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Osborne Primary School Annual Report
2017
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ANNUAL REPORT 2017
SIGNATORIES
________________________________________________ PRINCIPAL BOARD CHAIR LINDA GRIFFIN JODIE SCOTT
A community nurturing children to strive to do their best 2
Context
Osborne Primary School is an Independent public school with a dynamic multicultural
community of approximately 190 students from Kindergarten to Year 6. The school ICSEA
(Index of Community Socio-Economic Advantage) is 1032. The co-educational student
population is comprised of approximately 42% Standard Australian English speakers while the
balance of students predominantly originate from Southeast Asia, in particular the Indian
subcontinent. There is transiency rate of approximately 40%. We analyse our data based
on stable cohort results.
Multiculturalism makes our school unique. Osborne Primary is a microcosm global village.
Our students have the unique privilege of developing friendships and authentic intercultural
understandings. Both students and staff are highly culturally competent.
The school’s motto– a community that nurtures children to strive to achieve their
best recognises the value of a school working in close partnership with its community, to
ensure the success of every child. Our students learning backgrounds vary greatly and the
school has a strong focus on the measure of growth for each child.
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PRINCIPAL
The Osborne Primary 2017 Annual Report
acknowledges the leadership of retired
principal Mike Lasscock who served and
led a community of learners successfully for
eight years. Mike created a culture of high
performance, high care and I commit to the
progression of this vision.
A seamless leadership transition occurred in
Term 4, 2017, owing to the strong distributed
leadership model that exists within the
school. This included a close partnership
with the Board and the parent body through
the P&C.
Reflection on the 2015/6 NAPLAN stable
cohort results directed the strategic
intervention for 2017. The introduction of
Talk for Writing and partnership with the
West Coast Language Development Centre
supported students literacy development
and in particular writing skills. Collaborative
planning, ongoing assessments and access
to professional development ensured
excellence in teaching.
Our multicultural community is a gift to us all,
and the highlights of this document reflect
this sentiment. The school’s commitment to
early intervention, academic rigour and
experiences that nurture our students to
strive to be their best is celebrated in the
2017 Annual report.
A new business plan will be developed in
2018 for the period 2019-2021. I invite the
community to partner with our staff to
respond to our changing demographic
through the development of the new
business plan.
I thank the Board for its strategic support
and the P&C under the leadership of Mrs
Sarah Aitken for their tireless efforts to
ensure the school is able to offer students
great experiences and physical resources. I
encourage our community to become active
partners of the school so that we may
confidently declare that ‘The village is
raising the child’.
LINDA GRIFFIN
Principal
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BOARD CHAIR
The Board is pleased to endorse the Annual Report which communicates the school’s performance in relation to the Business Plan 2015–2018.
The key performance indicators as set out in the Business Plan are as follows:
• Successful Students
• Excellence in Teaching
• Strong Sustainable Partnerships
• A Safe, Supportive and Sustainable Environment
Achievement against these elements are clearly reflected in this report. The Osborne Primary Annual Report for 2017 demonstrates the dedication and professionalism of the staff at Osborne, as they successfully transitioned between the former principal, Mr Michael Lasscock and the new school principal, Mrs Linda Griffin. The students resilience and adaptability in the face of change is testament to the strong leadership and guidance of their teachers.
The ongoing progression of our Business goals (2015-2018) have been depicted in the Annual report with many highlights in the fields of academics, sporting and artistic endeavours.
The Board has reviewed the NAPLAN results and the 2019-2021 Business Plan will address both the maintenance of current success strategies and the needs of a changing demographic.
The firm embrace of our diverse multicultural school along with the strong sense of community has been evidenced by the number of events, activities and relationships our school holds which is of key importance in our school.
The Annual Report reflects the teachers ongoing commitment to our children's’ learning and development. On behalf of the parents we wholeheartedly thank them. It has been a pleasure to serve as school board chairperson and build new relationships in this role. I eagerly anticipate the exciting innovative leadership and cultural expertise that Mrs Linda Griffin will bring to our community.
Jodie Scott
Board Chair
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STUDENT POPULATION and ATTENDANCE 2017
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We target attendance rates above 90% for our students. Long distance travel of our international communities and a transient community makes this challenging at times.
Years 1-6
• 27 Language Groups are represented at the school
• Our mostly Indian community has replaced the once predominantly Italian community
• 10 Students of Aboriginal descent
• 39 Students at Stage 1 and 2 on the EAL/D Progress Map (English as an Additional
Language or Dialect)
The transiency rate at the school is approximately 40%. This is largely owing to families who
have entered on temporary work and study visas and families that are displaced. Families that
gain permanent residency or citizenship move on to become home owners.
OSBORNE COMMUNITY 2017
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Osborne Primary School Financial Summary as at 1 December 2017
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Factors that affect attendance at our school • Extensive period of travel
during the school year • High levels of transiency
STAFF INFORMATION , STUDENT POPULATION, ATTENDANCE
Allocation of resources was targeted mainly to Curriculum and Student Services to ensure the delivery of our Business plan goals. Whole School ‘Talk for Writing’ professional development occurred as a response to data
indicating a need for improved writing skills 2 Teachers assigned to specialist support roles The library was upgraded with new furnishings and rich reading resources The Buildings and Grounds were updated and renovated. This included a new school wall
with a mailbox and clear signage on Albert Street for a clear identifiable entrance to the school
Increased shading over the Kindergarten play areas The PALS (Partnerships, Acceptance, Learning, Sharing) government grant funded our
Aboriginal Seasons totems which involved the students working with mosaic artists in our Nature scape area. This supported our connection to the Aboriginal Framework priorities
The school installed a video surveillance system and a measurable difference in security issues has been reported
The Reserve Account was accessed to replace ICT equipment , photocopying machines and 2 air conditioners
The school subsidised Edudance and the Upper school’s excursion to Kings Park Voluntary Contributions from Kindergarten was 88% and the balance of school was 66%.
The data shows that the longer students attend the school the less likely they are to make their voluntary contributions.
DIRECTING OUR RESOURCES
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PARTICIPATION 2017
Robotics
Parliament House Luncheon
Buddy System
Better Beginning program State Library for Kindy- Early Years
Literacy Program
Class Assemblies
Primary School to High School Transition Program
Year 6 Graduation
Public Speaking and Debating
Running Club
Excursions
Harmony Day
Most improved school in Athletics
Government School Mass Choir
Interschool Athletics
Edudance Community Performance
PEAC Participation (Primary Extension and Challenge)
Instrumental Music Program
Breakfast Club
One Big Voice
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EXCELLENCE IN TEACHING
PROFESSIONAL DEVELOPMENT
Whole School Critical Learning Path (West Coast Language Development Centre)
Whole School Semantics and Vocabulary
Whole School ‘Talk for Writing’
Network Moderation in Writing
Scitech STEM workshops
Kindergarten Assessment Tool (KAT) training
Personalised learning tailored to each professional’s needs
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Our staff are dedicated professionals who work with a strong moral compass and the skills to make a measured difference in students learning. Outstanding relationships with colleagues, parents and the wider community ensure that each child’s interests are placed at the forefront of our strategic and operational commitments.
YEAR 5 What does the data tell us? Writing results were relatively stable and further analysis showed that the marginal decline was owing to students needing to develop stronger ‘inferencing skills’ and access to ‘technical language’. Metaphoric/figurative language continues to develop.
What are we doing about it? • Explicit teaching of the skill of ‘inference’ • Continued analysis and development of
figurative language through exposure to rich literature and experimentation in writing
• Mapping out required skills on the EAL/D Progress Map, particularly skills required at (Stages 5-8)
At Osborne we are mindful that individual scores in NAPLAN tests can impact considerably in a small school. Safeguarding the morale of our teachers in a cycle of continual reflection for learning improvement is essential, particularly when supporting a highly transient community. The school’s proactive response to the complexity of our community’s social needs and how it impacts on learning is measured by the successful integration of our EAL/D communities into mainstream Australian society. Initiatives to support the holistic development of our students is highlighted further in this report with feedback from parents.
NAPLAN DATA
YEAR 3 What does the data tell us? Our 2016 year 3 cohort while still achieving at expected levels were weak in writing compared to previous cohorts. What are we doing about it? • NAPLAN Point of Error analysis for planning teaching • NAPLAN analysis for small group intervention • Set realistic targets based on all factors contributing to student achievement • Small group literacy intervention • Individual and Group Educational plans • Professional development in Talk for Writing for classroom delivery
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STUDENT PERFORMANCE REFLECTION ENGLISH 2017
• Continue to integrate thinking routines and instructional tactics in order to facilitate the
development of Critical Literacy, Higher Order Thinking and Cooperative Learning
• Continue using Whole School Literacy Plan, Jolly phonics, Jolly Grammar, Talk 4 Writing
• Consider alternative program to Sound Write program
• Guided Reading to be a focus and match students’ reading levels with reading texts with
whole school agreement
• Ensure students are exposed to all genres (WA Curriculum)
• Continue the development of Literacy leadership in school
• Continue small group intervention support
• Continue collaborative planning and moderation
• Replace end of year On- Entry Assessment in Pre Primary with On-Entry Assessment at the
beginning of Year One and Two
• Whole school accountability to agreed Assessment Cycle
• Explicitly teach formal register in Vocabulary
• Focus on moving student in Third Quartile of achievement to Fourth Quartile
REFLECTION MATHEMATICS 2017
• Continue to explicitly teach the formal register of mathematics with a variety of synonyms
• Increase teaching the understanding of contextualised maths problems. Develop the ability
to analyse and solve 2 or more clause sentence problems
• Continue using extra support staff for intervention
• Continue using common planning documents
• Continue using formative and summative data to support planning for teaching
• Continue using longitudinal data to support planning and intervention at both ends of the
learning spectrum
• Cooperative Learning strategies to be used
• Develop whole school agreement on assessment practices
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Successful students
Excellence in teaching
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YEAR 3 READING COMPARED TO LIKE SCHOOLS
YEAR 3 GRAMMAR & PUNCTUATION COMPARED TO LIKE SCHOOLS
Our excellent results in Spelling and Grammar & Punctuation are owing to teachers successful implementation of Direct Instruction teaching methods.
NAPLAN
NAPLAN
Osborne Like Schools Results measure in bands to 6 and above
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NAPLAN data indicates that our teachers have high expectations and we need to adjust some of our expectations in the lower and higher quartiles of performance. Teachers grasp the mean (average) benchmark well. A teacher judgement is based on daily observations, frequent assessments and formative and summative assessment each semester.
Professional conversations after these results were posted has ensured reflection on whether we are sufficiently acknowledging competent students and extending this cohort. The same applies to our reading results. It is important to note that teacher judgement is made with the consideration of a variety of data across an extended period. The school will proactively support less experienced teachers in developing more efficient assessment practices, particularly in the area of moderation in 2018 and ensure across the school that behaviours and attitudes do not influence assessment.
DOE Department of Education Osborne Primary School
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How have we responded to the data? • strategic placement of staff in year level • creating small intervention support groups • addressing behaviour issues • contracting the Language Development Centre and • using the data as an integral part of performance management • not visible in this summary but also considering the 2015 data for intervention
at each end of the spectrum of achievement
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HEALTH & PHYSICAL EDUCATION 2017
The Fundamental Movement Skills (FMS) program and the Fundamental Game Strategies (FGS) program are key components of the Health and Physical Education in Kindergarten and Pre Primary. The PMP program for kindergarten involves the teaching of FMS and FGS in sequential order. This is also a pre-reading program.
In Year 1 -6 students enjoy daily fitness with the focus on fitness on cooperative learning skills. Students from years 4-6 also participate in a Friday afternoon sports program which assists preparation for Interschool carnivals.
The Physical Education program follows the development pathway in which students’ progress through and ultimately leave the school understanding the importance of being a strong team member with competence in a range of skills. Every week, from term 2, students can participate before school in the Running club. Each class has a set of play equipment with a specific focus on ‘bat and ball’ skills.
We won The Most Improved School at Interschool cross country running and the Meritorious Award at the Interschool Athletics. All students from Pre Primary – Year 6 participated in Swimming Lessons at Beatty Park. A number of sponsorships ensured the participation of students in the Bike riding skills program, as a variety of other sporting clinics.
The future: • Continue emphasis on Fundamental
Movement Skills with the junior years • In the senior years, continue focus on
game skills and understanding strategies • Introduce Health and Wellness program
across the school • Continue to explore local partnerships
with sporting groups • Increase Interschool opportunities for
students.
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Environmental Sustainability
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Osborne Primary School gained Waste Wise Accreditation in 2017 for the fifth year running through its efforts in sustainability. We aim to lead the community by demonstrating exemplary practices in waste management and we achieve this by Networking with other schools about their sustainability programs. Engaging in community support such as student workshops and funding
provided by Bunnings and incursions from Stirling and Mindarie City Council Mindarie City Council installed a second worm farm in the Early Childhood
area. Stirling City Council in partnership with the Mindarie Regional Council and
in conjunction with Waste Wise Schools delivered their 3-Bin whole school incursion program.
Continuing to promote sustainability in the school community, through printer cartridge, battery and paper and cardboard recycling.
Promotion of waste wise lunches. Engaging students, staff and community support from Bunnings to grow
and harvest school vegetable and herb gardens linking the activities to our STEM (Science, Technology, Engineering, Maths) initiatives.
Continue with established worm farm, producing worm wizz, which is sold to the school community at assemblies.
Waste Wise Authority Audit outlined a high percentage of food scraps. In response a recycle bucket is now in the undercover area to collect these scraps for composting.
Targeted Initiatives
• Attendance
• Literacy Intervention
• Pastoral Care
• Breakfast Club
• Community Partnerships
• Community Early Years Group
• Interconnected practice STEM
• Instrumental Music Program
• Teacher Development
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Parent, Student & Staff Satisfaction
The Pre-Kindy Workshops are an innovative approach for the successful integration of families into
the Australian context. In partnership with parents a mutual understanding of what makes for
successful learning and development is explored, with the teacher modelling success strategies and
our chaplain making early connections with the community.
The program is designed and delivered by our Early Childhood Kindergarten leader, Mrs Rebecca
Ballam, and is an example of Osborne’s outstanding commitment to ensure school readiness for
future learning success.
Feedback from parents indicates a 100% satisfaction with particular comments relating to
• Learning the ways of Australia
• Knowing what to focus on to get ready for Kindergarten
• An opportunity to get to know the community
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sustainable partnerships
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a safe and supportive environment
Strong Sustainable Partnerships
SCHOOL CURRICULUM AND STANDARDS AUTHORITY (SCSA)
OFFICE OF EARLY CHILDHOOD DEVELOPMENT
INTENSIVE ENGLISH CENTRE
WESTCOAST LANGUAGE DEVELOPMENT CENTRE
DEPARTMENT OF CHILD PROTECTION
YOUTHCARE CHAPLAIN
INTERNATIONAL STUDENTS ENROLMENT (TAFE)
SCHOOL HEALTH SERVICES
DOE STATEWIDE SERVICES COMPLEX BEHAVIOURS
DOE PROFESSIONAL LEARNING INSTITUTE
BALCATTA SENIOR HIGH SCHOOL TRANSITIONS
NETWORK SCHOOLS
CITY OF STIRLING
VOLUNTEERS
Osborne’s strong sustainable partnerships supports the school in progression towards its business goals and targets. Our list of partnerships clearly demonstrates the system priorities of High Performance and High Care.
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A vibrant multicultural community
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Learning through play
Barrier games support language acquisition
Swimming is an integral part of the Australian lifestyle
Environmental Sustainability connecting with our food sources
Buddy Program
Directions 2018
Continued cycle of improvement to the benefit of our Learning Community
at Osborne Primary School
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ABE Attitude, Behaviour and Effort
CMS Classroom Management Strategies
DoE Department of Education
EALD English as an Additional Language or Dialect
ICT Information Communication and Technology
IPS Independent Public School
LOTE Language other than English
NAPLAN National Assessment Program - Literacy and
Numeracy
NQS National Quality Standards (Early Childhood)
OLNA Online Literacy and Numeracy Assessment
PEAC (Primary Extension and Challenge)
SCSA School Curriculum and Standards Authority
STEM Science, Technology, Engineering and
Mathematics
VET Vocational Education and Training
GLOSSARY
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