Burton Primary School Annual Report 2013 · Burton Primary School Annual Report 2013 Promoting the partnership with families within the goals and targets set out in the 2013 Site

Burton Primary School

Annual Report

2013

Promoting the partnership with families within the goals and targets set out in the 2013 Site Learning Plan has been a priority at Burton Primary School.

Annual Report 2013

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Context

School Name: Burton Primary School School Number: 1844

Principal: Mr Wayne Dobbins Region: Adelaide North

In 2013 BPS enrolments currently sit at 407. Burton Primary School (BPS) has comparatively high enrolments of Non English Speaking Background (NESB, 34%) and ESL students (29%). There are 15 different nationalities represented in the student cohort with the majority of non-Australian students coming from Cambodia, Africa, Vietnam and Laos.

Some of the families with students enrolled at BPS are political refugees, living in complex and economically challenging circumstances. The number of families accessing school card assistance is comparatively high at 42%. The number of students with a disability, 8.8%, is comparable with regional trends. Current Aboriginal enrolments at the school are relatively low at 3%, however this is increasing and will rise considerably in 2014.

BPS is an Index of Disadvantage Category 4, with an Index of Community Socio-Educational Advantage (ICSEA) value of 914.

2013 Highlights

Teaching and Learning

There have been a number of highlights in this area as the school community aimed to fulfill the goals and targets set out in the 2013 Site Learning Plan. Two successful parent literacy workshops were held, along with a whole school Numeracy Expo. In order to engage male role models with their children’s learning, a ‘Bloke’s Morning’ was organized for males to read with their children. Each participant received a bag of useful literacy resources including a children’s book to take home. So successful was the event, that the women of the school ‘protested’ to say that they would like to hold a similar event. The numbers of people who attended is testament to the success of these two events. There were seventy participants at the ‘Bloke’s Morning’ and not to be outdone, one hundred and twenty at the ‘Ladies Morning!’ Many staff undertook the Dyslexia Online Training Course which has resulted in increased awareness and goal setting for dyslexic students.

The appointment of an ILNNP Numeracy Coach has repositioned a strong focus towards Mathematics. Lynda Rivett has been instrumental in providing relevant professional learning for staff, involved in the implementation of the Quicksmart Program across three classes and implemented Progressive Achievement Tests in Mathematics (PAT-M) testing across the school. The analysis of the data along with NAPLAN results have driven improvement at a classroom level and at an individual student level. The Numeracy Expo provided an opportunity to showcase Mathematics across the community building great excitement about Mathematics learning from the preschoolers in Playgroup, through to the senior students of the school.

The appointment of a Data Coordinator has enabled the school to better scrutinize and rigorously dissect data for the purposes of ongoing development and improvement.

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Student Wellbeing The school has gone from strength to strength in this area with the 2013 successes culminating in the award the of ‘eat well, be active’ program’s highest award – exemplary school award. Successful initiatives and programs have included specialist NIT teachers in the area of PE and Health, PASTA group activities such as the ‘Big Brekkie’ to promote healthy nutrition, association with OPAL (Obesity Prevention, Active Lifestyles), the school garden along with the school’s first ever Sports Day.

After extensive community consultation, the Burton Primary School Sports Day was held in September. With team colours, junior and senior captains, chants and championship cups the event was exceptionally well received by all. With skill sessions leading up to the event, students were able to showcase their sporting and agility abilities and talents.

The Life Education Van was another highlight, along with the Footsteps Dance Program and regular sporting clinics. Playgroup

Based on the ‘Belonging Together Program’, the Burton Primary School playgroup commenced in Term 3 of 2013. Based on the importance of promoting literacy and numeracy skills in the Early Years the program has been well received by the community. With eighteen families enrolled and a wide cultural diversity represented there has been a cohesive culture established within a very short time frame. Along with a program encouraging quality time spent with their children, key messages, resources and guest speakers are organized for the adults attending.

At each session families are encouraged to participate in eight important steps of the Belonging Together Program.

They are -:

Laughing Together Looking Together

Reading Together Singing Together

Playing Together Learning Together

Belonging Together Talking Together

Educational Resource Intervention Centre (ERIC), Library and Book Week

Again in 2013 many highlights have stemmed from the ERIC and the dynamic whole school programs and initiatives offered to students and staff. With another year of 100% involvement in the Premier’s Reading Challenge we were delighted to have Local MP, the Hon Ms Leesa Vlahos come to acknowledge the achievements of the Burton Primary School students at a special whole school presentation. Borrowing of resources, books and take home reading books has reached an all time high (as can be seen by the data in the Student Achievement section of this report).

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Book Week with the theme of ‘We Read Across the Universe’ was a fabulous highlight engaging all elements of our community. The library was transformed into outer space and programs and activities offered were ‘out of this world.’

A fun activity was held in Term 2 to celebrate National Simultaneous Reading Day.

Staff dressed up as the characters and performed the story, “The Wrong Book,” by

Nick Bland. The preschool were also invited and both staff and students thoroughly

enjoyed the event.

Parent/Community Partnership

Once again the community spirit

that is so evident at Burton came to

the fore for the Community Farewell Event. With five

members of staff retiring at the commencement of 2014

the community rallied with over 500 people attending to

wish them well. With over 103 years combined experience

at Burton Primary School the five staff members were

delighted to see so many members of the Burton community present to wish them well for the future.

Preschool Links

With the preschool opening on site in 2012, this year has seen the connections between the school and

preschool improve considerably. This has

allowed for a more continuous and seam-less

learning journey for students from preschool

to school, along with their families. Preschool

students are very much at home in the

school environment using resources and

facilities on a regular basis.

More recently, the transition program has

been modified to incorporate a more holistic

and ongoing approach rather than just three

distinct visits. This has proven to be successful given the new Same First Day for Reception students

starting in 2014.

The JP teachers now have more opportunity to meet the new families before our students start school. The

JP and the Preschool staff will continue to look at the Early Years Learning Framework and the links with

the Australian Curriculum with a focus on what it means in especially for the literacy programs offered to

students.

Senior students welcome new Preschool students to school.

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Data links through the Boehm Test, School Entry Assessment Documents, Learning Portfolios, Lapsit

Program and constant sharing of information, before the students are placed into classes, ensures their

needs are being met.

School Validation Report

The school was validated in May 2013 and received a number of commendations, which were very

affirming of the school’s policies and practices. These included:

The Validation Team saw evidence that clear structures and processes supported the school’s well documented, self-review and improvement process.

The Site Learning Plan includes targets that specify learning outcomes, which are measurable and responsive to data analysis findings

A strong sense of moral purpose and a collaborative culture exists within the school resulting in staff and community members working in partnership.

Respectful, reflective and inclusive strategies engage family and community members to build their ownership and commitment to the school and their children’s learning.

The school also valued the Validation Team’s recommendations for ongoing

development. These included:

Extend the use of data to drive programming and evaluation to support assessment for learning at a site and classroom level.

Develop whole school knowledge and understanding of differentiated practice.

Further develop performance development processes that are strongly aligned to pedagogical improvement.

A full copy of the Validation Report is available at the school.

Report from Governing Council

The Governing Council has had an extremely successful year during 2013. There have been a number of highlights throughout the year including:

The funding of interactive whiteboards into every classroom. This now means that all classrooms have access to this important learning technology.

Additional library resources have been funded by the Governing Council to the degree that the school’s resource centre is now really well equipped with contemporary books and equipment.

The funding required to purchase new furniture in the sections of the school.

Endorsement of ‘pupil free’ days, which have facilitated critical professional development opportunities for staff.

Participation in the School Validation process.

Participated in the Out Of School Hours Care Centre’s accreditation process.

Participation in and being responsible for the extremely successful Burton School Community Sports Day.

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Site Improvement Planning - 2013

Context for the Development of the 2013 Site Learning Plan At Burton Primary School

During 2012 the data sets including NAPLAN and school generated, suggested that while significant

progress was being made in many areas of study especially Reading and Spelling, emphasis in 2013 will

focus on Reading, Writing and Numeracy.

The development of Professional Cohesion and Consistent practice across the entire school especially as it

applies to the teaching and learning of Reading, Writing and Numeracy will be of paramount importance.

In the context of the Northern Adelaide Region (NAR) Site Improvement Agenda, the over arching aim is to

develop strategies to improve learning outcomes in comprehension. The school’s 2012 data indicates

emphasis needs to occur within this ‘comprehension lens’ specifically in the areas of Reading, Writing and

Numeracy.

As already stated, NAPLAN and school generated data sets have been extremely helpful in the formulation

of the 2013 Site Improvement Plan. Secondly, the Northern Adelaide Regional’s standards have set the

parameters in which the school will work. Thirdly, it should be noted that the Burton Primary Low SES

Diagnostic Review has continued to influence the school improvement agenda.

As has been indicated in previous Site Learning Plans, we will continue to ‘delve deeper’ in nominated

areas of study to help ensure rigorous and meaningful improvement.

The NAR ‘aspirational’ standards are as follows -:

In the context of the Northern Area’s Site Improvement Agenda, the overarching aim is to develop

strategies to improve learning outcomes in comprehension. Burton School’s data indicates emphasis needs

to occur within the comprehension lens specifically in the areas of Reading, Writing and Numeracy.

The data sets we will use to monitor progress can be found in Appendix 1.

All Guardian of the Minister (GOM), Aboriginal and Torres Straight Islander (ATSI) as well as Negotiated

Education Plan (NEP) students will have individualised learning plans.

For 2013, the school’s Visionary Guiding Framework remains largely unchanged.

Vision

To Develop Life-long Learners Who Positively Contribute To Their Global Society

The School Aims

Each student should experience quality learning for life by:

Northern Adelaide Region

Reading, Writing, Numeracy

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Developing life long learning skills with enquiring minds, Being fully literate and numerate, Having the skills to learn independently and collaboratively, Having high level Information Technology Skills, Being able to set learning goals to achieve their highest quality work across the curriculum, Living the stated school and community values, Developing a culture where there is a genuine ‘love of learning’.

Mission

The school will provide quality programs to enable each student to benefit from their schooling. The

programs should

Provide a stimulating and rich learning environment,

A quality and comprehensive curricula experience for all students,

Relevant, varied and accessible curriculum for all,

Positive learning partnerships based upon mutual respect and other school values.

2013 Goals and Targets

For the 12 month period commencing Term 2, 2013 until the end of Term T1, 2014

Goal 1

The over-arching goal is to improve Reading for all students

Target for 2013 – Primary

- To improve the percentage of students above the National Minimum Standards (NMS) (based on

NAPLAN bands) in Years 3, 5 and 7 by a minimum of 5% per year.

- Using national, state and school based assessments in literacy (See Appendix 1) should reflect improved

progression scores across NAPLAN bands.

Target for 2013 – Junior Primary

- To improve the percentage of students at or above the regional standard in Years R, 1 and 2

- In Reading, 5% of Reception students are at or above regional aspiration standards by

Term 3 of Year 1

- In Reading, 20% of Year 1 students are at or above regional aspiration standards by Term

3 of Year 1

- In Reading, 25% of Year 2 students are at or above regional aspiration standards by Term

3 of Year 2

Goal 2

The over-arching goal is to improve Writing for all students



NAPLAN bands) in Years 3, 5 and 7 by a minimum of 5% per year. While this is an ambitious target a

concerted effort is required to further improve Year 5 and 7 NAPLAN scores.


- In writing, Years R, 1 and 2 students will undergo pre and post school based assessment where results

are analysed.

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Goal 3

The over-arching goal is to improve Numeracy for all students



NAPLAN bands) in Years 3, 5 and 7 by a minimum of 3% per year.

- In Numeracy a sampling of students ‘from each wave’ in Years 3 - 7 will undergo pre and post PATMaths

Plus assessments (See Appendix 1) resulting in further progression scores across NAPLAN bands.


- In Numeracy a sampling of students ‘from each wave’ in Years R, 1 and 2 will undergo pre and post

PATMaths Plus assessment. Analysis of Year 3 Numeracy will illuminate the targeted foci for further

improvement.

Goal 4

To improve student attendance including absences and lateness

Target for 2013

- 2% improvement in student attendance for the next 2 years

Goal 5

To improve pro-social and reduce anti-social behaviour.

Target for 2013

- 2% less yard incidents

- 2% reduction of student suspension days per year for the next 2 years

Literacy/Numeracy Data Collection 2013 Term 1 Students new to school & kindy . . . Boehm Test (JP) End of Wk 2 . . . SASTA Test A (Peter Westwood) - 6 yrs & above End of Wk 3 . . .Writing - Persuasive Writing - pre sample . . . Numeracy – Pre-test (PATMaths Plus – TBC) Weeks 2 - 4 . . . Waddington test for Primary students Weeks 2 - 4 . . . Holborn test for Primary students (at teacher’s discretion) End of Wk 8 . . . Reading - Running Records (JP) - Level 26 and below (Instructional Level - closest to 90%) End of Wk 10 . . Writing - Persuasive Writing - post sample

Term 2 Week 1 to 4/5. . . PAT-R Diagnostic Test End of Wk 3 . . . Writing - Recount, Description Writing - pre sample End of Wk 10 . . Writing - Recount, Description - post sample Term 3 End of Wk 2 . . . Boehm Test for all JP students End of Wk 3 . . . Writing - Choice of Text Type (eg Narrative, Procedure, Report) – pre sample

End of Wk 5 . . . SASTA Test B (Peter Westwood) - 6 yrs & above Weeks 7 - 8 . . . Waddington test for Primary students Weeks 7 - 8 . . . Holborn test for Primary students (at teacher’s discretion) End of Wk 8 . . . Reading - Running Records (JP) Level 26 and below (Instructional Level - closest to 90%) (& ongoing throughout year as needed) End of Wk 10 . . . Writing - Text Type Chosen - post sample . . . Numeracy – Post Test (PATMaths Plus – TBC)

Appendix One – Data Collection at Burton School Campus

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Term 4 End of Wk 4 . . . PAT-R Diagnostic Test Other Data collected NAPLAN, Premier’s Reading Challenge, NEP, ESL Scales, Troll, SEA, Electronic Sharing

Student Achievement

Analysis of Site Learning Plan Goals and Targets

In relation to Literacy

Our data is showing that our students -:

Continue to borrow a greater number of books – Note the dramatic increase from 2012 to 2013 as set out in the table below.

Library Books Borrowed

2008 2009 2010 2011 2012 2013

22063 27897 24879 35273 39155 50613

Family awareness to promoting literacy and numeracy in partnership with the school is growing (eg numbers attending reading workshops and numeracy Expo).

The Boehm Test graph and analysis shows significant growth throughout the students’ time spent in Junior Primary.

The graph indicates that:

60% of reception students scored below their chronological age.

40% of reception students scored at or above their chronological age.

30% of year 1 students scored below their chronological age.

70% of year 1 students scored at or above their chronological age.

9% of year 2 students scored below their chronological age.

91% of year 2 students scored at or above their chronological age.

Findings: Most students are starting school with limited knowledge of basic concepts. By the end of Year 2

most students are able to identify these basic concepts.

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The Boehm test, that links with the Preschool and continues until Year 2, has shown how our learning

programs are working towards meeting the students’ needs. “Most students are starting school with

limited knowledge of basic concepts. By the end of Year 2 most students are able to identify theses

basic concepts.” Data Coordinator

The Reading Support Teacher has worked with Junior Primary staff in –:

- Running Records and analyzing them to target the learning that is needed.

- Sharing assessments that can help identify the learning needs so that the

programs in place are SMARTAR

- Professional discussions about learning environments including

differentiation.

- Oral Language and what it can look like in learning programs

- Reading /comprehension programs

- Useful resources

- How data informs their practice

- Spelling strategies

Sharing with others has provided staff with

- the opportunity to learn from others,

- challenging them to be honest and open about the learning they provide for

their students,

- sharing new professional learning and how it has influenced their learning

programs,

- setting short term learning goals together with students and families,

- analyzing their data to inform them of the learning that needs to be targeted,

- reflecting on their work to identify the professional learning they need.

Running Records Analysis

Year 1

In 2013 Year 1 Reading goals and targets were met with 20% of students achieving between levels

16-20 and 14% above Level 21. Looking closely at Running Records 16 – 21 Burton Primary School

scored similar to the regional results. Pleasing to note is that there is a higher percentage of

students reaching levels 21 – 26 from 2012 to 2013.

Year 2

We are very pleased to note that Burton Primary School has exceeded their target for 2013. While

our target was set at 25% of year 2 students reaching level 21 and beyond, we are pleased that

57% of year 2 students have reached these levels.

There was also a 5% improvement in students Running Record Levels of 16 – 20, equal to the

regional score. There has been a 9% shift away from the lower levels 1 – 5 from 2012 to 2013. In

2013 no Year 2 students were at this level compared to 5% in the region. All in all, pleasing Running

Records results.

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The Junior Primary Staff have made a positive impact toward students’ literacy through the targeted

intervention and the programs in place.

Progressive Achievement Tests in Reading (PAT-R)

Students from year levels three to seven sat the test. What the tests have provided is evidence that

students who scored the lowest scores in NAPLAN, also scored poorly in PAT-R and achievement levels

assigned by class teachers. This triangulation of data clearly indicates that these students require ongoing

support. In many instances this is already occurring and will continue to occur in 2014. The lowest

performing students are of NESB background or have a Negotiated Education Plan (NEP).

Contrary to PAT-R results, other students performed more highly in NAPLAN and teachers’ judgement

relating to achievement levels. In other words, the PAT-R results that scored under predicted expectation

do not reflect the NAPLAN results or teacher achievement levels.

Year 2, 2012 results

Year 1, 2012 results Year 1, 2013 results

Year 2, 2013 results

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In the graph above, of the sample Year 3 students selected, the triangulation of data was accurate in poorly

performing students only as indicated by the sticky notes. With other students however, there was disparity

between NAPLAN, teacher achievement levels and the PAT-R results.

In relation to Numeracy Quicksmart Numeracy Intervention Program at Burton Primary School 2013

The Quicksmart Numeracy Program began at Burton Primary School in Term 2, 2013 as a component of the sites’ involvement in the Improving Literacy and Numeracy National Partnerships (ILNNP) initiative.

The Numeracy Intervention program addressed the development of ‘fast and accurate’ basic computation/number fact skills, often described as the ‘second or last chance’ for these skills to be supported for students who require intensive intervention.

The program was introduced to all staff during a half day Professional Learning session and many classes introduced the students to the methodology as a whole class group and from numeracy based data (NAPLAN and April PAT M results) 24 students were specifically identified to engage in 2-3, 15 minute sessions with an SSO as an intervention style delivery.

The Quicksmart results – Perception Data

The students identified for the intervention program came from the Year 3 to 7 classes. They were allocated an intervention time based on their NAPLAN Proficiency band status (the lower 2 bands for their year level) and the April PAT M data was also consulted to check for similarities with their individual stanine scores of 1 or perhaps 2.

The intervention was only established for a 17 week period which was half of the recommended intervention timeframe.

The increase in general confidence, higher levels of motivation and increased basic recall facts of students improved immensely. Many students, particularly students identified ‘at risk’ in many areas of their schooling felt more successful and achieved greater results over time.

Quicksmart – Identifying the Improvement through the data

Positive Trends

The comparison of April Pat Maths and November PAT Maths scale scores showed 10 of the 22 students progressing to higher scale scores.

This represents an overall site based improvement of 45%.

The Year 5 target group in particular showed a 66% improvement in the 17 week period.

Progressive Achievement Test in Mathematics (PAT-M) Analysis The PAT Maths Plus Assessment testing sessions were initially conducted with the Years 4 to 7 student population in early April 2013 to begin the sites’ ILNNP Numeracy Coach role and focus for data collection and improvement strategies. For the purpose of the ILNNP involvement the PAT Maths Plus assessment was repeated in early /mid November to gauge 6 month progression. The Year 2 and 3 students were only tested in November to establish baseline data for 2014 site planning purposes.

Positive Trends

40 students achieved November 2013 scale scores in the higher Stanine Levels 4 to 9. These students performed in the levels that are identified as at or above the Australian Mean Scale Score. This represented 18% of the Primary enrolments.

Trends to Monitor

182 primary students achieved a 2013 score in the lower stanine levels of 1-4. These students performed in the stanine levels that are below the Australian Mean Scale Score. This represents 82% of our Primary enrolments who require differentiated learning experiences in classroom environments and moderate to intensive intervention strategies in place for effective improvement outcomes.

2014 Site Recommendations- DiAF Commendations and Recommendations The 2013 DiAF Validation has set the scene for future direction around the use of data. These include……

Aspects of the sites literacy development processes have been strategic and instrumental in working towards a whole school approach that is evidence based.

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Staff are beginning to develop expertise in data collection and analysis and data is being used to develop SLP targets and inform class groupings.

The introduction of PLG’s to support capacity building through the implementation of the site learning plan, analysis of data and sharing practice.

Extend the use of data to drive programming and evaluation to support assessment for learning at a site and classroom level.

As recommended by Burton’s DiAF Validation process (May 2013) analysing these data sets and disciplined dialogue based discussions will be at the forefront of the 2014 school year.

All staff will continue rigorous ongoing data collection and analysis as per the 2014 Site Learning Plan directions and examine available assessment data such as the PAT M and PAT R data more closely through a multiple measures lens.

NAPLAN

Year Three

Overall, results are disappointing when compared to the previous year 2012, in all five areas tested. While we are aware that different cohorts of students need to be considered, the 2013 results have declined from the 2011 results also, with the exception of numeracy. This year there was a decline of 9% in reading, 6% in writing, 23% in spelling, 13% in grammar and punctuation and 5% in numeracy. These percentages relate to the number of students who achieved at, or above National Minimum Standards. The top scoring area for Year 3, 2013 was numeracy at 83% achieving NMS.

Focus Areas – Year Three

Summarising, inferring and interpreting when reading and comprehending posed difficulties for many students of this cohort.

Text Structure and paragraphing scored poorly in writing and need clear improvement.

Syllabification and understanding of some more complex digraphs (wh, ai, ea), along with building onto base words need to be developed further in spelling. Recommendation – school wide spelling approach

Punctuation and identification of nouns were two areas where many Yr 3 students had difficulty with grammar and punctuation.

Spatial awareness in numeracy is an area requiring more explicit teaching and learning.

Year Five

The improvement in reading is significant. From 2011, the growth in this cohort has improved by 7% in the number of students performing at, or above NMS. Compared to the 2012 cohort an improvement of 18% is noted. This is pleasing with 92% of the 39 students tested reaching NMS. This means that 3 students sitting the test did not reach NMS. It is important to identify these

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students. The bell curve shows that 61% of students are making ‘average’ progress between tests. Unfortunately though, none of the students have made progress which is considered ‘high.’

While at first glance there has been an increase of 15% in writing from 2012 to 2013, upon closer examination the figure of 71% is disappointing. In 2011, this particular cohort had 92% reaching NMS in Year 3. This means that many students in the cohort have made ‘low’ progress between tests from Yr 3 to Yr 5.

Progress with spelling has remained consistent from Yr 3 to Yr 5 with 77% of students reaching NMS. Compared to the 2012 cohort there has been a drop of 16%.

Grammar and punctuation reached 91%; a noted advancement. (A 9% improvement from their Yr 3 results and an improvement of 16% from the 2012 score.)

Numeracy results have remained consistent both in terms of the cohort development between tests and when compared to the previous year’s score.

The top scoring area for Year 5, 2013 was reading at 92%.

Focus Areas – Year Five

Writing needs to be a major focus in 2014, given the decline in results. (See comments above) Vocabulary, audience, ideas, persuasive devices and sentence structure are areas requiring improvement.

In relation to reading, the focus on explicit teaching of comprehension is still critical. Inferential, predicting and locating stated detail in texts are areas for further future development.

In spelling many students in Yr 5 had difficulty in recognizing and or identifying errors in words.

Tense posed a challenge in grammar and punctuation along with the correct use of brackets.

While all four areas of numeracy posed challenges, scores indicated that many of the ‘number’ questions in the test proved too difficult for many students in this particular cohort.

Year Seven

Reading - 97% achieved NMS – This is a very pleasing result. An improvement of 21% from the cohort’s 2011 score in Year 5 and a 20% increase from last year’s 2012 cohort. 26% of students

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scored in the ‘high’ progress end of the bell curve – great result! Of the 35 students tested, only one did not reach NMS!

Writing scores remained consistent.

Spelling improved – 10% from Yr 5 to Yr 7 and 11% from the 2012 cohort.

While being a completely different cohort grammar and punctuation dropped 30% from 2012 scores. Despite this, progress from Yr 5 to Yr 7 for this cohort has remained consistent at 69% and 67% respectively.

Numeracy scores have showed improvement but what is pleasing is the student progress in both the ‘high’ and ‘average’ growth from Yr 5 to Yr 7 as indicated by the bell curve. 92% of students achieved NMS.

Summary – Year Seven

There is much to be celebrated in the Year 7 cohort. They have maintained good overall scores and from

Year 5 to Year 7 there has been considerable growth.

In relation to Numeracy, the ILNNP Coordinator has noted the following in relation to NAPLAN scores -:

Year 3

Positive Trends

22 students achieved 2013 scores in the Proficiency Bands 3, 4, and 5. These students performed in the Proficiency Band that is above National Minimum Standard. This represents 9 students in Band 3, 11 students in Band 4 and 2 students achieving Band 5.

Trends to Monitor & Recommendations for 2014:

12 Year 3 students achieved a 2013 score in the Proficiency Bands 1 or 2. These students performed in the Proficiency Band that is below National Minimum Standard

These student results will require some professional discussion involving class and support teachers (EAL/D, Special Education) to identify areas of concern (attendance etc) and plan specific short term goals to address these areas in preparation for 2014. It may be useful to prepare an interim Individual Learning Plan or year level based Improvement Plan for the remainder of Year 3 to be reviewed throughout Year 4 and early Year 5.

The Year 3 Numeracy Skill Analysis (based on a question analysis model) can also be useful for Junior Primary class teachers in preparation for the ‘pre NAPLAN’ lead up to boost confidence and improve performance etc. It is recommended that Junior Primary Staff be involved in professional dialogue early in Term 4, 2013 to establish clear teaching and learning directions for 2014. To be regularly reviewed and adjusted accordingly.

Likewise, for current 2013 Year 3 and 4 students working below or within Proficiency Bands 1 or 2 this data will be useful in establishing strong intervention practices through staffing decisions, planning Numeracy intervention programs (such as Quicksmart) and implementing individual student Numeracy Improvement plans in the interim for Term 4, 2013 and continue into 2014.

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Northern Area Region (NAR) Targets

The targets set for the region’s Reading focus matches the Numeracy focus set by the ILNNP strategy. This target is for Year 3 students to exceed Band 4 and above which was achieved by 13 students in the 2013 test year. This represents 31.7% of the Year 3 students of our school.

Year5 Positive Trends

16 students achieved 2013 scores in the Proficiency Bands 5, 6 and 7. These students performed in the Proficiency Band that is above National Minimum Standard.

Trends to Monitor & Recommendations for 2014

Some individual student results will require some professional discussion involving class and support teachers (EALD, Special Education) to identify areas of concern (attendance etc) and plan specific short term goals to address these areas as required. It may be useful to prepare an Individual Learning Plan for Year 6 in 2014 and/or NEP documents to reflect Numeracy outcomes/focus.

This data set will be helpful in establishing Site Learning Plan directions, SSO support structures, Professional Development focus, Pedagogical focus and disciplined dialogue within Professional Learning Groups.

Likewise, for current Year 5 students working below or within Proficiency Band 4 this data may be helpful in establishing strong intervention practices through staffing decisions, planning Numeracy intervention programs (such as Quicksmart) and implementing individual student Numeracy Improvement plans.

2 students identified as ‘at risk’ at site level for Student Behavioural Management, attendance at school and out of class issues will need consistent monitoring to improve future data achievement.


The targets set for the region’s Reading focus matches the Numeracy focus set by the ILNNP strategy. This target is for Year 5 students to exceed Band 6 and above which was achieved by 4 students in the 2013 test year. This represents 9% of the Year 5 students of our school.

Year 7

Positive Trends

In the 2013 NAPLAN testing period there were no absences to note on the Numeracy testing day. This indicates a supportive cohort of parents and the positive attitudes of all students to participate in all school assessment activities. The 2 Year 7 teachers, leadership team and support staff are to be commended for ensuring this high attendance rate and for the positive messages communicated to the parent community leading up to the testing period.

18 students achieved 2013 scores in the Proficiency Bands 6 and 7. These students performed in the Proficiency Band that is above National Minimum Standard.

Of these 18 students there was a progression of 1 to 2 Proficiency bands over the period between Year 5 NAPLAN testing in 2011 (as Year 5 students) to the present year 2013 (as Year 7 students).

Trends to Monitor & Recommendations for 2014:

3 Year 7 students achieved a 2013 score in the same Proficiency Band achieved in 2011.

This data set may be helpful in establishing Site Learning Plan directions, SSO support structures, Professional Development focus, pedagogical focus and disciplined dialogue within Professional Learning Groups.

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Likewise, for current Year 5 and 6 students working below or within Proficiency Bands 3 or 4 this data may be helpful in establishing strong intervention practices through staffing decisions, planning Numeracy intervention programs (such as Quicksmart) and implementing individual student Numeracy Improvement plans.


The targets set for the region’s Reading focus matches the Numeracy focus set by the ILNNP strategy. This target is for Year 7 students to exceed Band 6 and above which was achieved by 18 students in the 2013 test year. This represents 50% of the Year 7 students of our school.

Of these 18 students, 7 achieved 2013’s site top Proficiency Band 7 level where the highest performing score was 577.5.

Student Data

Attendance

Attendance by Year Level

Attendance by Year Level % Attendance

2011 2012 2013

Reception 91.9 91.4 89.6

Year 1 87.5 92.8 92.6

Year 2 90.5 92.6 93.0

Year 3 90.0 91.9 91.0

Year 4 93.8 92.5 91.4

Year 5 90.7 93.4 88.6

Year 6 90.6 92.2 91.2

Year 7 94.2 90.4 90.3

Primary Other 100.0 52.9

Total All Year Levels 91.0 92.2 91.0

Total ACARA 1 TO 10 90.9 92.3 91.2

We are pleased with 2013 attendance figures even though they are slightly lower than the 2012 results. The 2013

total attendance is 91%, which is in line with the DECD target of 93% by the end of 2014.

The school has maintained a concerted effort to improve attendance using a number of effective initiatives. By far the

most successful attendance strategy has been to keep in very close contact/communication with families where

attendance has been an ongoing issue.

This improved communication, community education and awareness raising, followed up with specific family action

plans, where all parties sign a contract, has had a major impact and has once again resulted in improvement of

specific ‘poor attendance’ students. The dedicated 24 hour phone line with message bank has proven popular with

families too.

Particularly noteworthy, in the 2013 Burton data are the improvements within the Year 2 cohort. This follows

from this group’s improved attendance in 2012.

With a concerted effort towards procedure and follow up, roles and responsibilities (schools and families),

communication and relationships along with further data analysis the DECD target of 93% is achievable by the end of

next year.

A major implication for 2014 and beyond is to further target latecomers and punctuality to school each morning.

Annual Report 2013

Page 17

Destination

Leave Reason 2012

School Region Index DECD

No % % % %

Employment 2.4% 4.7% 2.9%

Interstate/Overseas 7 9.0% 6.7% 7.7% 9.1%

Other 4.9% 1.0% 2.3%

Seeking Employment 3.9% 5.2% 3.3%

Tertiary/TAFE/Training 4.5% 5.6% 4.2%

Transfer to Non-Govt Schl 14 17.9% 8.0% 8.1% 9.8%

Transfer to SA Govt Schl 57 73.1% 52.9% 46.7% 48.0%

Unknown 16.5% 20.9% 20.4%

Behaviour Management

It is noted that the incidents of anti-social behaviour at the school in 2013 has increased over those in 2012.

While this is of concern, it should be noted that the student population has increased by 11% during this

time. It should also be noted that a number of students who transferred into the school during this time had

significant behaviour development needs and some were on exclusion.

Behaviour type 2012 2013

Violence 98 131

Threatened good order 73 94

Threatened safety 45 88

Acted illegally 5 5

Interfered with Rights 57 101

Persistent and wilful inattention 140 190

Total 418 609

To address the levels of anti-social behaviours throughout 2013 a number of pro-active and pro-social

programs have been initiated by the school. These have the aim of increasing student ‘voice’ and enabling

students to non-violently resolve issues including bullying.

The programs include

Play is the Way (pro-social skill development program)

Play at Lunchtime (PALS)

North On Target (program run in conjunction with SAPOL)

Police Liaison Officer sessions relating to Cyber-Bullying

The school is hopeful that these programs will continue to have a positive affect in 2014.

Annual Report 2013

Page 18

Client Opinion

Parent Opinion Survey

Twenty eight families participated in the Client Opinion Survey in 2013. The trend with 2012 was extremely similar. It is only on really close inspection that one can observe a slight rise in ‘Learning Outcomes,’ ‘Student Reporting,’ ‘General Environment,’ ‘Customer Responsiveness’ and ‘General Satisfaction. Although small, there was a rise in five of the six categories surveyed. There was a minimal dip in ‘Quality of Teaching,’ but this still scored in the top quadrant. Given the impetus given to ‘Student Reporting’ we are happy with the results. Indeed, all results are very pleasing with comments by parents indicating a general positive feeling about the school.

A forum held at the end of 2012 with key parent representatives provided valuable information about their aspirations, suggestions and engagement in the 2013 school year as can be seen in the photograph below. One of their strongest suggestions revolved around a whole school traditional Sports Day. Favourable comments indicated in the surveys showed that this initiative was extremely well received by the community.

“There are some very good teachers at the school who motivate my children to learn. They have been easy to approach with any of my concerns or they have been happy to contact me.”

Student Opinion Survey

The student opinion survey has followed a very similar trend to 2012. There has been a rise in the teacher ‘Fairness/Firmness’ category. Given the proactive initiatives such as all staff engaging in ‘Play is The Way’

Student Categories are: Empathy Teacher energy/enthusiasm Fairness/Firmness Helpful/Responsive High expectations Quality of instruction Feedback Difficulty of work Time allocation

Parent Categories are: Quality of Teaching Learning Outcomes Student Reporting General Environment Customer Responsiveness General Satisfaction

Annual Report 2013

Page 19

and other yard based projects, students have felt that staff members have worked through their concerns in a firm, but fair manner. While all feedback is in the top quadrant, the two areas scoring lowest (however, still in the second highest quadrant) are ‘Difficulty of Work’ and ‘Time Allocation.’ These two areas have proven challenging for our students over a number of years. Students obviously consider some of their learning difficult, but given our focus on increasing students’ cognitive demand, we are hopeful that they will come to see their true potential as challenged learners. Similarly, bringing time management to the fore will allow students the opportunity to realistically set time frames to suit their learning.

Staff Opinion Survey

The graph is virtually identical to the 2012 one with the highest scoring areas being ‘Staff Morale’ and

‘Student Focus’. Other high scoring areas included ‘Decision Making’ and ‘Professional Development’.

These results are very pleasing.

The areas to score below the others included ‘Discipline’ and ‘Feedback Recognition’. These are areas

which have shown some improvement in recent years however, they can continue to be focused on during

2014.

Accountability

Staff

Teacher Qualifications

All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 43

Post Graduate Qualifications 6

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce Composition including Indigenous staff

Workforce Composition

Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0 23.9 0 9.09

Persons 0 29 0 15

Staff Categories are: Clear goals Decision making Development Discipline Feedback/Recognition Leadership Moral Openness/Sharing Professional support Role Clear Standards Student focus

Annual Report 2013

Page 20

Financial Statement

Income by Funding Source

FUNDING SOURCE AMOUNT

1 Grants: State $24139.07

2 Grants: Commonwealth $97100.00

3 Parent Contribution $17099.25

4 Other $5000.00

Conclusion

Throughout 2013 Burton Primary School has achieved far in excess of what was stated on the Site

Improvement Plan. Of particular mention are the results in reading comprehension, especially in the early

years of schooling (see other sections of this report).

Similarly, the student attendance of 91% in 2013 is very close to the National Average. The school looks

forward to achieving even better attendance during 2014.

The pupil population has continued to grow throughout 2013. This we believe is a result of the

development of a seam-less curriculum from Birth to Year 7. The percentage of students exiting (the on

campus) Burton Park Preschool and enrolling at the school has greatly increased throughout the year. The

school will commence 2014 with 17 classes, which is one more than in 2013.

2014 promises to be a year of new ideas, change and challenges for Burton Primary School. Along with

growing enrolments, we welcome a new leadership team to the school.

The 2013 retiring Principal,

Mr Wayne Dobbins

welcomes new Principal,

Mrs Alison Lynch

to Burton Primary School,

who will commence duties in 2014.