DPC Annual Report 2018

Dianella Primary College Annual Report 2018

Dianella Primary College Annual Report 2018 Table of Contents Page 2 Page 3 Page 4

Page 5

Page 6

Page 8 - 12

Page 12- 16

Page 16

Page 17 -18 Page 19 Page 19 Page 20

Background Information to Dianella primary College School Context School Priorities Our school priorities have been determined by ongoing analysis of student data. In 2018 Information from Pre-primary On Entry Testing, Year 3 and 5 NAPLAN testing and Intensive English Centre progress map reports have shown that continued school focus will be on improving literacy and numeracy outcomes and attainment of English as a second language for students in our Intensive English program.

As a school the staff have developed a set of agreed Teaching Pedagogies and Classroom Practices that as a staff we adhere to. These practices are outlined on page 5.

Our 2018 - 2020 Business Plan goals are outlined on pages 6 - 8, along with our Strategic Plan Objectives to achieve these goals. The Strategic Plan is reviewed twice termly and processes are traffic lighted to demonstrate achievement, in progress or to still be achieved. Our Strategic Plan is available as a separate document from our school web page.

Literacy Performance Dianella Primary College literacy performance is outlined on pages 8 - 12.

Graphs on page 9 - 10 indicate the schools average NAPLAN scores over the past five years as compared to schools with students from similar backgrounds. Achievement of Business Plan targets is outlined next to each graph. The colour coded graphs on pages 10 and 11 show percentage of students in each band of NAPLAN testing. Red levels are below expected levels, orange levels are at minimal level and green levels are above. Our targets are to decrease the percentage of students in the bottom 20% of scores and increase the percentage of students in the top 20% of scores when compared to like schools.

Intensive English Centre Performance Students in the Intensive English Centre are students from non-English speaking backgrounds who are new to Australia have had limited or no schooling in their home language. Students spend between 12 – 24 months learning English before exiting into a mainstream school setting. Progress of Students in the Intensive English Centre is reported on using Progress Maps. The maps show students ability in the four modes of English; Listening, Speaking, Reading/Viewing and Writing.

Numeracy Performance Dianella Primary College numeracy performance is outlined on page 16 and 17.

The graph on page 16 indicates the schools average NAPLAN scores over the past five years as compared to schools with students from similar backgrounds. Achievement of Business Plan targets is outlined next to the graph. The colour coded graph on page 17 shows percentage of students in each band of NAPLAN testing. Red levels are below expected levels, orange levels are at minimal level and green levels are above. Our targets are to decrease the percentage of students in the bottom 20% of scores and increase the percentage of students in the top 20% of scores when compared to like schools.

Financial Summary School Survey – Parents Behaviour Management Student Attendance

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Dianella Primary College Annual Report 2018

BACKGROUND INFORMATION TO DIANELLA PRIMARY COLLEGE Understanding the School Annual Report The Annual Report provides parents, caregivers and members of the community with an overview of Dianella Primary College’s performance over the past year. It provides information about student academic performance, attendance, school programs and staff development.

This report is one component of the total reporting process that the school undertakes. As an Independent Public School, Dianella Primary College with the input and endorsement of the School Board developed a 3-year business plan, 2018 – 2020, together with an overarching strategic plan and individual learning area plans. As Principal, I entered into a Delivery and Performance Agreement with the Director General.

Our Purpose Dianella Primary College’s purpose is to create an inclusive ethos that promotes the intellectual, social and physical development of all students. We strive for an educational environment that prepares students for the opportunities, responsibilities and experiences for their future life. Specifically, Dianella Primary College is actively engaged in motivating and engaging students in a safe and stimulating learning environment using the principles of teaching, learning and assessment.

Our Mission At Dianella Primary College we strive to provide a contemporary education to meet the needs of individuals and the wider community through: • • • • • • •

establishing ambitious targets, with high academic and non-academic expectations, for our students; establishing a learning environment that is safe, caring and inclusive; delivering high quality learning and teaching programs with pedagogical practices aligned to the Western Australian Curriculum; expanding the quality of teaching through utilising expert teachers to operate collaboratively, sharing their skills and understandings; engaging all staff in a systematic, continuous and comprehensive self-reflection process related to school operations and teaching and learning practices, including whole school participation in peer teaching observations and feedback; targeting resources through school improvement planning to maximise student achievement; and building strong internal and external partnerships including positive interactions between the school and its community.

In developing our Business Plan and Delivery & Performance Agreement 2018-2020 the following Department of Education and Government policy frameworks and strategic directions have informed development, targets and outcomes: • • • •

Strategic Plan for Government Schools 2016 - 2019; Progressing Classroom First Strategy; Focus 2018 - Directions for Schools; and School Improvement and Accountability Framework.

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Dianella Primary College Annual Report 2018 Our Context Dianella Primary College located in the suburb of Dianella 13 km north-east of the Perth CBD became an Independent Public School in 2015. The school forms part of the Dianella Education Precinct as it is located adjacent to Dianella Secondary College and Dianella Secondary College Education Support Centre, offering students a seamless K-12 education precinct with enhanced transaction to secondary school processes. The Dianella Education Precinct has a joint school board, with varied community representation and individual school representation.

Dianella Primary College caters for a culturally diverse student and community population; in 2018 the school had 369 students as of Semester 1. The student population remained consistent throughout the year, with 375 students enrolled as of Semester 2. Approximately 10% of our mainstream student population is Indigenous and approximately 70% of our mainstream students come from a culturally and linguistically diverse background. One third of our student population are enrolled in the on-site Intensive English Centre. The Intensive English Centre program assists students from a wide variety of educational, language and cultural backgrounds, to learn or further develop knowledge and skills of the English language. The students in the IEC are from the local and wider area and are bussed to and from school daily depending on their location. Students spend up to two years in the IEC program before exiting into a mainstream class. Students from the local area attend DPC, with students from surrounding areas enrolling in their local school.

Dianella Primary College is proud of our culturally diverse population and embraces an inclusive school culture.

2018 was the second year of our school name change from Mirrabooka Primary School to Dianella Primary College. The three schools of the Mirrabooka Education Precinct, being the Primary School, Senior High School and Education Support Centre collectively changed their names. The decision to rename each of the schools was a joint decision of the three schools with unanimous support from the precinct board, parent and citizenship associations, school community and staff. The new names reflects the geographic location of the schools, a strengthened precinct model and supports the changing demographic of the area; with large scale land developments taking place adjacent to the school in the Dianella suburb. The name change has been highly successful across the precinct.

Dianella Primary College aims to provide opportunities for children to develop their intellectual, physical, social, cultural and emotional skills. We have exciting programs for students with all phases of the Western Australian Curriculum areas currently being implemented and have specialist programs in Physical Education, ICT, Music, Languages and Science. We have a strong student services team to enhance our commitment to building and supporting a safe learning environment for all our students.

Literacy and Numeracy are key focuses of the educational activities at the school and the school provides excellent educational opportunities for our students and their individual needs in regards to this. The use of technology is integrated into learning programs for all year groups and it is our intention over the next few years to be at the cutting edge of technology-assisted learning. Dianella is an online NAPLAN trial school, and as such the school is well equipped with pods of laptops and iPads and our wireless network effectively covers the school to provide connectivity at point of need.

Dianella Primary College has expansive, attractive facilities that enhance the learning experiences of all students. Our expanding nature play and spare parts play areas provide a captivating area for students to play and engage with each other and with nature. The school is very supportive of utilising our school environment to enhance student learning and teachers and students utilise outdoor green learning environments and onsite bush reserves to support student learning. In 2017 Dianella Primary College was proud to be recognised as a lead school in the implementation of and achievement of the National Quality Standards, this lead school status was again allocated in 2018. Throughout the year we hosted professional learning and school observations to support schools in their own implementation of and achievement of the standards. Our purpose built specialist facilities ensure learning experiences are

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Dianella Primary College Annual Report 2018 maximised. Our school hall provides a quality venue where the community can take part in, and students can showcase their learning through a variety of events.

At Dianella PC, we believe that every child has the right to the best possible education, and the educational process is best served when the school, the child, the teacher and the parent/care givers work together in a positive way to support learning. The local community reflects the richness and diversity of families who have English as an additional language. A supportive Dianella Precinct Board and Parents and Citizens' Association supports the running of the school. The P&C body works with the school to provide a wide range of educational resources for students and also to foster the sense of community which exists at the school. We have developed long running partnerships with volunteers and associated organisations that support and compliment the programs running in the school.

Anthony Middleton Principal Primary College

Dianella

PRIORITIES 2018 In 2018 our school priorities are directly linked to our Business Plan focus areas. Collectively as a school we are focusing our physical and financial resources on improvement in the following areas: • Literacy Improvement • Numeracy Improvement • Attainment of English language proficiency for students in the IEC • Community Engagement • Pastoral Care As a school we understand that maximising the academic achievement of our students is at the forefront of our work, but that it is equally important to cater for students overall wellbeing and progress. This is achieved through consistent reflective practices across the school and school wide focusses on whole school processes.

As a school we understand that students learn best in a safe and supportive environment, where there is consistent whole school approaches. As such the staff worked collectively in 2018 to develop our shared beliefs around; Whole School Values, Professional Knowledge, Professional Practice and Professional Engagement.

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Dianella Primary College Annual Report 2018 TEACHING PEDAGOGIES AND CLASSROOM PRACTICES As a Community we:  Promote and uphold our School Values of Harmony, Perseverance, Responsibility and Innovation.  Provide a safe, supported and productive learning environment where all students are motivated and engaged.  Develop positive, respectful relationships with all students.  Acknowledge students by name in the classroom and in the playground.  Set high expectations and examples for student’s behaviour and achievement.

Professional Knowledge At Dianella Primary College all staff:  Lesson design and delivery, including monitoring and data collection practices are consistent across the school.  Use data to tailor learning pathways and target resources.  Differentiate the Curriculum to meet individual student needs, catering for support and extension whilst utilising Individual Education Programs.

Professional Practice At Dianella Primary College all staff:  Value the Literacy and Numeracy Block daily, whilst following the whole school Literacy and Numeracy planner.  Provide a print rich classroom environment that is stimulating and inspiring.  Utilise the ISTAR model for explicit teaching instruction.  Students’ progress is rewarded on multiple levels.  Student-centred planning: decisions are based on knowledge of the students and their prior learning and attributes.  Frequent monitoring and diagnostic assessments are used to inform lesson differentiation and provide feedback to students.  Promote students to become independent learners by providing opportunities to learn within the Green Learning Spaces and Intentional Play Spaces.  Utilise STEAM and ICT resources in a responsible way, to prepare students for a technologically advanced future.  Follow the agreed Behaviour Management process for positive reinforcement and consequences for breaches.  Foster perseverance where students are encouraged to try their best and take calculated risks to problem solve.

Professional Engagement At Dianella Primary College all staff:  Productively collaborate as educators to share Professional Learning and Teaching Practice.  Organise in school activities/excursions for students to participate in, relating these with real life experiences.  Set performance management goals with their line manager and work towards them in order to grow professionally as an educator.  Participate in Peer Observations and provide constructive feedback to colleagues to assist in selfassessment and reflective practice.  Seek to develop positive, working relationships with community members and outside agencies.  Provide opportunities for parent/carer involvement in the classroom and at whole school events.  Involve parents/carers in their child’s learning journey and provide feedback on achievements and future goals.  Participate in whole school events and celebrations.

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Dianella Primary College Annual Report 2018

Business Plan In 2018 Dianella Primary College entered into a new Business Plan cycle 2018 – 2020. Using data from NAPLAN testing, whole school assessments, moderation activities, on entry testing and teacher judgments, along with recommendations from our 2017 school review and feedback from parents, staff and students through surveys the school set improvement targets in the following four areas: Literacy

# 95% of students achieve 12 months or more literacy progress yearly. # 80% of all students exiting the IEC after completing their full allocation of time, achieve level 3 or above across all 4 modes of the EALD progress maps # All students on Individual Education Plans achieve progress against personalised targets. # In all literacy areas of NAPLAN DPC mean will be above like school average. # DPC percentage of students in the top 20% of testing to be at or above like schools percentage in all literacy areas of NAPLAN. Numeracy

# 95% of students achieve 12 months or more numeracy progress yearly. # All students on Individual Education Plans achieve progress against personalised targets.

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Dianella Primary College Annual Report 2018 # DPC numeracy NAPLAN mean will be above like school average. # DPC percentage of students in the top 20% of testing to be at or above like schools percentage in NAPLAN numeracy testing.

Pastoral Care

# Achieve 90% or higher attendance across the school. # Students on Individual Attendance Plans achieve progress against goals. # Continue to meet all elements of the National Quality Standards # 80% of students to achieve often or consistently on school targeted Attitude, Behaviour and Effort strands as reported to parents each semester.

Community Engagement

# Implementation of twice yearly linked to learning family engagement strategies.

To support the attainment of Business Plan targets the following Outcomes and supporting Objectives have been collaboratively developed across the school. Objectives progress and achievement were monitored twice termly using a traffic light system through our School Strategic Plan.

Strategic Plan

Major Outcome High Quality Teaching Enhanced Teaching and Learning program

Objective Embed a culture of reflective practice, where all staff seek continual improvement through self-reflection and embed current best practice into their teaching and learning programs.

Whole school approaches and teaching philosophies are promoted to the wider school community and stakeholders; teachers, students and parents, identify, support and value high quality teaching.

Success for All Students Numeracy and Literacy

Intensive English Centre (IEC)

Information Communication and Technology

Through embedded current best practices, Literacy and Numeracy results will be comparable with national means, exceeding like-school comparisons.

Students in the IEC Program gain accelerated English proficiency and will exit the IEC with greater resilience, enhanced confidence, a positive sense of identity and self-worth and an understanding of Australian society and school culture.

Equip students with ICT capabilities and problem solving skills to prepare them for the future world of work.

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Dianella Primary College Annual Report 2018 Science

National Quality Standards (NQS) Effective Leadership Develop Leadership Capacity of Staff

Provision of an exceptional, hands on, engaging science program, where all students are curious and excited about science and will enter secondary school with above expected science understanding and inquiry skills.

Recognised as a school of excellence in the achievement of the 7 quality areas of NQS and to provide intentional sharing of our expertise across the network and beyond.

Development of staff leadership capabilities through distributed leadership, with aspirational staff attaining school and external leadership positions or level 3 classroom teacher status.

Staff lead curriculum teams in Literacy and Numeracy, to continually monitor and evaluate the effectiveness of programs, analyse data and identify successes and improvement areas.

Strong Governance and Support Community Engagement

Ongoing provision of Linked to Learning community engagement strategies, where parent and community capabilities and understandings are enhanced through targeted initiatives to improve student engagement and achievement.

Student attendance data exceeds national averages.

Literacy Improvement CURRICULUM – INFORMATION ABOUT THE SCHOOL’S PERFORMANCE The ongoing collection and analysis of historical data about student achievement at Dianella Primary College identified a need to address and develop aspects of planning that would result in value adding to the curriculum offered and to ultimately provide a focus on core teaching and learning strategies, allowing all students at the school an equal opportunity to reach their potential.

Specific measures were put in place which saw an increased awareness of the importance of collecting a variety of quality data and analysing it at both a whole school and classroom level in order for planning to be purposeful, efficient and successful. As a school we are focusing on measuring progress along with achievement. Progress is measured through twice yearly PAT testing in literacy (reading) and numeracy.

Assessments used for achievement data analysis included triangulated NAPLAN data, SAER profiling, Brightpath moderation, EAL Progress Maps, On Entry Assessment data and summative reporting analysis tools (SAIS). This analysis resulted in areas of improvement being clearly identified, strategic targets set and whole of school planning being put in place for the 2018 school year.

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Dianella Primary College Annual Report 2018 English K–3 Whole school approaches to Literacy have been positive. Explicit teaching of phonics using the Jolly Phonics program, whole school spelling utilising the Soundwaves program, MiniLit program to address specific needs of SAER, along with whole school approaches to word recognition and guided reading strategies have led to improved results in whole school testing.

This success has been reflected in the Year 3 NAPLAN results. All areas of Literacy have shown a consistent standard of achievement. Results represent an ‘as expected’ comparison to that of like schools in all areas of literacy.

In 2018 our enhanced literacy Business Plan targets focussed on decreasing the percentage of students at national minimum standard or below in all literacy modes and increasing the percentage of students in the top 20% when compared to like schools.

Year 4 - 6 In 2018 Dianella primary College year 5 NAPLAN comparative performance with like schools showed as expected results in reading, writing and grammar and punctuation. Students achieved above expected results in spelling. Embedding whole school approaches contributed to as expected results. In addition to this our students demonstrated Higher Progress/Higher Achievement in Reading, Spelling and Grammar and Punctuation. Our writing demonstrated Higher Achievement/Lower Progress. Specific area targets to be at or above like schools are indicated below.

Year 3 Reading Target – achieved Year 5 Reading Target – achieved

Year 3 Writing Target – achieved Year 5 Writing Target – achieved

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Dianella Primary College Annual Report 2018 Year 3 Spelling Target – achieved Year 5 Spelling Target – achieved

Year 3 Grammar & Punctuation Target – achieved Year 5 Grammar & Punctuation Target – not achieved

LITERACY NAPLAN RESULTS 2018

The literacy results from the NAPLAN testing in 2018 are illustrated below. The tables show the proficiency bands of all students undertaking the assessments at Dianella Primary College as compared to like schools.

Boxes coloured red reflect percentage of students achieving below expected standard for year level. Boxes coloured orange reflect percentage of students achieving at minimal level for year level.

Boxes coloured green reflect percentage of students achieving above minimal level for year level. The band reflects level of achievement, with higher bands demonstrating increased capabilities at year level.

Our Business Plan targets involve decreasing percentage of students at or below minimum standard and increase student percentages in the top 20% of achievement when compared to like schools.

Percentage of students in each Proficiency Band for Reading 2017 & 2018 Reading results for 2018 demonstrate a decrease in the percentage of students as compared to like schools at or below minimum standard. However, our results do not reflect increased percentages of students in the top score range when compared to like schools.

Action To support improved reading results, in 2019 the school will participate in whole school reading comprehension professional learning with the support of state wide services. Staff will participate in 3 spaced professional learning sessions, with action learning to support improved whole school practices in reading.

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Dianella Primary College Annual Report 2018 Percentage of students in each Proficiency Band for Writing 2017 & 2018 Writing results for 2018 demonstrate a decrease in the percentage of students as compared to like schools at or below minimum standard in year 3. Year 5 results reflect on average results with like schools, yet show an increase in percentages from 2017. Our results reflect on average results with like schools in the top range.

Action In 2019 the school will trial modified approaches to the use of Brightpath writing moderation. Trial classes will use the program as a teaching tool, rather than purely a moderation and grade alignment tool. Modified use of the program will allow reflective judgment of writing programs effectiveness. It is expected that this will become a whole practice in 2020.

Percentage of students in each Proficiency Band for Spelling 2017 & 2018

Spelling results for 2018 demonstrate a decrease in the percentage of students as compared to like schools at or below minimum standard in year 5. Year 3 results reflect on average results with like schools, yet show an increase in percentages from 2017. Our results reflect better than average with like schools in the top range.

Action In 2018 the school introduced streamed spelling groups using the Soundwaves spelling program. This approach will again be used in 2019 to determine the longitudinal effects of streaming.

Percentage of students in each Proficiency Band for Grammar and Punctuation 2017 & 2018

Grammar and punctuation results for 2018 demonstrate a decrease in the percentage of students as compared to like schools at or below minimum standard in year 3. Year 3 results reflect on average results with like schools. Our results reflect lower than average in year 3 and on average with year 5 when compared to like schools in the top range.

Action In 2019 the school will have an increased focus on Grammar and Punctuation, with the development of a school wide scope and sequence document and ongoing implementation of the CUPS editing approach.

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Dianella Primary College Annual Report 2018 In 2018 DPC set ambitious targets of 95% of all students achieving 12 months or more progress as demonstrated by ACER Progressive Achievement Testing in reading.

The graph indicates the percentage of students who achieved this target. Although not achieving the target, through this process the school has identified key areas to focus on. This includes increased exposure to online test taking in preparation for NAPLAN online and use of teaching points from tests to extend and consolidate student learning.

Working with ACER we have also identified the need to measure student understanding of content already taught to establish benchmarks, rather than content to be taught. This has resulted in significant changes to our practice for 2019.

Percentage of Students - Full Year Progress - PAT-R 70 60 50 40 30 20 10 0 Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Intensive English Centre

2018 IEC Review Throughout the 2018 school year sixty-six (66) students exited the IEC. Of these, twenty-seven (27) were Early Childhood and thirty-nine (39) were Middle Childhood.

Thirty-four of the sixty-six students achieved Level 3 or better across all four modes.

The new target for the 2018-2020 planning cycle was increased to 80% of students to achieve Level 3 or better across all four modes (i.e. Listening, Speaking, Reading and Viewing and Writing) when using the EAL/D Progress Maps.

The graphs below show achievement by phase and language over two years for all students who exited.

Exiting Levels by Phase of Learning and Individual Modes Attained Level 3 or Better 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

92% 77%

79%

66% 60%

74% 66%

61%

58% 49%

62% 53%

50% 43%

ECE 2017 ECE 2018

38%

36%

MC 2017 MC 2018

Listening

Speaking

Reading/Viewing

Writing

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Dianella Primary College Annual Report 2018 Graphs showing achievement by year levels.

Exiting Levels by Year Level and Individual Modes Early Childhood 2017/18 120% 100% 100% 80%

91% 67% 66%

60% 40%

83%

75%

66%

58%

50% 50%

Year 1 2018

50%

40%

Year 2 2017

33%

40% 20%

Year 1 2017

Year 2 2018

20%

20% 0% Listening

Speaking

Reading/Viewing

Writing

Exiting Levels by Phase of Learning and Individual Modes Attained Level 3 or Better 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

92% 77%

79%

66% 60%

74% 66%

61%

58% 49%

62% 53%

50% 43%

ECE 2017 ECE 2018

38%

36%

MC 2017 MC 2018

Listening

Speaking

Reading/Viewing

Writing

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Dianella Primary College Annual Report 2018 % Students Exiting IEC with Level 3 in All Modes 2018 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

TARGET

The analysis of data for 2018 indicates all students who exited had not attained the target (Level 3 or better across all modes). Similarly, in 2017, the target of 75% was not achieved by all students on exiting.

Though targets were not met for 2018 and 2017 there has been a positive and quite significant improvement within the Early Childhood phase across all modes; all modes across both year levels demonstrated progress and improvements.

Exiting Levels by Year Level and Individual Modes Early Childhood 2018/17 100% 80% 60% 40% 20% 0% Year 1 2017 Listening

Year 1 2018 Speaking

Year 2 2017 Reading/Viewing

Year 2 2018 Writing

Within the Middle Childhood the results were similar. Years 3 and 4 achieved progress in all modes; year 5 demonstrated achievement in 3 of the modes with Listening remaining at the same level as the previous year. Amongst year 6 students progress was minimal across all modes. This anomaly can be explained as a result of 7 of the 17 year 6 students arriving at various times throughout the year, thereby not completing their time allocation. A further mitigating factor was 4 of the 7 arrived as Humanitarian refugees with limited schooling backgrounds with little or no previous exposure to schooling and English.

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Dianella Primary College Annual Report 2018 Exiting Levels by Year Level and Individual Modes Middle Childhood 2018/17 120% 100% 80% 60% 40% 20% 0% Y3 2017 Y3 2018 Y4 2017 Y4 2018 Y5 2017 Y5 2018 Y6 2017 Y6 2018 Listening

Speaking

Reading/Viewing

Writing

Previously, when presenting data to demonstrate student achievement of the target, all exiting students were included irrespective of them having completed their allocated time frame of twelve or twenty-four months based on their visa category.

For 2018 only students who had completed the allocated time frame were included.

Ongoing discussions around data analysis and how it is presented will form the basis of IEC collaborative meetings. ďƒ˜ on exiting how is student data to be grouped and analysed? ďƒ˜ should all exiting students be compared, irrespective of how much time they had spent in the program? ďƒ˜ composition of groupings to be further discussed. Groupings to be considered include students who on exiting have - completed allocated time and achieved target - completed allocated time without achieving target - not completed the allocated time and achieved target - not completed time and not achieved target This table shows results for 2018 for students who had completed their time allocation on exiting and attained Level 3 or better across all four modes.

Early Childhood 2018 Year Level

Number of exited students

Number who had completed time

1/2

27

20

Year Level

Number of exited students

Number who had completed time

3-6

39

29

% who completed time entitlement 74%

Number who achieved target of Level 3+

% who achieved target of Level 3+

16

80%

Number who achieved target of Level 3+

% who achieved target of Level 3+

18

69%

Middle Childhood 2018 % who completed time entitlement 74%

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Dianella Primary College Annual Report 2018 Overall IEC 2018 Year Level

Number of exited students

Number who had completed time

1-6

66

49

% who completed time entitlement 74%

Number who achieved target of Level 3+

% who achieved target of Level 3+

34

69%

Action: In order to begin to address the issues raised, IEC staff looked at trialling a Benchmark template developed by Koondoola IEC. After staff input, adjustments were made to the document and several teachers trialled it in Term 4 of 2018.

The Centre will continue to trial the document which we have renamed Benchmark Tracker as it keeps the focus on the target to be achieved and at a glance teachers are able to see students’ progress and see students who require additional support.

Each term, after completion of data collection, staff will discuss and analyse the Tracker’s usefulness in providing real time data and how effective it has been in informing teachers’ planning for students’ learning. Further amendments will be made as required.

Numeracy Improvement NUMERACY Dianella Primary College achieved as expected results in year 3 and year 5 NAPLAN Numeracy testing in 2018 with 97% of the year 3 cohort achieving at or above the National Minimum Standard and 92% of the year 5 cohort achieving at or above the National Minimum Standard.

Analysis of numeracy data shows that although the school is achieving as expected results, we continue to have a large percentage of students at or below National Minimum Standard and a small percentage of students achieving in the top 20% of results. Strategies embedded in 2018 around whole school testing using Progressive Assessment Testing in Numeracy and streaming will look to address this issue. The school will continue to provide in class Numeracy support through provision of a Numeracy coach.

In 2018 stable cohort students achieved our overall Business Plan target of Higher Progress/Higher Achievement when compared to like schools.

Year 3 Numeracy Target – achieved Year 5 Numeracy Target – achieved

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Dianella Primary College Annual Report 2018 NAPLAN RESULTS 2017 & 2018 The results from the NAPLAN testing in 2018 are illustrated below. The table shows the proficiency bands of all students undertaking the assessments in numeracy as compared to like schools.

Percentage of students in each Proficiency Band for Numeracy 2017 and 2018 Numeracy results for 2018 demonstrate a decrease in the percentage of students as compared to like schools at or below minimum standard in year 5. Year 3 results reflect on average results with like schools. Our results reflect on average results with like schools in the top range.

Action In 2018 the school introduced streamed numeracy groups This approach will again be used in 2018 to determine the longitudinal effects of streaming as indicated by percentage of students achieving 12 months or more progress and percentage of students in the top 20% of NAPLAN testing as measured against like schools.

Percentage of Students - Full Year Progress - PAT-M 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 1

2

3

4

5

6

In 2018 DPC set ambitious targets of 95% of all students achieving 12 months or more progress as demonstrated by ACER Progressive Achievement Testing in numeracy. The graph indicates the percentage of students who achieved this target. Again with numeracy along with reading, the school did not achieve the Business Plan Target. In 2019 the school will focus on increased exposure to online test taking in preparation for NAPLAN online and use of teaching points from tests to extend and consolidate student learning. Again, working with ACER we have also identified the need to measure student understanding of content already taught to establish benchmarks, rather than content to be taught. This will result in changes to our practice for 2019 to establish a more authentic result.

INFORMATION ABOUT SCHOOL MANAGEMENT The financial summary below shows the income and expenditure for the 2018 school year. The areas of Literacy, EAL/D and Numeracy were again priorities for the school in 2018 and, hence, the allocation and expenditure in these areas were significantly higher than other learning areas. Adequate resourcing of school priorities in school plans is acknowledged as an essential component of budget planning and is reflected in the school’s financial and human resource operations.

School Budget

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Dianella Primary College Annual Report 2018 Dianella Primary College

Insert your School Logo Here or Delete if not required

Financial Summary as at 31 December 2018

Revenue - Cash 1 2 3 4 5 6 7 8 9 10 11 12

Voluntary Contributions Charges and Fees Fees from Facilities Hire Fundraising/Donations/Sponsorships Commonwealth Govt Revenues Other State Govt/Local Govt Revenues Revenue from Co, Regional Office and Other Schools Other Revenues Transfer from Reserve or DGR Residential Accommodation Farm Revenue (Ag and Farm Schools only) Camp School Fees (Camp Schools only) Total Locally Raised Funds Opening Balance Student Centred Funding Total Cash Funds Available Total Salary Allocation Total Funds Available

Budget $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

3,440.00 37,284.00 1,773.00 2,000.00 24,505.00 69,002.00 183,423.02 633,386.00 885,811.02 885,811.02

Actual $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

Contingencies Revenue - Budget vs Actual

3,480.00 40,161.46 159.08 8,660.00 6,000.00 28,212.42 86,672.96 183,423.02 633,386.00 903,481.98 903,481.98

$000 Budget

Actual

45

40

35

30

25

20

15

Transfers from Locally Raised $ Funds 52,460.54 Reserves Student Centred $ 633,386.00 Funding 0% Other Govt Grants6,000.00 $ Other Govt Grants Other $ 28,212.42 1% Transfers from $ Reserves$ 720,058.96 Other 4%

Current Year Actual Cash 10

Locally Raised FundsSources 7%

5

0 Revenue Source

Student Centred Funding 88%

Expenditure 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Budget

Administration Lease Payments Utilities, Facilities and Maintenance Buildings, Property and Equipment Curriculum and Student Services Professional Development Transfer to Reserve Other Expenditure Payment to CO, Regional Office and Other Schools Residential Operations Residential Boarding Fees to CO (Ag Colleges only) Farm Operations (Ag and Farm Schools only) Farm Revenue to CO (Ag and Farm Schools only) Camp School Fees to CO (Camp Schools only) Unallocated

$ $ $ $ $ $ $ $ $ $ $ $ $ $ $

36,605.31 126,832.00 230,849.50 319,683.00 16,065.00 113,089.00 5,381.45 60.00 -

Actual $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

28,768.95 108,689.15 230,848.84 247,593.56 15,971.41 113,089.00 5,233.06 60.00 -

848,565.26 $ $ 848,565.26 $

750,253.97 750,253.97

$000

Contingencies Expenditure - Budget vs Actual Budget

Actual

350

300

250

200

150

100

50

Total Goods and Services Expenditure $ Total Forecast Salary Expenditure $ Total Expenditure $

0

Cash Position $000

Expenditure Purpose

410 360

310 260 210 160

110 60 10

Cash Position as at: Bank Balance Made up of: 1 General Fund Balance 2 Deductible Gift Funds 3 Trust Funds 4 Asset Replacement Reserves 5 Suspense Accounts 6 Cash Advances 7 Tax Position Total Bank Balance

$ $ $ $ $ $ $ $ -$ $

518,810.22 153,228.01 397,532.56 4,419.20 36,369.55 518,810.22

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Dianella Primary College Annual Report 2018 Survey Parents, Students and Teachers In 2015 Dianella Primary College joined the third cohort of schools involved in the Fogarty Edvance school improvement program. As part of this school improvement program Dianella students, community and staff were involved in two final comprehensive school health surveys in 2018. The Tell Them From Me Survey provided the school community with comprehensive analysis of classroom practice, engagement and experiences with results contributing to our three year school improvement program and our current school business plan. With 44 parent responses to the survey, the results provided an overview of parent satisfaction with the school.

Results from the parent Tell Them From Me survey were very positive, with Dianella Primary College scoring above average in all 7 of the areas surveyed when compared with each of the 16 schools in the cohort. The school will continue to focus on embedding effective parent engagement through ongoing analysis of communicating strategies, review of current parental engagement strategies and introduction of Linked to Learning practices in literacy and numeracy.

Behaviour Management Dianella Primary College annually reviews its Behaviour Management Policy. Analysis of our BMiS data indicates that there continues to be an overall reduction of incidents referred to the Administration and recorded on Integris. The BMiS policy is reviewed each year so that strategies are appropriate, consistent and address specific issues with the current cohort. Whole class behaviour and Individual Behaviour Plans are monitored across all learning areas ensuring consistency of behaviour standards in regular classes, Physical Education, Science, Music, Library and the playground. In 2018 Dianella Primary College achieved our Business Plan target of out of school suspensions being below like schools.

The school’s successful Values program has been instrumental in motivating our students to embrace the values identified as relevant and important within the school community. Students are recognised and rewarded for ‘doing the right thing’. The program incorporates the school faction competition where students are rewarded with faction points for displaying socially acceptable and positive behaviours.

Progressive points are announced at assemblies with the winning faction and individual students receiving special rewards; this includes healthy lunches from the canteen, major rewards during third term of 2 scooters, one junior and one senior. Once a term, the faction with the most points is rewarded with an activity session. A citizenship and academic achievement program also operates in the school where two students nominated from each class are rewarded with a special lunch and a reward each term. This recognises students who demonstrate good citizenship or who have made significant progress

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Dianella Primary College Annual Report 2018 in demonstrating academic development throughout the term. From this group, two students are awarded the ‘ Dianella Shining Star’ medallion as further encouragement and recognition of their positive behaviour. Dianella Primary College utilises the in the Aussie of the Month program to recognise and reward students displaying our school values. The program recognises students throughout the school who are displaying our school values of; Responsibility, Innovation, Harmony or Perseverance and with generous support from the school P & C committee the nominated student receives a free school uniform.

Attendance School attendance is vital for student learning and as such continued regular attendance and decreased students in the severe risk category form part of our School Business Plan. Students who do not attend school regularly are at academic risk of not achieving their potential. In 2018 Dianella maintained a strong attendance pattern. Our overall attendance for 2018 was 93.5%. Attendance data indicates that we are above the overall average for the State and above like schools. The graph below shows attendance for all year levels over this year. Analysis of the data shows that it is a small percentage of students who are poor attendees and a majority who have an average above 95% attendance. However, attendance in the Pre Primary is an identified area of concern and will continue to require further action to address this decline.

Attendance Cateogry Regular At Risk - Indicated At Risk - Moderate At Risk - Severe

PPR Y01 Y02 Y03 Y04 Y05 Y06 School State School State School State School State School State School State School State 64% 77% 81% 77% 79% 78% 95% 79% 86% 78% 83% 79% 87% 78% 21% 16% 5% 16% 7% 15% 3% 14% 7% 15% 15% 15% 8% 15% 12% 6% 14% 6% 12% 5% 3% 5% 5% 5% 2% 5% 6% 5% 3% 2% 0% 2% 3% 2% 0% 2% 2% 2% 0% 2% 0% 2% Below At Above

Primary Attendance Rates PPR 2016 2017 2018 WA Schools

Y01

Y02

Y03

Y04

Y05

Y06

88% 93% 91%

93% 93% 93%

95% 94% 92%

93% 95% 96%

94% 93% 95%

95% 95% 95%

93% 95% 95%

92%

92%

93%

93%

93%

93%

93%

Above

At

Below

In 2018 Dianella Primary College achieved our Business Plan target of maintaining overall attendance rates to be at or above state average for all years. Strategies to engage parents in the early years to ensure regular attendance were implemented in 2016 and were maintained in 2017. In 2018 the school adopted parental engagement strategies that are directly linked to learning. The linked to learning strategies are based around supporting parents to have a greater understanding of how they can support their child’s learning at home. It is expected that with increased awareness of student capabilities and area of need, parents will become more engaged with the school, leading to increased regular attendance. These strategies included incorporating pre-primary students into our attendance program and utilising our Aboriginal and Islander Education Officer to work closely with Aboriginal students and families identified as at risk. Resulting in achievement of target. Students whose attendance were in the severe or moderate range were placed on an individual attendance programs. Ongoing monitoring of these students will occur.

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