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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