displayed
and discussed with students prior to explicit instruction of new concepts and skills. Students
are exposed to new content and skills in a cumulative and logical manner in accordance with
the SCASA digital technologies syllabus.
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HISTORY AND SOCIAL STUDIES
School Community Partnerships: the school identifies potential community partners on the
basis of their capacity to contribute to improved student achievement and /or well being.
(NSIT)
In 2018 staff implemented Humanities and Social Sciences (HASS) strands in all
classrooms. The individual strands of HASS are:
• History Foundation to Year 6.
• Geography Foundation to Year 6.
• Civics and Citizenship Year 3 to Year 6
• Business and Enterprise Year 5 and Year 6.
A class budget of $500 was allocated to subsidize travel costs to a venue that met the
HASS curriculum for the classroom year level. The funding allows students to
experience an excursion each year at a reduced cost to families.
In 2018 the HASS Committee held a very successful Careers’ Day. We had 10 parent
presenters who set up displays to inform the Year 5 & 6 students of the entry
requirements and scope of a range of careers. This allowed our students to be gain
firsthand knowledge of careers they may not have formerly considered.
Presenters included, mechanic, personal trainer, medical practitioner, accountant,
lawyer, subsea maintenance officer, wildlife carer, member of defence force, paramedic
and geologist.
Aboriginal and Torrs Strait Islander Studies: At EPS staff integrate many aspects of
Aboriginal and Torres Strait Islander history into class programs. An example is the Pre-
Primary class that located England and Australia on the world map and discussed what
Australia may have looked like before extensive white settlement. Students discussed a
landscape where there was no transport, shopping centres and buildings as we know
them today. The students investigated traditional Indigenous foods. They were
fortunate enough to have a guest speaker from the Tasmanian Indigenous Palawa tribe.
Suitcase Circus Incursion : The Pre-Primary students were delighted when the Suitcase
Circus came to school for an interactive, hands on workshop. The presenter put on a
show where the students were taught all the skills to perform age appropriate circus
tricks linked to the fundamental movement skills program. This collaborative
experience encouraged all to be involved in learning how to juggle, spin plates on a
stick, hula hoop and much more. Some very eager Pre-Primary students were chosen to
perform tricks in front of the group, which showed their enjoyment, confidence and
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excitement to participate. The students left the workshop smiling and feeling a sense of
accomplishment in learning new skills.
Early Learning students studied the many animals that we may find on a typical
Australian Farm. They were able to interact with the animals and learn about their care
and management.
THE ARTS
The Performing Arts program is committed to delivering an engaging and diverse
program from Year 1 to Year 6 utilising the Western Australian Curriculum. This
program encompasses all four elements of Performing Arts – Music, Dance, Singing and
Drama in weekly one-hour lessons. Further to this weekly recess and lunch rehearsal
times are allocated for extended development of skills for the Vocal Group, Musical
Theatre Group, Dance Troupe and cast for the Year 6 end of year production.
The teacher routinely uses objective data on student achievements as evidence of
successful teaching. This data is routinely monitored to identify gaps in student learning
and to monitor improvement and growth in the student learning throughout the school
year.
Data collection of the IMSS annual assessments are monitored analysed to inform of the
progress in student’s musical skills and further teaching required.
In the performing arts classroom, every student will be provided with the opportunity
to learn and achieve positive outcomes. The P.A. classroom for the weekly lessons and
lunch and recess rehearsals, is always a busy space with a high rate of student
attendance and engagement.
ANNUAL REPORT 2018 35 | P a g e
Performing Arts encompasses the whole community as parents and families are valued as partners in student learning and there is a strong sense of belonging and pride in representing the school in community activities. These include ANZAC day, Remembrance Day and the Combined Christmas Carols along with weekly assemblies performing community songs.
The PA classroom immerses the students with a constant influx of language, processes, skills to learn and most importantly SPACE and TIME to process the information learned, without pressure or stress.
During 2018, the stage area was completely renovated, to create an amazing performance space. We have previously outsourced to Ellenbrook Secondary College for a performance space for our Showcase to the parents and the wider community – utilising their Performing Arts Theatre. Now that we have our own dedicated stage area, complete with lighting and sound, this enables us to perform both the Term Two Showcase and the Year Six play in our own performance space. Also, this negates the need for an external lighting or sound technician, as we can educate our own students to be the Lighting and Sound Technicians for the shows. It is not only utilised for these shows, but weekly for the class assemblies.
Recent professional development in Konga with the Jungle Body has enabled whole school participation in a fitness program that is aimed at improving wellbeing of students through dance. The expertise of the Instrumental Music School Services (IMSS) teachers are used to develop instrumental skills for students who undertake the opportunity to further their skills.
In line with the highly effective research-based teaching practices that are promoted at EPS, Performing Arts lessons are explicitly demonstrated, and a consistent and familiar structure is maintained to promote student success and confidence to perform.
New skills and concepts are connected to past learning thus assisting students to develop continuity in their learning over time.
Explicit demonstrations of skills and concepts followed by questioning and discussions checking that learning is occurring is maintained throughout the whole class, group planning, composing or choreographing and performance stages of the lesson.
The Performing Arts classroom in an applied learning environment that has been created in which all students are engaged, challenged and feel safe to take risks as they are supported to learn and perform.
EPS and the wider community are being successfully bonded through performance
opportunities that are well resourced and sustainable. Through community
participation such as in the 2018 Ellenbrook Christmas Pageant and EPS Market day
performances by the Vocal, Dance and Musical Theatre Troupes it is evident that these
partnerships are having their intended impact. Acceptance of annual invitations are
evidence that the community supports the partnership with the school.
ANNUAL REPORT 2018 36 | P a g e
PHYSICAL EDUCATION
The Physical Education teachers at EPS are committed to delivering a challenging and engaging Physical Education program from Year 1 to Year 6 using the Western Australian Curriculum. There are weekly 1 hour lessons with each of the year 1 to 6 classes.
At every physical education or sport session, it is intended that the students will:
Teachers met twice a term with the other Physical Education teachers from the schools in the Ellenbrook area. Current practices and new initiatives are discussed, as well as planning for various interschool carnivals.
The school took advantage of offers for free in-school clinics in various sports such as Rugby, Soccer, Netball, Australian Rules Football, Golf, Tennis, Modcrosse, Cricket, and others. These are conducted by past players or trained experts and they have two main benefits: they introduce the students to expertise not otherwise available, and they showcase appropriate lessons in that particular sport that can be copied and utilised by the PE teacher.
The PE teacher joined available Ambassador Programs (these currently include Cricket, Aussie Rules Football and Netball) which gives access to some free resources such as up-to-date coaching information and ideas, and some free sports equipment.
In 2017, the annual report contained a table showing the number of students who
achieved A, B, C, and D grade for Physical Education in Semester 1 and again in Semester
2 and it was obvious that overall there was a significant improvement by the end of the
year. This data is again presented in the 2018 tables.
•Improve their physical
fitness through activity
•Feel safe and confident
enough to engage in any
activity without danger of put
downs or teasing
•Enjoy themselves or at least
participate willingly
•Improve their physical skills
(gross motor skills, ball
handling and spatial
awareness)
ANNUAL REPORT 2018 37 | P a g e
YEAR ONE YEAR TWO
GRADE Semester 1 Semester 2 Semester 1 Semester 2
A 0 1 1 8
B 21 43 35 54
C 53 34 47 21
D 4 0 0 0
YEAR THREE YEAR FOUR
GRADE Semester 1 Semester 2 Semester 1 Semester 2
A 2 5 2 2
B 33 44 28 33
C 53 40 50 44
D 2 1 0 1
YEAR FIVE YEAR SIX
GRADE Semester 1 Semester 2 Semester 1 Semester 2
A 5 7 4 13
B 39 36 35 28
C 27 28 27 25
D 1 1 0 0
ANNUAL REPORT 2018 38 | P a g e
In 2018 the surface of the school’s basketball/netball court area was replaced. The new
surface is much smoother and therefore safer. A significant amount of the budget for
Physical Education is spent on the expenses of Interschool and school carnivals – buses,
trophies, sand for the jump pit, medallions and ribbons, First Aid, timing gates, PA
systems, and so on.
A further significant portion is spent on the replacement of basketballs, soccer balls, and
Aussie footballs. These are the mainstays of recess and lunch time play on the school
oval and wear out or get lost very regularly. This is considered a necessary expense as it
is important to have as many students as possible on the oval and active during their
recess and lunch breaks.
Our Swimming Program is conducted at Midland Aquatic Centre and in 2018 we had a
95% rate of participation. We negotiate with pool management to offer the 10 lessons
over a week to minimise disruption to school programs. In 2019 we will be dividing the
school into phases with the senior students attending in Term 1 and the junior students
in Term 4. Each year we review our venue and participation terms and advise the
School Board of our decisions.
Health and Well Being
In 2018 all classes attended First Aid class incursions from St John Ambulance,
including hands on experiences of bandaging, and viewing the internal fitout of an
ambulance. Students thoroughly enjoyed these sessions, many leaving the bandages on
for several days. Students regularly attend Protective Behaviour sessions and
incursions, including an Evacuation Preparedness incursion which is relevant to
students living in this area.
ANNUAL REPORT 2018 39 | P a g e
In 2018 the school funded additional Education Assistant hours to support students
with identified learning deficits. Block co-ordinators worked collaboratively with
colleagues to allocate this additional resource and ensure students are supported with
literacy and numeracy programs as well as socially.
This partnership with Grace Life Church will be developed in 2019 to include services
which our families may choose to access.
Staff members have undertaken professional development sessions to provide staff
with the relevant information to feel confident in dealing with students with health
concerns. ED Med through PMH addressed the staff on specific medical conditions, the
Visiting Teacher provided information on how to deal with a specific student with sight
impairment, and staff also learnt about the effects on students who have parents with
mental health issues. All staff have completed the mandated DOE online Reporting
Abuse modules.
The school has undertaken a focus on developing resiliency across the board and
created a mental health program – choosing to embed this in whole school culture
rather than weekly lessons with less relevance. The resources from SDERA and Beyond
Blue have provided a backbone to curriculum delivery. The school has clear strategies
to promote appropriate behaviour. In conjunction with resiliency the school continues
its zero tolerance of bullying which supports strong mental health. All stakeholders are
aware that this school will not tolerate bullying and will always investigate any
incidents thoroughly. A restorative justice approach is generally used, to educate both
the victim and the bully. This has been successful in preventing retaliatory incidents,
and educating the bully who often is unaware of the damage they are causing. Students
have indicated they feel safe in this school and confident bullying will be dealt with.
Transgender issues are dealt with in a highly sensitive manner and our community is
accepting of all choices in regard to sexuality. The health and well-being of students
sometimes requires the intervention of outside agencies and school staff are skilled
with the multi agency approach often involving health service providers such as
Therapy Focus, Midland Child Development Centre, speech pathologists and the
Department of Community Protection.
ANNUAL REPORT 2018 40 | P a g e
Family members
Indonesian Alphabet Greetings Expressing personal
opinion and needs
Common classroom and
household objects
Numbers to 100
LOTE - INDONESIAN
This year has seen the implementation of a language program in Year 3 at Ellenbrook
Independent Primary School with all students studying Indonesian. Each class has a 30
minute explicit lesson timetabled with further opportunities to learn about the
Indonesian culture and apply learned language embedded across the curriculum.
Indonesian lessons are taught by the classroom teacher, with opportunities for
students, teachers and other community members to converse using learnt phrases
throughout the day. Year three students have learnt the following:
Numbers to 100
“It is obvious the students really like learning Indonesian. They say thank you, you’re welcome and
good morning to me all the time. It’s lovely to see.” (EPS staff member, 2018)
Currently, the school library has a combination of sixteen non-fiction and fiction Indonesian
books to assist students and teachers. This year a number of additional iPads have been
purchased by the school and this has allowed the use of digital language learning applications
such as Languages Online (Victorian School of Languages, 2015) and Ketawa (WA Department of
Education, 2017). To assist teacher and student pronunciation of Indonesian words, the school
leadership team was able to identify a non-teaching staff member fluent in Bahasa Indonesia
and make effective use of this priceless capability. Subsequently, this staff member attended and
contributed to whole year level Indonesian lessons which were organised to enable teachers to
demonstrate word pronunciation correctly, share teaching expertise and help ensure all
students are meeting the fundamental learning building blocks as stipulated by the Western
Australian Curriculum.
ANNUAL REPORT 2018 41 | P a g e
As the teachers at Ellenbrook Independent Primary School are not Indonesian speakers, they
continue to demonstrate a high degree of professionalism in ensuring they meet all expected
outcomes of the languages curriculum. Teaching staff regularly meet to discuss student and
teaching progress, identify limitations in the delivery of instruction and in the analysis of
assessment results. Teachers at Ellenbrook Primary School were initially provided an
abundance of resources by the Ellenbrook administrative team in preparation for the subject’s
implementation and this has grown with all staff members collaborating and pooling their
learning aids and experiences. The Year 3 teachers are provided formal professional
management, facilitated by the school’s leadership team, and opportunities for peer observation
and feedback, in order to improve the collective impact they have on the outcomes of our
students. All current Year 3 and Year 4 teachers have expressed the desire to attend formal
professional development in the planning, teaching and assessing of the languages curriculum.
Teachers at EPS are using the Ketawa Indonesian Language Program to plan student learning.
This program assumes that students are beginning their study of the Indonesian language in
Year 3 and acts as an introduction to both the language and culture. It is anticipated that the
Year 4 program will be released for subsequent use in 2019, building upon the current unit’s
program. Lessons are structured around the Explicit Direct Instruction teaching model as
explained by Ybarra and Hollingsworth (2017). New words are learned using the backwards
syllabification method to aid comprehension and correct pronunciation is modelled. Students
are given multiple opportunities to use and listen to learned phrases with peers and teachers
before being offered opportunities to apply it in context.
Similar to other learning areas, differentiation is an important component of language
instruction. Students with existing knowledge of the Indonesian language are given
opportunities to assist others, therefore, challenging themselves to understand and
communicate their awareness whilst giving their peers the chance to learn with often simplified
‘student-speak’. The use of digital applications, such as Languages Online and Ketawa provide
students the opportunity to transition through the programs at a pace suitable to their
individual needs. Data from moderated assessments is collected and analysed to determine
areas requiring further intervention for individuals or in small group settings.
ANNUAL REPORT 2018 42 | P a g e
Focus area 7: Differentiated teaching and learning
School leaders explicitly encourage teachers to tailor their teachings to student
needs and readiness.
Advanced Placement Courses are offered throughout the year and cater for a
range of abilities and interests. In 2018 courses offered included, robotics,
creative writing and literacy extension.
School Plus students identified and placed on regularly reviewed IEPs.
PEAC students identified by DOE testing schedule. Students extended with Khan
Academy tasks in Maths and English.
Specialist programs are inclusive and allow every child to develop and
demonstrate competencies – speaking parts at assemblies, inter school sporting
teams. The Year 6 production, Wizard of Oz included every child from Year 6 in a
range of activities from individual roles to backdrop creation.
Students who demonstrate high level competencies in ICT are offered extension
by the ICT specialist. In 2019 we anticipate this cohort will be highly involved in
3D printing processes.
Focus Area 8: Effective pedagogical practices
Clarity about what students are expected to learn and be able to do, high
expectations of every student’s learning, explicit teaching of skills and content,
individualised attention as required and timely feedback to guide student action
are key elements of the school’s push for improved teaching and learning.
Performance Management meetings focus on the programs to be explicitly
taught - teachers communicate to students the intent of each lesson with clear
agreed outcomes. Reflection segments offer the opportunity to assess if goals
have been met.
Administration monitor student progress and ensure individualised attention is
given to students who require additional support. In 2018 Block Coordinators
had the responsibility to allocate Education Assistant time on a needs basis to
identified clients. Teachers plan small segments of work for these assisted
students and conduct assessments to monitor progress.
ANNUAL REPORT 2018 43 | P a g e
Identified students are placed on group or individual education plans which are
discussed with parents before signing by all parties.
In 2018 the school commenced in journey into Connect and in 2019 we
anticipate this program will act a s a communication process to link parents with
class activities and student progress. Staff use a variety of apps to provide timely
feedback to parents.
Focus Area 9: School- Community Partnerships
The school has established one or more partnerships with families, local businesses and/or
community organisations with the express purpose of improving outcomes for students.
Partnerships have generally been initiated by the senior leadership team and have their
support.
The senior leadership team is committed to forming strong links with the wider
community. In 2018 we have been very successful in establishing some wonderful
partnerships that have benefited the students and created a greater awareness of our
programs for our generous donors.
Combined Schools Anzac Service: On Wednesday 11 April, 2018 we joined other
schools in the region to honour those who have served our country as members of
Australian Defence Forces. The Ellenbrook music specialist led the combined school
choirs in the singing of patriotic songs promoting the values of Australia. The event
as always was strongly supported with parent, community and returned service
organisations.
ANZAC Service: In 2018 the students had a very special ANZAC Service in the newly
constructed Memorial Garden. This structure formed in the arc of the rising sun is an
entry statement to Ellenbrook IPS. It signals to all who visit that we are a school
founded on the values that makes Australia such a great nation. Rosemary bushes
signify our eternal gratitude to those who answered the call to defend our freedom.
This year a Piper played hymns as the community placed wreathes and rosemary
sprigs at the base of the flagpoles. Dr Neil MacNeill, a Vietnam War Veteran,
delivered an address and several other returned servicemen accepted an invitation
to attend the service.
ANNUAL REPORT 2018 44 | P a g e
American Memorial Day and Parliament House Lunch with Jessica Shaw MLA:
Every year the American community invites Ellenbrook Independent Primary School
to take part in their Memorial Day service in Kings Park. This year we sent in the
prefects to attend that service and then attend Parliament House to have lunch with
Jessica Shaw MLA, our local member.
At Kings Park the students met with Governor Beazley AC, and also laid a wreath
during the service. The fly-over of four RAAF jets at low altitude made them duck for
cover.
Parliament House, and lunch with Jessica Shaw was a double delight. The food was
great and Jessica gave the students a guided tour of her work place. Everyone agreed
that it was an educational and memorable day. (May 28th 2018).
Oz Reading Program: Again in 2018 EPS was involved in the Lions Oz Reading
program. We purchased books for 14 schools to the value of $200 per school. All the
titles in 2018 were by Australian authors. Jayne Moore our amazing Library Officer
placed a range of books in tote bags decorated with Indigenous art ready for
distribution by Lions Club members.
Harmony Day: Every year on Harmony Day we turn the oval into a sea of orange as
the school whole community gathers to celebrate our cultural diversity. We are
strongly committed at EPS to fostering Australia’s values and encourage students to
reflect on the great Australian way of life that has been made possible by our
forebears. This year Dr MacNeill addressed the students and congratulated them on
the harmonious way they interact with one another. Harmony at EPS is certainly not
restricted to a celebratory day. We strive for every day at to be a day where fair
decisions are made and inclusivity at the basis of every activity and program. In
2018 many parents came to the event as volunteers to support games and to lend
their voices to the songs that were sung.
ANNUAL REPORT 2018 45 | P a g e
Bunnings has always been a strong supporter of the school and in 2018 a Bunnings
Team assisted Ms Rebecca Harley’s students to make jewellery boxes for Mothers’
Day. Bunnings is always a generous benefactor when we create gardens and need
advice on water wise plantings.
Grace Life Church: The school was delighted to be gifted two very generous
Christmas hampers from this community organisation. The school ran a process to
allocate the hampers and two very fortunate families received welcome additions to
their holiday festivities. In 2019 the Grace Life Church has kindly offered to assist
with some senior sporting initiatives and other activities to engage students in life
long learning.
P&C November Market Day: This year the EPS P&C worked hard to serve the local
community with a Market Day experience. Many parents and staff members worked
behind the scenes to create craft pieces that were then sold for a most reasonable
price. Funds raised will once more support school initiatives in 2019.
Government Grants: Armistice Day 2018: This year our submission to the
Department of Veterans Affairs was successful and we received $4,300, to
commemorate the Great War 2014-2018. Deputy Jeanette Metcalf designed five
black granite panels etched with the story of WW1. These panels were installed in
the school’s Memorial Arc and on 9th November, 2018 when the community gathered
for Remembrance Day the panels were unveiled by Attorney General the Hon
Christian Porter and School Principal Dr Neil MacNeill. This year Mr Frank Mallard
the recipient of the 2018 WA Senior Citizen Award delivered the Welcome to Country
and Dr Boner recited the Prayer of Remembrance. The meaning of the red poppies
was beautifully conveyed by senior students Mathew and Rafaelle. Visiting
dignitaries and returned servicemen placed wreaths at the foot of the flagpole.
The Honourable Christian Porter attended our 2018 Remembrance Service and
officially unveiled our Great War Memorial.
ANNUAL REPORT 2018 46 | P a g e
FINANCIAL SUMMARY 2018
1 14,600.00$ 13,327.00$
2 27,561.00$ 39,323.84$
3 3,000.00$ 3,935.00$
4 12,504.00$ 12,536.21$
5 3,260.00$ 3,260.11$
6 -$ -$
7 -$ -$
8 34,915.00$ 54,595.61$
9 -$ -$
10 -$ -$
11 Farm Revenue (Ag and Farm Schools only) -$ -$
12 -$ -$
95,840.00$ 126,977.77$
270,805.00$ 270,805.04$
Student Centred Funding 599,359.50$ 599,359.50$
966,004.50$ 997,142.31$
-$ -$
966,004.50$ 997,142.31$
Locally Raised Funds69,122.05$
Student Centred Funding599,359.50$
Other Govt Grants3,260.11$
Other 54,595.61$
Transfers from Reserves-$
726,337.27$
1 18,450.00$ 14,330.56$
2 25,000.00$ 18,927.80$
3 360,300.00$ 290,824.27$
4 247,000.00$ 162,173.56$
5 221,478.00$ 177,016.68$
6 10,600.00$ 3,761.63$
7 -$ -$
8 1,860.00$ 3,964.42$
9 -$ -$
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) -$ -$
884,688.00$ 670,998.92$
-$ -$
884,688.00$ 670,998.92$
81,316.50$
Bank Balance 966,102.01$ Made up of: -$
1 General Fund Balance 326,143.39$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 644,843.88$ 5 Suspense Accounts 2,559.26-$ 6 Cash Advances -$ 7 Tax Position 2,326.00-$
966,102.01$ 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
Ellenbrook Primary SchoolFinancial Summary as at
Actual
31 December 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
$000
Revenue Source
Locally Generated Revenue - Budget vs Actual
Budget Actual
Locally Raised Funds9%
Student Centred Funding
83%
Other Govt Grants0%
Other 8%
Transfers from Reserves
0%
Current Year Actual CashSources
0
50
100
150
200
250
300
350
400
$000
Expenditure Purpose
Goods and Services Expenditure - Budget vs Actual
Budget Actual
10
110
210
310
410
510
610
710
$000
Cash Position
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required