2022 Annual Report

The Six Nyungar Seasons

During NAIDOC Week 2022 Students learnt about the Six Nyungar Seasons of Kepa Kurl Boodja. Together with students from the STARS program from Esperance SHS, they painted murals depicting fauna and flora associated with each season.

ANNUAL REPORT 2022

Esperance Primary School

JARGON BUSTER!

PRINCIPAL’S COMMENTS

It is with great pleasure that I present the 2022 Annual Report to the Esperance Primary School community. The report is the second reflection and summary of our achievements and progress against our milestones and targets from our school’s 202123 Business Plan. I trust that you will find the report informative, and it provides you with an overview of our 2022 school year.

Gareth Palmer

SCHOOL OVERVIEW

Esperance Primary School is a distinctive school located 740km south-east of Perth on the picturesque Southern Coast of WA. Although Esperance Primary School commenced in 1894, a full replacement of the school buildings and grounds began in 2011. Students and Staff commenced learning and teaching in the contemporary buildings mid-2013, with all other facilities and grounds completed in 2014. Our school strives to meet the needs and interests of all students and reflect the values and aspirations of our community.

The school’s 2022 student population of 464 students has mainly double streamed K-6 year levels and the socio-economic index (ICSEA) in the median range around 1021.

Esperance PS builds on the foundation laid by parents and encourages parents and carers to become actively involved in school life. The entire staff of Esperance Primary School works tirelessly, and with overwhelming moral purpose, to ensure all children’s academic, social and emotional needs are considered, planned for and met. Staff are committed to building positive relationships, with the motivation to inspire personal excellence in every student. The school’s dedicated and professional teachers maintain an environment which supports each child every day to achieve their personal best.

The school’s Tribes agreements of Mutual Respect, Attentive Listening, Personal Best, Appreciations / No Put downs and Right to Participate drives the school values and allows students to connect as a community and develop shared responsibility towards each other and the wider community.

Staff employ evidence-based strategies within a defined whole-school approach to maximise the effect they have on student learning. In addition, there is a focus on delivering the highest standards of pastoral care and support services in order to enable our students to thrive.

Esperance Primary School embraces all members of their community and strives to maintain a nurturing and welcoming environment that promotes community partnerships. All parents, School Board and P&C are integral to our school community, and together they are committed to providing the best for our students.

Annual Report Whole School Summary

ENROLMENTS

Enrolments, once again, remained steady when compared to previous years. The total enrolment of 464 is slightly down from previous years and possibly reflects the difficulty of new families gaining accommodation in our school’s local intake area. As in 2021, the school offered a maximum of 44 Kindergarten places in 2022, once again limiting the potential for growth through the school in future years.

STUDENT NUMBERS (FTE)

However, the school was able to place all local intake students into the Kindergarten program. Cohorts of students are very similar in number and the expectation for 2023 is for a larger Kindergarten cohort of around 60 students. This larger than usual number will have an impact on the class structure for future years and may lead to more split grade classes to cater for this large cohort of students as they progress through the years.

Note: The KIN Full Time student figure represents the Full Time Equivalent of the Part Time students.

Annual Report Whole School Summary

ATTENDANCE

All schools in WA when reflecting on their attendance data will recognise the significant impact COVID has had in 2022. This is exemplified in the WA and Like school averages, where the overall attendance was some 3-4% lower than in the previous few years with 88.9% the overall attendance rate for the school, compared to 88.2% for Like Schools. There continues to be a small proportion of families taking vacations during school terms and this trend is on the increase

2022 ATTENDANCE SUMMARY

from year to year. Unauthorised absences were well managed through the school with the Message You system following up on any unexplained absences on the day that it occurs. The school will continue in 2023 to promote messages to our community about the importance of everyday attendance and parents not taking in-term vacations – this strategy is also supported by all Esperance network schools.

Annual ReportHighlights of 2022

Tournament of the Mind (TOM) Team Library Upgrade

Wongatha CAPS Visit for NAIDOC Week

Year 6 Camp ANZAC Day

Faction Carnival

Year 3 to 6 Fun Run

Focus Area One Success for all Students

WHAT WE WILL DO: Implement age appropriate and targeted instruction in Literacy

What Occurred in 2022:

This was the second year of our staff in Pre-primary to Year 2 delivering the InitiaLit program. New staff to this phase of learning were given significant time to be inducted to the program.

The most significant impact on our English block for 2022 was the implementation of the Spelling Mastery program for our Year 3-6 students. In 2021, the decision was made to stream all students after their placement test, and this allowed for a targeted approach to the delivery of the program. Education Assistants were assigned smaller groups alongside their teacher colleagues. There were several disruptions to the program with COVID measures not allowing students from different classes to mix during the day. The overwhelming feeling about the program in 2022 was positive with strong engagement of our students in the program and teacher and EA confidence in delivering the program. The data from the pre-criterion to post-criterion test reflected an immense improvement in students spelling accuracy. Staff reported that they saw an improvement in students applying their new spelling knowledge in their written texts.

A core group of staff participated in The Writing Revolution professional learning in an aim to upskill on teaching strategies used to improve students writing at a sentence level. From this professional learning, staff combined and trialled strategies to implement into the Syntax Scope and Sequence.

The Deputy Principal and English Coach reflected on the plateau of data in students’ writing. They investigated several scope and sequences with the aim to improve the sentence structure in students writing along with creating a common understanding of the metalanguage of syntax.

An English committee member developed a thorough K-6 scope and sequence for handwriting. Staff contributed to develop a shared common language for teaching cursive in the Year 3-6 space.

Recommendations for 2023

• Consolidation with InitiaLit. The introduction of MiniLit Sage supports the alignment and sequence between InitiaLit and MiniLit Sage.

• Early identification of students that struggle with the Tier 1 program through Whole School Assessment Schedule

• Further exploration of what Reading looks like in Years 3-6 and upskilling in the Science of Reading and the Science of Learning.

• Exploration of how The Writing Revolution strategies can assist students in demonstrating their comprehension of texts read.

• Further digital resources uploaded to support the implementation of Daily Reviews.

• Implementation of the EPS Syntax Scope and Sequence.

Focus Area One Success for all Students

WHAT WE WILL DO: Implement age appropriate and targeted instruction in Numeracy

What Occurred in 2022:

The Esperance Instructional Framework, ‘Engage, Learn and Reflect’ was utilised by all staff with a strong focus on the development of well written Learning Intentions and Success Criteria.

Origo ‘Stepping Stones’ continued to be used to support our whole school approach to teaching numeracy in 2022. The main priority for our staff was to consolidate the teaching of numeracy using the Origo Scope and Sequence and supporting resources.

The Numeracy Coach assisted and supported all staff to ensure quality differentiation in the of teaching numeracy and their use of the quarterly assessments, as well as whole school approaches in calculate strategies and problem solving.

JEMM+ was embedded and resourced in the Dolphin Cove Learning Team to support identified ‘at risk students’ in the development of mathematical skills and concepts.

Recommendations for 2023

• Continue to strengthen the EPS Instructional Framework in Mathematics lessons to ensure less teacher variability and increased consistency of Whole School Approaches to teaching Numeracy.

• With the success of NAPLAN Numeracy for Years 3 and 5 in 2022, continue to consolidate the use of Origo Stepping Stones as the primary teaching resource to support our Whole School Approach to teaching Numeracy.

• Resource and provide support for teaching of split classes to assist with the delivery of Origo Stepping Stones.

• Ongoing investigation of SAER intervention for at risk identified students by the Maths Committee.

Year 6 Graduation Beach Trip

Interschool Athletics Carnival

Focus Area One Success for all Students

WHAT WE WILL DO: Catering for all students’ individual needs

What Occurred in 2022:

With the SAER policy in its second year, the staff were able to identify all students at educational risk, using the three tiers of intervention on the RTI model. Staff utilised various sources of data to identify students at risk, however, typically their PAT R and N data in Term 1 assisted greatly with their judgements.

The SAER policy was reviewed in November 2022 with the Student Services team gaining feedback from the staff on WWW and EBI on the policy. Subtle changes were made to the MiniLit intervention section, the IEP/ GEP timeline and the request for support sections.

A consistent application of our EPS Individual and Group Education Plans was applied and saved on to the S Drive for follow up with LSC. Learning Teams were encouraged to collaboratively plan for their SAER students and take a collective responsibility for identified students, sharing strategies and setting goals. Tournament of Minds was run in 2022 with Karl Gurney once again the coordinator. As in 2021, the decision was made to create a Year 5 team and a Year 6 team, one for Social Sciences and one for Language and Literature. The Language and Literature team performed magnificently in what was a very competitive tournament against some highly experienced TOM students from other schools and fell just short of winning their category. They finished with an honours in their category from the judges. The visit to Perth in late September was a team effort where families travelled in a convoy of vehicles living, eating and sleeping in shared accommodation for their weekend away.

The school acknowledged the significant work that Mr Karl Gurney provided throughout the competition and his dedication. To the students and families of the Language Literature team of Layla Bowkett, Nia Postans, Indie Postans, Otis Gleave, Eliza Woodhouse, Lucy Pearn and Ruby Carmichael we all congratulate you all for your commitment to the TOM program in 2022.

Recommendations for 2023

• Reviewed SAER policy to be shared with staff at the SDD in Term 1 by School Psychologist and LSC.

• As in 2022, the LSC position to be filled by the Deputy Principal

• Regional and school based PEAC program is to be highly structured at school running through Terms 2-4 and involving Years 4-6 students. The Network deciding to fund Karl Gurney for the regional role of PEAC co-ordinator.

WHAT WE WILL DO: Supporting students to become effective users of technology

What Occurred in 2022:

In our Year 4-6 student cohort we continued to have significant support from our parent group for buy in to the program with 90% of parents purchasing a device for their child at the start of Term 1. Teachers regularly update their use of apps in their year groups’ scope and sequence.

Recommendations for 2023

• On-going support for embedding technology through the use of a funded staff member who can support staff with their planning the Digital Technologies curriculum.

Focus Area One Success for all Students

WHAT WE WILL DO: Early Childhood is our Focus

What Occurred in 2022:

Embed the ECE philosophy and promote the philosophy with the community including getting it endorsed by the School Board.

A NQS audit was completed by our ECE team in October 2022 and there was a confidence of judgement that the school met all standards within the NQS audit.

The ECE team has requested a NQS verification for Term 3 2023. The ECE committee began preparations for the verification, including beginning to gather evidence of NQS being met at EPS.

ECE team collaborated with local schools in the ECE network.

The ECE team reviewed and identified the need for a consistent FMS program in Kindergarten and Preprimary. The team trialled KIDDO in Term 4 2022.

Recommendations for 2023

• The ECE team will prepare for our NQS verification in Term 3.

• Embed and promote KIDDO program in the Kindergarten and Pre-primary classrooms. Some professional learning to upskill staff in using the resources

• The ECE team will be updating the ECE outdoor learning area with a new nature play area.

WHAT WE WILL DO: A Focus on strong and trusting relationships in every classroom

What Occurred in 2022:

Strong expectations from the Principal for staff to reflect and focus on relationships at all levels of the school, students, staff and community. This was emphasised within staff meetings and LTL meetings weekly where the Tribes Learning Community was referred to regularly with the students being at the centre of our decision making.

Unfortunately, the early year (Term 1) parent meetings had to be cancelled due to COVID. This was a setback to establishing face to face contact and the building of relationships between teacher and parent. To compensate staff agreed to post regularly on Seesaw including classroom policies, student work and regular communication from the classroom to the home.

At times of review of our IEP/GEPs staff were asked to make verbal contact with all parents to communicate the plans, the strategies and the progress that students were making on the adjustments made to their learning. Parents who were unable to be contacted were sent emails and / or paper copies of plans and asked to make contact with the school for clarification of the plans.

Recommendations for 2023

• Returning to face to face classroom meetings in Term 1 will hopefully create strong trusting relationships between home and school.

Excellence in Teaching & Learning

WHAT WE WILL DO: Embed Whole School Approaches in Literacy and Numeracy

What Occurred in 2022:

InitiaLit has been fully implementation in all Pre-primary to Year 2 classes. This Tier 1 direct instruction and whole-class literacy program provides all children with the essential core knowledge and strong foundations to become successful readers and writers.

MiniLit consolidation and investigation of MiniLit Sage; Tier 2 and 3 Students from Year 1 to 5 were involved in the early literacy intervention program for teaching reading skills using a Response to Intervention framework.

Minilit Sage Professional Development provided to Education Assistants and English Deputy in preparation for 2023.

T4W Scope & Sequence reviewed, and T4W Toolkits are used for planning, teaching and learning in all classrooms, with teachers being supported by the 0.2 resourced, English Coach and Deputy Principal.

Whole School Assessment (WSA) Schedule has been fully embedded and underpins the teaching and learning cycle in every classroom.

Resourcing English and Mathematics Coaches.

Spelling Mastery implemented across Years 3-6.

Induction of new staff by English and Maths Coaches.

Third year of Origo – Teachers confident and capable to deliver numeracy lessons using Origo Stepping Stones. Quarterly assessments conducted giving timely data for teachers to determine how students are tracking and to determine levels of differentiation required.

Regular revising and reviewing of Whole School Approaches, KSAR-Problem Solving and Calculate Scope and Sequences at SDDs/staff meetings to ensure that staff are confident and teaching pedagogy is consistent.

Recommendations for 2023

• Fully embed WSA with ongoing support to teachers through timely induction.

• Continue to ensure targeted students have access and success with MiniLit Sage

• Continued support by the 0.2 resourced, English Coach, Sharon Barber. T4W non-negotiables introduced to give teachers a clear structure to implement T4W and ensure fidelity of the program. Prescribed texts and toolkit focus for staff to reduce teacher variability.

• The 2023 Assessment Schedule adjusted to include Dibels and Maze, and continue to ensure every year level has a specific and targeted assessment strategy embedded.

• Thorough Curriculum Induction to continue and TRIBES induction with admin team.

• Continue to embed Origo in daily teaching of Mathematics as per 2022.

Excellence in Teaching & Learning

WHAT WE WILL DO: Improve staff understanding of data literacy

What Occurred in 2022:

Disciplined Dialogue – staff well ‘versed’ in the 3 questions; What do you see in the data? Why are you seeing this? What if anything, should we do about it? – using these questions to guide in-depth data analysis. A review of the WS Assessment Schedule in Term 4 allowed staff to reflect on the effectiveness of the range of data suites. The review indicated that staff were comfortable with the number of assessments across the year.

Admin decided to fund additional days for the administering of Dibels testing and for the various InitiaLit screeners, WARP and WARN assessments. Allowing staff to work sometimes one on one with their students has reaped dividends in then gaining an understanding of their strengths and gaps for future learning.

PAT assessment and Data analysis - English and Maths coaches’ carryout in-depth analysis of all PAT Data. This is shared with Learning teams and teachers then undertake Disciplined Dialogue to support future planning and differentiated teaching, including goal setting for IEPs and GEPs.

Recommendations for 2023

• Continue to undertake Disciplined Dialogue when analysing data. Upskill new staff in the Disciplined Dialogue process and acquaint them with the WS assessment schedule and the timing of various data sets across the year.

• Continue to resource OE Assessments and the subsequent data analysis – this includes Numeracy in Year 1.

• PAT Data analysed by classroom teachers using Disciplined Dialogue to support planning and teaching and goal setting. This may not necessarily be done through a staff meeting but done in Learning Teams. Coaches to support new staff with this dialogue.

Excellence in Teaching & Learning

WHAT WE WILL DO: Develop a clear and consistent pedagogy across the school

What Occurred in 2022:

Explicit Direct Instruction through the use of engagement norms and TAPPLE has been a focus for the year in classrooms. Evident through classroom observations that engagement norms are frequently used and interwoven into the lesson design.

The EPS Instructional Framework (IF) was once again a feature of lesson design in all classrooms for 2022. Staff use learning intentions and success criteria in most literacy and numeracy lessons and follow the Engage, Learn and Reflect model in place.

Once again, the DOTT timetable was designed to maximise the opportunities for staff to collaborate. There was a non-negotiable time slot on the timetable where like year groups were able to meet for planning and assessment purposes.

Development of a Syntax S&S was a feature of the year, using models from Serpentine PS and Wandina PS. Staff provided feedback on the wording and strategies they preferred in a Term 3 SDD.

Further refinement of the T4W Scope & Sequence have been negotiated with staff to ensure sequenced, consistent approach to teaching T4W from Kindergarten – Year 6 ensuring text types, genre and toolkits are carefully planned for all year levels.

Numeracy – there was an increased focus on embedding the problem solving and calculate strategies in all classes with the displaying of posters Staff were taken through the strategies from the Numeracy Deputy. All staff utilising one maths session per week for the purpose of teaching problem solving.

Recommendations for 2023

• EDI to be consolidated further in classrooms, in particular the new staff encouraged and supported in using EDI strategies in their classes.

• The introduction in 2023 of the Syntax S&S in all classes and support will be provided to all teachers on how to weave this into daily reviews and writing units.

• Staff continue to use the IF to guide all lesson plans. Key staff to support teachers throughout the year to break down each of the stages in a lesson. i.e., Engage; Learn; Reflect.

• The T4W units are now mapped out across the school and expectations that staff use the chosen texts for each year level. Split classes have also been advised on the text to use to avoid repetition of text type in future years.

• Trialling Brightpath Numeracy in Year 2 to 6, in Terms 2 and 4

Focus Area Two

Excellence in Teaching & Learning

WHAT WE WILL DO: Strengthen staff culture with a common belief and philosophy

What Occurred in 2022:

Staff Tribes Learning Community Infographic Poster is visible in every teaching block. The Tribes Learning Community Infographic forms the foundation of every conversation regarding school culture and underpins decision making with students, staff and the school community. With ‘Our Students Always Come First’ at the centre of the graphic, this statement is the core of everything we do.

Learning Team minutes clearly indicate the positive culture across the school. Learning Team Leaders model the positive culture we have developed, and their team’s minutes clearly articulate and demonstrate the psychological safe workplace that exists throughout the school.

Induction Process of Tribes Learning Community for all new staff by school Admin team occurred in late 2022 for preparation for the 2023 school year.

Recommendations for 2023

• In 2023, the school year will commence with an examination of the above and below the line behaviours lens on our school culture.

• Tribes Induction for all new staff to take place once again in late 2023, with a strong emphasis on our Tribes Learning Community.

Excellence in Teaching & Learning

WHAT WE WILL DO: School leadership enables conditions for quality teaching

What Occurred in 2022:

The Whole School Expectations for student conduct and behaviour were implemented and promoted in each morning announcement with our students. This has without doubt created a calm and orderly environment for our students as a pre-requisite for learning.

A new Performance Management process introduced for all staff which was linked to the AITSL standards and links to the school’s Business Plan. Due to the impact of COVID, the reflection and planning meetings were pushed back to late Term 2 and there was little time in Term 4 for the review of the plans. Teachers set goals based on their specific goals against Whole School Approaches in literacy and numeracy.

Staff Meeting / LTL Meetings focus were directly linked to strategies and initiatives from the EPS Business Plan 2021-23, and 2022 Operation Plans. Priority area plans provided staff with the direction and strategies to enhance teaching quality.

School Development Days were specifically designed and planned to support teachers in develop and improve their teaching quality. With links to Business and Operation Plans, the SDDs were fundamental in enabling the successful implementation of both plans.

A well-developed distributed leadership model, which has been in place for several years, continued to enable support, guidance and direction for all staff to further develop quality teaching. Learning Team Leaders, Coaches in English, Numeracy and InitiaLit; have strengthened the standard of quality teaching across the school.

Recommendations for 2023

• QTS Staff Culture Survey is going to be administered in early 2023 to determine the gaps for quality teaching and learning at EPS.

• New Performance Mgt tool which has been negotiated between DoE and SSTUWA to be implemented in 2023.

• GROWTH Coaching conversations to be introduced as part of Performance Management and tie to classroom observations and feedback.

• Review of our Whole School Expectations – what can be added to these essential foundations of culture in our school for 2023?

Focus Area Three Inclusive Learning Environment

WHAT WE WILL DO: Invest in Tribes Learning Community as the foundation of our school culture

What Occurred in 2022:

The Tribes Learning Community Poster underpins every aspect of teaching and learning and staff culture practice at Esperance Primary School. The sixteen statements are referred to constantly in all staff meetings and staff are held to account to ensure that they conduct themselves and behave to the Whole School Expectations in everything they do and say.

Staff continued to acknowledge the achievement and contributions of the colleagues through Freddo Friday. This year a concerted effort was to display these appreciation tokens for all staff to celebrate the contribution towards culture.

Students who consistently demonstrate the Tribes Agreements are acknowledged at school assemblies –Tribes certificates have been marked in the school calendar – being presented twice a term.

Recommendations for 2023

• Induction of new staff in 2023 to ensure the non-negotiables of the Tribes Learning Community are explained and so that they become part of the daily practice.

• Continue to acknowledge staff and student achievement and contributions through Freddo Friday and Tribes Certificates at assemblies

WHAT WE WILL DO: Focus on mental health in classrooms

What Occurred in 2022:

MHiS continued to be at the forefront with Mrs Sharon Barber again leading this across the school. Under her leadership, Grow Your Mind, Mind Up and the Smiling Minds Learning Hub were embedded across the school and supported staff and students with their social and emotional health and wellbeing.

The Year 6 Wellness Warriors leadership group introduced a Mindful Minute at assemblies, which was designed to allow students and staff to refocus, be mindful and attentive through the assembly.

Continuation of Wellness Wednesday where our Wellness Warriors delivered a message each morning, run activities at lunch time and delivered a whole school mindful meditation.

Esperance Primary School continued to promote the Act, Belong, Commit message through Newsletters, inserts and other opportunities.

Recommendations for 2023

• Wellness Warriors will continue to offer Leadership opportunities for our Year 6 students in 2023.

• Mindful Minute to become a regular part of school assemblies settling all students to the expectations required at assemblies.

Inclusive Learning Environment

WHAT WE WILL DO: Provide intervention for SAER students

What Occurred in 2022:

Learning and Disabilities was the main referral domain for the SPS in 2022.

Learning and Disability was the primary referral reason in 65.3% of individual requests for service (17/26). 66% of students referred for learning (8/12) were formally assessed and had psychological reports written and provided to parents and school staff because of the referral.

42% (11/26) of students referred for learning and disability as the primary reason had a diagnosis facilitated by the referral (Specific Learning Disorder, ADHD, Autism Spectrum Disorder).

50% (12/26) consultation requests were regarding learning and disability. These consultations either aided families to engage with appropriate services to support their child or assisted with teachers through psychoeducation of disabilities and best practice for teaching and learning adjustments for students with learning and disability barriers.

SAER policy review support was a focus for system level support. The changes to the policy are to be delivered to staff in 2023 at the EPS SDD days on 30 and 31 January 2023.

Recommendations for 2023

• Professional Learning for staff on the Science of Learning and School Culture. SPS to support delivery of PL at SDD day Term 1, 2023.

• School Principal and SAER team to present to all staff on the SAER policy updates and processes for 2023

• Consideration of students with complex needs or formal diagnoses that are not IDA funded to be provided a SEN report to track and monitor their personal progress.

• Consideration for SP to be present at Kindergarten transition days, potential to present on Kindergarten readiness and anxiety?

• Tuesday, Wednesday and Thursday the preferred contact days for 2023.

• SPS and school to review EPS Behaviour Management Policy in 2023 to align with school Business Plan.

2022 Student Council

Focus Area Three Inclusive Learning Environment

WHAT WE WILL DO: Support students and families to ensure regular school attendance

What Occurred in 2022:

See Attendance summary earlier in the Annual Report for data on attendance for 2022. With overall school attendance falling in 2021 and 2022, to 88.6% from a previous 92%, the school Principal included in his messages through Newsletters and Seesaw the importance of families not taking time away from school for vacations during school terms. This is becoming more prevalent each year, and when combined with the influence of COVID, can explain for the decrease in attendance averages.

Recommendations for 2023

• EPS will continue to be proactive in promoting the message of regular attendance to maintain a student attendance percentage above the WA State Schools average through; regular parent/carer communication, newsletter inserts and individual case management of identified students in at-risk categories.

• MGM Outreach+, to continue to be resourced to assist with attendance follow up.

WHAT WE WILL DO: Ensure high level of student behaviour is maintained

What Occurred in 2022:

Continuation of EPS Whole School Expectations as part of our whole school strategies to reduce low level behaviours and promote a calm and orderly learning environment across the school. Staff modelling and explicitly teaching what these behaviours look and sound like.

• Transitions

• Greetings

• Before School

• Lining up

• Recess and lunchtimes

• Assemblies

• Junior and Senior Playgrounds

Review of the BMIS policy in mid-2021 saw the introduction of an in class visual chart (Junior and Senior) to reduce teacher variability and ensure consistency when managing student behaviour in the classroom. This was widely used by all staff in 2022 and feedback was very positive about its use and ability to keep students accountable for their choices in class.

Recommendations for 2023

• Whole School expectations continue to be embedded and become part of the Esperance Culture.

• Review of the BMiS policy by all staff – WWW and EBI in early 2023.

Inclusive Learning Environment

WHAT WE WILL DO: Strategic allocation of resources

What Occurred in 2022:

Funding was allocated to purchasing an additional day of School Psychologist time. Given the changing demographic of the school and the high needs of new enrolments, 2022 saw an increased number of new requests for service for our school psychologist.

Education Assistant funding was carefully allocated across the teaching blocks covering all types of support including Spelling Mastery, MiniLit, InitiaLit top ups, Maths support for classrooms and EALD students. Timetables for EAs were negotiated with a view to link support with EAs based on data and identified need of students across the school.

A 0.2 English Coach was funded – Sharon Barber for the year. The Coach worked each Thursday and provided global support for the implementation of the English Operational Plan, in class support and the delivery of Whole School Approaches. One key role of the Coach was to oversee the implementation of Spelling Mastery in our Year 3-6 classrooms.

A 0.2 InitiaLit coach was funded for Semester 1, allowing further support for our PP-Year 2 teachers in their instruction of phonics and phonemic awareness. This position was no longer required in Semester 2 as the new English Deputy Principal gained this role as part of her portfolio.

A 0.2 Numeracy Coach was funded through the TDS funding in Semester 1 providing whole school support for the effective instruction of numeracy in all classrooms.

In Semester 2 the school funded a 0.2 Digital Technologies Coach who provided infrastructure support for the school iPads and apps, as well as, curriculum support for the effective teaching of Digital Technologies.

Recommendations for 2023

• Additional day of school psychologist to be funded in 2023.

• 0.2 English Coach position to be continued and for the commencement of 2023 no Numeracy Coach.

• 0.2 Digital Technologies Coach to continue through April Reading.

• If feasible, the school will continue to fund additional support for SN students and split classes through the allocation of EAs.

Faction Carnival

Faction Carnival

Focus Area Four Community Relationships

WHAT WE WILL DO: Work in partnership with School Board and P&C

What Occurred in 2022 - School Board:

The School Board continued to provide strong governance in the school for the year, with a range of topics discussed and matters endorsed.

School Board members for 2022 were as follows: Mrs Kylie Ryan (Chair & Community Representative), Mrs Deb Sanger, Miss Kahlia Chapman-Hill, Mrs Sue Hill, Mr Karl Gurney, Miss April Reading and Mrs Cate Moreton (Staff Representatives) and Mrs Amy Walter, Mr Chris Cassam, Miss Raana Scott, Mrs Michelle Clarke, Mrs Ulrike Sinnot, Mrs Kirsten Razyck and Mrs Alysha Castelli (Parent Representatives). Matters that were either discussed, for information and / or endorsement in 2022 included the following: Endorsement of the ECE Philosophy, support with our school’s move to being more Culturally Responsive, the review of our School and Community Survey, review of our school’s fundraising methods, understanding of our school’s SAER policy and review of our Board’s Terms of Reference.

Recommendations for 2023 - School Board

• Through the CAB status review all tenures of all board members with the possible turnover of both staff and parent representatives.

• On-going discussion about the inclusion of a community representative.

What Occurred in 2022 - P&C:

Once again in 2022, led by Mr Deryck Lykke as President, the committee have successfully strived to build our school community and promote our school in a very positive way. The P&C association make a huge difference to the feel and function of the school community and without their on-going support we would not be in such a healthy position as we are today.

The school received a real bonus and lifeline to have donations in the form of some $35,000 from the P&C – it is a fact that without this we wouldn’t have received support for new decodable readers, small world resources for ECE, substantial financial support for the revamp of our library, donations towards the new book awards, Athletics carnival ribbons and medallions, Sci-Tech Shows, a weather station, a $5 000 donation to the Year 6 Camp, Kindergarten hats and bears and our new and amazing Inter-School Sports Shirts.

To the committed team in the canteen was once again led by the Committee members and more importantly the Canteen Manager - Amanda Govans. The year was a success for revenue with the canteen as sales and associated profits were impressive.

Recommendations for 2023 - P&C

• The P&C to follow the decision made by the School Board to fundraise for identified causes.

Focus Area Four Community Relationships

WHAT WE WILL DO: Strengthen the relationship between school and parents

What Occurred in 2022:

Class meetings were unfortunately cancelled due to the rising numbers of COVID cases in Term 1 2022. Staff were encouraged to maintain lines of communication between home and school, and this was mainly though Seesaw throughout the year. Parent engagement in this form of communication is extremely high and parental feedback is positive about concise and consistent communication from the classroom through to the home.

The Principal used Seesaw Schools to regularly communicate important messages on COVID throughout the year. This platform allows every parent to receive timely messages around Whole School Priorities such as whole school events, uniform reminders and our school’s community involvement. Parent workshops were once again a highlight of 2022, with several offered to all of our community members, including, InitiaLit, MiniLit, T4W, Mental Health and Well-being and information on our school’s Bring Your Own Device (BYOD) program.

Recommendations for 2023

• Return of class meetings in Term 1 2023 to allow for connection and establishment of effective relationships between home and school.

NAIDOC Week

Mrs Bergmen Beach Safety Class

Focus Area Four Community Relationships

WHAT WE WILL DO: Progress towards being culturally aware and responsive

What Occurred in 2022:

Our 2022 journey to cultural responsiveness began with all staff completing the Narragunnawali Reflection Survey where their data was collected and examined, identifying our areas of strength and celebration, while helping to plan for our areas of need. The CR committee then mapped our whole school events and Reconciliation Action Plan goals – outlining 14 non-negotiable actions we will take as a school community to become more culturally responsive.

Our first event was the Sorry Day Walk, where EPS students and their families showed their support for reconciliation by walking 1800m, the same distance as the 2000 Sydney Bridge Walk, finished with forming the word ‘sorry’ on the oval. This was also the beginning of our Reconciliation Week activities.

NAIDOC day was an enormous celebration of Aboriginal and Torres Strait Islander culture with groups from Tjaljtraak, Clontarf, Stars and Follow The Dream running football clinics, bracelet making, face painting and more, with warm damper to keep our bellies full.

Our Aboriginal students attended the Wongutha NAIDOC day where they helped make bush medicine, tried their hand at spear throwing, were enthralled in a dreamtime story and experienced bush tucker delicacies.

In 2022, our staff invested in a NAIDOC polo shirt with an illustration representing the Elders, Teachers and Mentors working with schools and educational facilities to help close the gap. They can be seen around the school proudly wearing this shirt as a symbol of reconciliation.

Our final announcement to EPS community was our change of faction names: The Red Yongka (kangaroo), the Blue Waitj (emu), the Yellow Warlitj (eagle) and the Green Norn (snake). These new names have been created by our Aboriginal Advisory student group in consultation with our friends at Mudjar.

EPS representatives have, and will continue to, attend the Esperance Regional Schools Network RAP meetings, collaborating with other school leaders to complete a Reconciliation Action Plan on a regional scale.

Recommendations for 2023

• In 2023 we will continue to work on establishing relationships with our community and families and contribute to the ongoing work of implementing our Reconciliation Action Plan. Our first goal is to bring our faction totems to life. Local artist, Atheleen Thomas, will be working with our Aboriginal students and their families to create a design that we will use for each new faction totem.

• Staff will continue to access shared resources on the EPS One Drive, Narragunnawali and Reconciliation WA website as well as language resources purchased from Dabungool, to support their ability, and confidence, to authentically embed Aboriginal and Torres Strait Islander perspectives, language and culture into their programming.

• The Cultural Responsiveness committee will use our EPS document that aligns the 14 non-negotiable RAP actions and the Aboriginal Cultural Standards Framework to complete a self-audit, which will drive our investigation into areas of need.

• Reconciliation Week and NAIDOC day will again be two large scale, whole school events which the committee have already began preparations for.

Focus Area Four Community Relationships

WHAT WE WILL DO: Actively engage as a member of the Esperance Regional Network

What Occurred in 2022:

Esperance PS offered many schools within the region professional learning and support through its TDS role in leading literacy and numeracy. This was mainly through its work in the Science of Reading, Talk for Writing, EDI and the requests for support with Spelling Mastery.

In working with the network, the school continues to provide rich data that allows for the tracking of students across NAPLAN Years 3 and 5 and determining who may be on track for WACE and ATAR pathways. Our EPS Principal provided support to the new Network Principal, Sasha Vooght-Simpson as she took over the role. Financial advice and a background on the Esperance Network Strategic Plan were the focus on the discussions and support.

Esperance PS led the regional PEAC, TAG and TOM initiatives for the year with Todd McElroy and Karl Gurney utilising the regional PEAC funding for the coordination of the PEAC programs, releasing of staff to provide the programs and resourcing the consumables for the program.

Recommendations for 2023

• Network Strategic plan to influence the Disciplined Dialogue for our staff – NAPLAN bands in Years 3 and 5 – are our students tracking well?

• Focus on supporting retention of our students from primary to secondary in public education.

• In 2023, Karl Gurney has been identified to coordinate the PEAC/TAGs program with a 0.2 funding allocation to the role.

WHAT WE WILL DO: Supporting SAER and TAG students

What Occurred in 2022:

School psychologist, Mrs Jessika Pokucinski together with LSC for 2022, Todd McElroy worked with the Principal to embed the school’s SAER policy. The policy based on the Response to Intervention Model explicitly documents the processes/practices required to access Student Services support and clearly articulates the provisions required for the SAER students.

Staff worked on confirmation of which students were truly an IEP student and those that should be placed on a GEP. This was done through the use of data, chiefly the PAT R and N early year assessments and focusing on students in the bottom 30th percentile.

Critical and creative thinking was once again offered to all students across Year 4-6 and this culminated in the selection of two Tournament of Mind (TOM) groups from our Year 5 and 6 student cohort. Mr Karl Gurney once again led the TOM teams and the Language and Literature team in the competition in Perth in September.

PEAC/TAGS programs contacted to be offered to students in Years 5 and 6 throughout Terms 2 – 4. These opportunities allowed for students to work cooperatively with students from other schools in the Esperance Network to continue to challenge and build their higher order thinking skills.

Focus Area Four Community Relationships

WHAT WE WILL DO: Supporting SAER and TAG students

Recommendations for 2023

• Review and modify the SAER policy to ensure that it meets Departmental and Union initiatives.

• Provide additional resourcing (Teacher Relief) to support teachers to develop IEP’s and GEP’s to document teaching and learning adjustments for SAER students.

• Funding set aside for TOM for 2023 and using the PEAC funds to use Karl Gurney in the network PEAC role.

WHAT WE WILL DO: Communicating regularly with our parents and school community

What Occurred in 2022:

Communication is a strong focus on the way that our staff relate to the parent cohort. Staff use Seesaw schools frequently during the week to provide parents updates on learning, class events and simply, connecting the home to the classroom.

Once again in 2022 Seesaw Schools allowed the Principal to send whole school messages to the community. This was a positive addition to the information flow from school to the home, especially given the need for regular and accurate updates on COVID.

Skoolbag continued to be the main vehicle for whole of school messages from the school’s front office. Facebook is used less frequently, and the school’s website is still a valuable source of information for all of our community and new families to town.

Recommendations for 2023

• Strong expectation for staff to communicate honestly and authentically with community.

• Seesaw to be used as the school’s preferred vehicle for communication to the home.

• Update of the school’s website as required.

for Heart

Our Targets for Success What

do we see in the data?

NATIONAL SCHOOLS OPINION SURVEY 2022

The 2022 National Schools Opinion Survey was distributed to parents and carers in August 2022. The school received 115 survey responses, indicating a very high engagement with our community and the survey. The responses in the table above were very positive with all ratings above 4.2. In July 2022, the School Board was invited to provide some options for questions to add to the survey that reflected the voice of the parent and community representatives on the School Board. The responses to the questions can be found below in the table and the recommendations will be used for the 2023 Operational Plans and the formation and negotiation of our school’s 2024-26 Business Plan.

Teachers at this school expect my child to do their best. (4.6)

Teachers at this school provide my child with useful feedback. (4.3)

Teachers at this school treat students fairly. (4.5)

This school is well maintained. (4.8)

My child feels safe at this school. (4.7)

I can talk to my child’s teachers about my concerns. (4.7)

Student behaviour is well managed at this school. (4.4)

My child likes being at this school. (4.6)

This school looks for ways to improve. (4.5)

This school takes parents’ opinions seriously. (4.3)

Teachers at this school motivate my child to learn. (4.5)

My child is making good progress at this school. (4.4)

My child’s learning needs are being met at this school. (4.4)

This school works with me to support my child’s learning. (4.4)

This school has a strong relationship with the local community. (4.3)

This school is well led. (4.6)

I am satisfied with the overall standard of education achieved. (4.6)

I would recommend this school to others. (4.7)

My child’s teachers are good teachers. (4.7)

Teachers at this school care about my child. (4.7)

Primary School -

Our Targets for Success

What do we see in the data?

Do you feel the school caters for every aspect of your child’s growth and development?

90 YES – the following comments under Yes were:

• Stronger focus on physical health and fitness

• More opportunities for academic extension outside of PEAC and TOM – early years?

• Despite my child achieving well and the school uses evidence-based practice, my child has developed an aversion to school.

• More opportunities for the arts and drama.

108 Responses (7 not responded)

Other Comments Collected

• Not having a music program or any extracurricular activities make EPS lag behind Perth schools – needs a cross country event and swimming carnival.

• Split classes and working towards lower year group in these classes and not having her part of the larger cohort.

• Communication in Kindy has been minimal.

• Music program would be good x2

• More play-based learning opportunities beyond K&PP.

• School does not cater for students with learning difficulties

• Regular check-ups with parents on emotional development of children would be beneficial.

• Negative approach to behaviours that are age appropriate.

What information would you like to gain from the school to further your understanding of the school’s programs?

30 Responses happy with current level of information from school to home on our programs

Suggestions are as follows:

• Origo or WS maths programs - x 4

• Spelling Mastery - x7

• InitiaLit – x3

• Home reading program

• TOM x5

• Talk for Writing x4

73 Responses (42 not answered)

Recommendations for 2023

• A handbook on the school’s programs – summary for parents to be developed.

• More specific information on programs on web site.

• Key staff to consider and develop workshops for parents on SM, Origo and TOM.

Our Targets for Success

What do we see in the data?

How can the school strengthen the partnership between you and your child’s teacher?

40 responses felt that communication and partnership were sound and in no need of improvements.

Suggestions made:

• Term 1 class meeting to be scheduled in 2023 x4

• More opportunities for face-to-face meetings x10

• Invites to participate in class x4

• Parent / teacher interviews x3

79 Responses (36 not responded)

Other Comments Collected

• Staff to consider all methods by which parents can assist in class

• Return to class meetings in Term 1, 2023

• Face to face meetings when and where required.

Do you think there is a healthy balance between digital and non-digital learning? What more do you need to know about the use of technology?

48 YES

Suggestions are as follows:

• Setting up iPads – information sessions x3

• Cyber safety session – x11

• Managing screen time at home – difficulties with their children x3

• Students who do not have a device in Year 4-6 – issues with sharing devices and saved work.

84 Responses (48 not answered)

Recommendations for 2023

• Cyber safety workshops to be investigated for parents

• ICT teacher – session on iPad set up and family controls over devices

• BYOD session to continue for Year 3 parents – to dispel myths of program.

Our Targets for Success What do we see in the data?

What areas do you feel the school needs to make improvements on?

Curriculum delivery (5%)

Relationships - teacher/student, teacher/parent (20%)

Communication (7%)

Behaviour Management (9%)

Students at Risk (15%)

Cultural Responsiveness (7%)

Mental Health & Well-being (15%) Specialist Programs (12%)

Suggestions made:

• SAER workshops

• Review our relationships with parents

• Promote what we do with mental health

• Promote specialist programs more.

Would you like to provide some comments on any of the options listed in the previous question?

• Having parents more involved in the classroom x3

• Teaching of manners in ECE

• Sometimes too much ‘cultural things’ x1

• More cultural responsiveness as a priority x2

• School would benefit from a creative arts and music program.

• I think the pace of learning is very fast, but we know that our children are happy and achieving well.

• Parent meetings to be a priority for 2023 x3

• More focus on student bullying.

• Sometimes we focus on behaviour and academics, and I ask myself, do we cater for those students that don’t fit the school’s expectation?

• Informal feedback on my child’s progress each term would be great – a simple message or conversation would be suffice.

• A handbook for parents on all school programs.

• An explanation to our students on why there appears to be students who misbehave not gaining an adequate consequence.

Our Targets for Success What do we see in the data?

PROGRESSIVE ASSESSMENT TESTS - DATA SUMMARY 2022

Progress against the Median Score of the Norm Reference Group (NRG) and Expected Progress.

Summary

Each year group performed above the Median Score compared to the Norm Reference Group, with the exception of the Year 5 cohort. Significantly, all year groups performed above the expected progress points demonstrating excellent progress

between the February assessment and the end of year assessment in October when compared to the end of year the normed reference group median score.

Summary

Each year group performed above the Median Score compared to the Norm Reference Group. Significantly, all year groups performed well above the expected progress points demonstrating excellent progress between the February assessment and the end of year assessment in October when

compared to the end of year the normed reference group median score. In particular, the progress of our Year 2 to Year 4 students was impressive showing very strong growth across the year in Reading.

Our Targets for Success Performance against School Targets

TARGET 1

By 2023 NAPLAN achievement will equal like school performance in reading and numeracy.

Our Targets for Success Performance against School Targets

TARGET 2

BY 2023, the % of year 3 students in the top 20% of NAPLAN achievement will be equal to or above like schools in reading, spelling and numeracy.

Outcome: Not Achieved

Reading and Numeracy demonstrating strong improvement in the number of students achieving in the top 20%. Spelling only 1% percentage point below Like School Performance.

TARGET 3

Annually, year 3 NAPLAN writing achievement will be sustained above like schools.

YEAR 3, EPS: TOP 20, MIDDLE 60, BOTTOM 20

LIKE SCHOOLS: TOP 20, MIDDLE 60, BOTTOM 20

Our Targets for Success Performance against School Targets

TARGET 4

Annually increase the % of year 5 students achieving in the top 20% of all NAPLAN areas.

Outcome: Not Achieved

Three of the NAPLAN areas demonstrating improvements of achievement of top 20%.

Our Targets for Success Performance against School Targets

TARGET 5

Annually sustain year 5 NAPLAN achievement above like schools in reading and writing.

Our Targets for Success Performance against School Targets

Esperance Primary School Financial Overview

Esperance Primary School

Esperance Primary School Financial Overview

Scholastic Book Fair

Year 6 Camp

Year 6 Graduating Class

Faction Sports Carnival

Science experiments at Esperance SHS