2016 Annual Report - Maida Vale Primary Schoolmaidavaleps.wa.edu.au/resources/uploads/files/MVPS...

"It’s been wonderful teaching the kids for the past three weeks. I was so impressed with them, and how far they have come in such a short time. Dance Instructor

Maida Vale PS is a very easy school to love, with its beautiful staff, fantastic parents and children as well as the unique bush land setting. Departing teacher

Maida Vale Primary School Independent Public School

2016 Annual Report

Maida Vale Primary School A School of First Choice

Annual Report 2016 Page 2

Principal’s Address

Welcome to Maida Vale Primary School’s 2016 Annual Report.

At Maida Vale, we continue to deliver educational programs that encourage student to ‘Endeavour and Achieve’, with staff consistently working towards the realization of the school vision; ‘A motivated learning community that takes pride in its resilience and achievement of personal excellence’.

Our school has adopted two mantras that capture our desires for every child to reach their full potential in their individual area of interest;

• Every child matters every day. • Every child can be a high achiever.

Maida Vale sets a high standard of expectation for staff and students and the improvements in our NAPLAN results over the last 3 years, in the Year 3 cohorts particularly, is evidence that our approach to education is appropriate and filtering through the school. Our aim is to support these children as they move into the middle years and build upon the strong foundation that is developed from Kindergarten to Year 2.

The school has a focus on the Arts with every Year 1 – 6 child receiving quality weekly instruction in Music, Drama and Visual Arts. Learning is further supported with Italian and Physical Education instruction, including a Fundamental Movement Skills program delivered to Kindergarten and Pre-Primary.

A strong awareness of social capacities and emotional resilience is prevalent within the school and all staff recognises this as an area requiring deliberate development. The School Board has provided direction to the school with the response being a Health curriculum that focuses upon these school community’s needs.

In 2016, Maida Vale continued with its explicit instruction teaching methodology to ensure students have automatized learning concepts and were achieving grade level benchmarks. To further develop and enhance staff development the school engaged a recognised educational leader to work with teachers in the school and at the class level.

There is a strong sense of team at Maida Vale with staff holding high expectations of themselves and one another and this highly professional culture is determined and maintained by everyone within the organisation. Teachers consistently share their teaching expertise, experiences and resources for the betterment of student learning, clearly demonstrating the school is a place for learning for adults as well as students.

Maida Vale’s Administrative team, comprising of dedicated and experienced educators and managers, model their enthusiasm to staff, students and families. They demonstrate a genuine care for all members of the school community which is vital to the school’s success.

Student Outcomes and School Performance Within this report, you will find detail about Maida Vale Primary School’s 2016 NAPLAN performance as well as the highlights of the 2016 programs.

In 2016, the Year 3 cohort from Maida Vale Primary School made pleasing academic results progress against like schools, and in some instances significantly outperformed like schools. Progress from Year 3 to 5 (2014-2016) was not as strong but the range of data will reveal that better ‘value-adding’ progress was made than first appears. While deliberate plans and actions have been developed and implemented in 2016 to curtail this decline we continue to make no excuses for what we believe in and the outcomes we seek.

At Maida Vale Primary we believe clearly defined, and shared, learning intentions, closely linked to articulated success criteria, provide the students with the greatest opportunity to understand the concepts that are taught. These two elements, aligned to the provision of quality feedback to students, is essential to their overall success. We believe teacher interrogation of student data; using teacher, school and system tools, drives improvement and helps us identify the point of teacher delivery necessary for every child to grow.

The wider school community continues to be our best ambassadors in reaching our target of (being) ‘a school of first choice’. We continue to live up to our reputation as an excellent Independent Public Primary School with increasing demand for enrolment from within and out of the Maida Vale community.

We continue to enrol students, throughout the year, from families leaving both neighbouring private and public schools in response to the growing reputation of Maida Vale Primary going from a “nice little school” to being identified for its academic accomplishments over recent years, a dedicated gifted and talented class and our successful ‘Arts’, Physical Education and LOTE programs. Maida Vale is being seen as a school that delivers an ‘all round’ education. As we look towards the immediate future it is clear that the school is closing in on its enrolment capacity.

The School Board continues to be proactive in matters of feedback, curriculum direction and support of the school to the wider community. The Board has had representatives involved in school self-review, setting behaviours and direction for staff professional learning and has been included in the selection process of both class teachers and Administration staff, including the Principal.

This report captures a summation of Maida Vale Primary School across the 2016 school year for parents, staff, the wider community and prospective parents and employees. It highlights events, activities and learning that the school has participated in this year.

I look forward to a continued strong relationship with the school community and leading Maida Vale Primary into a future that is looking very encouraging. Darren Greaves Principal



Staff Profile Maida Vale Primary School has a staff comprising of 37members; • 2 Administrative Staff; Principal, 1 Associate Principals • 23 Teaching Staff • 12 Support Staff that include Manager Corporate

Services, Parent Liaison personnel, school maintenance and Education Assistants

As an Independent Public School (IPS) we have greater control over the overall governance of our school including the use of a one-line budget. Within this context we are now able to better manage the recruitment and appointment of our teachers and support staff, ensuring those best suited to the emerging needs of our school direction and students.

All staff of Maida Vale Primary are committed to ensuring that the students are at the centre of all decisions and there is a consistent focus upon the delivery of an excellent educational experience within an excellent educational environment.

Professional Learning Maida Vale Primary School is committed to providing professional learning for all staff that will further enhance the staff capacity and performance. This ensures the school maintains the delivery of quality instruction by comprehensively trained, capable and professional people.

In 2016 the staff continued to participate in a variety of professional learning (PL) both in and out of school time; • Explicit Teaching Model • Jolly Phonics • Coaching • Fundamental Movement Skills • CNAP—Customised NAPLAN Analysis Platform • Aboriginal Perspectives – Departmental PL • Leading Best Practice: Tablet Technology in School. • Brightpath (Writing assessment tool) • Language Conference (LOTE teacher) • Technology in Music Education (Music teacher) • Technologies in Physical Education (PE teacher) • Barefaced Stories workshop (Drama teacher) • Organisational Well-being and Psychological Resilience • HASS – Humanities and Social Sciences • Developing culturally inclusive teaching and learning • Introduction to Coding • Innovative strategies to teach writing • Introduction to Primary Connections • iMaths • Bronze Medallion • Curriculum familiarisation – H&PE • Selection Panel Training • Supporting Sustainable Schools in the School Community • WA Department of Education – CONNECT • Child protection and abuse prevention education

Student Profile In 2016, student enrolment peaked at 376 students. It is expected that school enrolments will increase to above 400 by the end of 2017.The school continues to receive enrolments from families from within and those moving into the area in addition to a high number of out-of-boundary enquiries.

This graph indicates student numbers for fulltime students in Years PP-6. In 2016, 40 Kindergarten students were enrolled.

The graph demonstrates the growing trend of increased enrolments with the 2014-15 downturn reflecting the loss of Year 7 students from primary schools

Student Attendance and Engagement In 2016, the average attendance at Maida Vale Primary School was 93.9%. This compares to the state average of 92.6%. The work undertaken by the school in engaging a dedicated School Attendance Officer who investigates student absences, ensured absences were tracked and the building of strong relationships with families experiencing low attendance, has having a positive flow on effect across the school. Students identified as ‘at risk‘ are continually monitored and supported.

Destination Schools The following table indicates 2017 destination schools for our 2016 student cohort.

A total of XY graduating Year 6 students were received either scholarships and or entry into gateway programs in the following schools for the 2016 school year.

Destination Schools Male Female Total

Kalamunda Senior High School 14 12 26

Aranmore College 1 1

Lumen Christi College 1 1

Darling Range Sports College 2 2 4

Lesmurdie Senior High School 2 2

Trinity College 1 1

Rehoboth College 1 1



Student Performance Maida Vale Primary School makes use of a diverse range of data collected from a number of sources including NAPLAN, (Years 3 and 5), Australian Council of Educational Research PAT (Standardized Progressive Achievement Testing Year 1 to 6), PM Benchmark, various program assessment tools, diagnostic assessments and classroom tests.

The school uses a range of these assessment devices to both predict student future performance and establish cohorts of target children, or use them to substantiate expectations.

The 2016 NAPLAN results demonstrate that our Year 3 students’ achievement rates are continuing to perform at or above expectations however out Year 5 results are not so have continued to progress.

The following tables and graphs provide a range of interpretations of the same data.

This table represents all the children who were tested in the 2016 NAPLAN tests and makes a comparative summary against expected performance for our school level (ICSEA).

2016 NAPLAN Comparison Tables below demonstrates the performance of students at Maida Vale Primary School compared to state and national performance. It also shows the performance of students within an expected ‘bell curve’.

Year 3 NUMBER 2016 TOP 20% 25 Middle 60% 66 Bottom 20% 20 School Mean 387 WA School Mean 395 Aust. School Mean 402 READING 2016 TOP 20% 29 Middle 60% 59 Bottom 20% 12 School Mean 430 WA School Mean 416 Aust. School Mean 426 SPELLING 2016 TOP 20% 18 Middle 60% 68 Bottom 20% 15 School Mean 415 WA School Mean 412 Aust. School Mean 420 GRAMMAR 2016 TOP 20% 28 Middle 60% 55 Bottom 20% 18 School Mean 443 WA School Mean 425 Aust. School Mean 436 WRITING 2016 TOP 20% 38 Middle 60% 50 Bottom 20% 13 School Mean 428 WA School Mean 414 Aust. School Mean 421

Year 5 NUMBER 2016 TOP 20% 17 Middle 60% 66 Bottom 20% 17 School Mean 474 WA School Mean 486 Aust. School Mean 493 READING 2016 TOP 20% 24 Middle 60% 62 Bottom 20% 14 School Mean 489 WA School Mean 495 Aust. School Mean 502 SPELLING 2016 TOP 20% 12 Middle 60% 70 Bottom 20% 19 School Mean 480 WA School Mean 488 Aust. School Mean 493 GRAMMAR 2016 TOP 20% 16 Middle 60% 60 Bottom 20% 23 School Mean 477 WA School Mean 499 Aust. School Mean 505 WRITING 2016 TOP 20% 23 Middle 60% 63 Bottom 20% 14 School Mean 464 WA School Mean 470 Aust. School Mean 475

Student Performance


The tables below indicate the Year 3 cohort’s performance against like school was on par or better than indicating that the Kindy to Year 2 program is developing a good foundation for moving forward.

Our Year 5 performance was predominantly on par with like schools in the majority of tests.

Student Performance


Maida Vale Primary Average NAPLAN Scores vs Like Schools

YO3 YO5

School Like Schools School Like

Schools Numeracy 386 388 474 478 Reading 430 408 489 481 Spelling 415 406 480 478 Writing 428 408 463 462

Grammar & Punctuation

443 415 477 486

Denotes above Like Schools Average The above data demonstrates Maida Vale Primary School’s mean NAPLAN performance for Year 3 and Year 5 for 10 areas tested.

From the data, it can be noted that the Year 5 cohort were comparable to like school’s average scores.

2014 – 2016 Value Adding (Mean score gains) The tables below demonstrate the average gain of the Year 5 cohort since their NAPLAN test is Year 3 2014. The second table indicates the progress from Year 5, 2014 to 2016 NAPLAN tests as Year 7.

Value adding gives an insight into how students are progressing and what influence Maida Vale Primary is having on their progress. Value-added measures can indicate in which areas and with which students, our school is performing well or performing below expectations.

Specialist Learning Areas


2016 Health and Physical Education

Perceptual Motor Program (PMP) Junior grades

2016 saw the introduction of a modified Perceptual Motor Program (PMP) for all Kindergarten and Pre-Primary. The program explored a range of fundamental movement skills such as balancing, climbing, rolling, throwing, jumping etc. in a low student to adult ratio.

The success of the program was reliant upon assistance and we received over 40 different parents, grandparents, EA’s and Year 6 students helping during 2016 as a result the program has been highly successful.

There were occasions when parent numbers dropped, particularly with the Pre-Primary classes, and this posed some minor challenges. However, with initial talks underway with Murdoch University regarding the possibility of students from the University assisting with PMP and fundamental movement skill assessment of students in 2017, it augurs well for the continued success of the program and the goal of all MVPS students being deemed competent in the 22 fundamental movement skills by the end of Year 3.

In the subsequent years of schooling (Year 1 and 2), the majority of the PE program is geared towards consolidation of the key skills taught in the Foundation and Pre-Primary years of schooling. From 2017, the introduction of a timetabled 60 minute block of class sport/physical activity, in addition to 60 minutes of Physical Education, each week will enormously benefit the continual improvement of these core skills in our Year 1 and 2 students.

Senior grades

While there is a focus on the continued mastery of the key fundamental movement skills, it is expected by Year 4 that students have a strong grasp of these skills, which then allows successful and confident participation in a range of game based activities.

Of particular importance in the Year 3, 4 and 5 PE programs, is the introduction and/or consolidation of key rules, skills and strategies associated with the team sports that MVPS participates in as a member of the Stirk Sports Association. These sports are cricket, netball, football and soccer.

Whilst the teaching and learning of these team sports takes up a considerable amount of the PE program throughout Term 1 and 2 for Year 3 and 4 students, additional activities are introduced at various intervals to ensure all children are engaged and have the opportunity to participate in an activity they may enjoy. Some of these alternative activities delivered in 2016 for our Year 3, 4 and 5 students were bocce, tennis and tee-ball. These activities were supplemented with the inclusion of guest presenters for rugby league (NRL Game Development Officers) and dance (dance instructor Emily Bowman).

Our Year 6 students, after 3 years of learning the intricacies of the core Stirk Sports Association sports, were introduced this year to the sports of golf, ultimate frisbee and sofcrosse. It is hoped that, in 2017, a relationship may be struck up with local Hillview Golf Course for the delivery of the golf program.

Other 2016 highlights

• The school was a successful recipient of an $800 grant from the Department of Aboriginal Affairs to conduct a Reconciliation project at MVPS. This funding was used to conduct an Indigenous Expo across all specialist learning areas in Term 3. A boomerang coach and boomerangs for the school were paid for as part of the grant.

• The Olympics were promoted in the HPE learning area through an organised lunchtime soccer competition for Year 4-6 students in Term 3. 50 students across these year groups organised their own teams and assisted with umpiring of the matches. This lead in to a staff versus students’ soccer match at the end of Term 3, which was well received by staff and students alike.

• MVPS Run Club was introduced in 2016 with resounding success. Over 90 different students participated in the before school training sessions in Term 2 in preparation for the Stirk Cross Country Carnival. The most pleasing aspect was the number of students participating who weren’t necessarily cross country athletes. The emphasis placed on being physically active is starting to resonate with our students. This will continue in 2017, with the season being extended to 6 weeks, instead of the 4 week season in 2016.

• Athletics season was again a highlight in Term 3, with the addition of a new jumping pit near the junior playground being welcomed by the school community. Thanks must go to Darren Greaves, Bob Finlay and Konway Challis for the installation of this pit.

• The support of the wider school community during intra and inter school carnivals continues to be extremely valuable and welcomed.

• Players and staff from the West Coast Eagles and Perth Scorchers visited our school during the year to promote their sports.



2016 Visual Arts Program One of the highlights this year has been the opportunity to develop a broader Arts Department. Visual Art, Music and Drama have all worked together to focus on common themes, culminating in our whole school end of term assemblies.

In term 1, year 5/6’s had a day at Cottesloe beach for the annual Sculptures by the Sea exhibition. This was not only an opportunity for students to be exposed to the works of contemporary artists but it was also the motivation for them to produce their own figurative sculptures in the art room. It was fantastic to see their inspiration from the excursion shine in the classroom! This will continue to be an annual excursion for year 5/6 students.

At the end of term 2 we celebrated NAIDOC week with a whole school assembly where students sang, danced and presented Indigenous inspired artwork. Staff, students and families experienced a sense of pride and satisfaction to see everyone come together is such a positive way!

In term 3, senior students had the opportunity to work with visiting artist Ilsa Bennion from ‘Art on the Move’. Ilsa introduced students to the works of Jimmy Pike, a well-known Indigenous artist from northern Western Australia. Students enjoyed creating works of art based on the style of Jimmy Pike. Ilsa’s knowledge and understanding of Indigenous art provided students with a fantastic opportunity to broaden their understanding of art in Indigenous cultures and support our term 2 Indigenous Art learning program.

The student art exhibition, as part of the Open Night, was a fantastic opportunity to showcase the wonderful array of artworks produced by the students at our school. Students from years 1-6 chose their favourite artwork created this year to be displayed in the exhibition. Opening the exhibition on school opening night was a great success with students and families coming in constantly throughout the night. It was a great way to meet parents/families and encouraging to get such positive feedback on the schools visual arts program. With the success of this year’s exhibition, it will continue to be an annual event on school opening night.

Student progress has been encouraging with children in the junior years confidently using visual arts terminology, visual texture or showing an understanding of colour theory. All students continue to take risks and are developing into confident, independent artists.

In 2017 one focus will be supporting students and parents with the application process into the Visual Arts Gifted and Talented Secondary Selective Entrance Program. Identifying gifted and talented students in year 5 and making contact with parents/carers to notify them of information evenings and important dates has begun in preparation for entry into the program for 2018. This is further enhanced by the work done with the Gifted and Talented Visual Arts Coordinator at Kalamunda Senior High to discuss how best to prepare and support our students in the application process. In 2017 students who have applied for the program will be supported in developing their visual art portfolio and offering weekly Gifted and Talented lunchtime workshops.

Next year efforts will continue in providing opportunities to have students’ artwork viewed by the school and wider community by displaying artwork in different areas throughout the school and at school events, such as school assemblies, parades and open days. There will be a greater emphasis on connecting students with the wider community by exhibiting student’s artwork at events such as the Darlington Arts Festival and Zig Zag Community Arts Festival.



2016 Languages: Italian This year, Italian as a second language has been taught out of a dedicated classroom to the students from Rooms 5, 6, 12, 13, 14 & 15. The Year 2 students in Room 3 undertook Italian Cultural Studies. Having a specific classroom dedicated to Italian was not only wonderful but most advantageous as it firstly allowed for the display of the many Italian resource posters purchased over the years, thus enriching the print environment for the benefit of the students. Being able to store all the numerous other Italian resources in the one classroom has also been very useful as they have been all at the teacher’s reach.

When learning a second language, it is not sufficient (as to retain in long-term memory) to just teach a set of vocabulary from a specific theme for a few weeks and then to not revisit that material again. The constant revision of taught information is of crucial importance. This is why the students studying Italian at Maida Vale PS are constantly revising previous lexicon and syntax and the material is offered in many different contexts, so as to extend and elaborate on their understanding of the language.

As set out in our 2016-17 Operational Plan for Languages: Italian, the targets encompass opportunities for students to commence the development of necessary Listening, Speaking, Reading and Writing skills in Italian so as to begin to understand and communicate with each other and Italian speaking members of our community, in Italian. Moreover, as a significant portion of the English language comes from Latinate sources, (60% of all English words having either Greek or Latin roots) by the students studying Italian they are conveniently also reinforcing their understanding of the basic framework of many English words.

We have covered many topics in Italian over the course of this year. The new foci having been School life, Seasons (including the comparing and contrasting of the seasons in the Northern and Southern hemispheres) and the Weather. Students have been provided with copious opportunities (through audio, visual and written texts) to extend their Listening, Speaking and Writing skills in Italian. Their skills in these areas have been measured using a range of summative assessments, including aural and reading comprehension tasks and a range of diverse assessments addressing their writing ability. Explicit teaching of content has been balanced with whole class revision games such as Tombola/ Bingo, Teste Giu’ Pollici Su!/ Heads down thumbs up, aural and written quiz games (students versing each other) and guessing games all of which have been enjoyed by the students.

The current Year 6 students studying Italian have covered 81% of the sixteen target questions mentioned in the 2016-17 Languages/Italian Operational Plan with 56% of them (students achieving an A, B or C grade) being able to understand and answer the questions.

Our two EXPO days for the Arts, Languages and PE this year were greatly enjoyed by all the students, including the junior grades Years 1 and 2. For our first EXPO day, for Languages, the children were taught in Italian, numbers from 1 – 30 and were then able to participate in a variety of Tombola l Bingo games. For our second EXPO day, that had an Indigenous theme, for Languages the students listened to a traditional Noongar story Koorlbardi wer Waardong (The Crow and the Magpie) in Noongar and were then taught how to pronounce a list of words from the story.

There is much planned in Italian for 2017 for the Years 3 – 6. Children will be able to join the “Italian Club” where they will be able to participate in a range of enjoyable Italian games during specified lunch times during the year. At least one Italian incursion (linked to the main topic being learnt by the students) is planned and a special Italian assembly is also in the pipeline!



2016 Music Program

Junior

The Junior Choir consisted of all Year 2 students who met once a week for half an hour, Wednesday afternoons. The Junior Choir performed very well at the Junior Stirk Fest and performed to the whole school in an Arts Assembly. Many Junior classes had the opportunity for “spontaneous” singing performances for other classes and to the school Administration.

For the first time, students from the Pre-Primary attended Music classes and feedback from their teachers and parents indicates that this was very popular with the students.

Senior

The Senior Choir performed again in the 2016 WAGSMS “Schools Make Music” program at Crown Theatre They also performed at Stirk Fest and at a school assembly. All performances received positive feedback from parents, principals and teachers from other schools and Crown Theatre staff. This year’s Senior Choir included Year Threes for the first time and consisted of fifty-eight students.

A significant change to the Music Program in 2016 was the addition of a class set of quality ukuleles. These have been very popular with students and will be a valuable ongoing resource. The ukuleles have been primarily used for students from Years 4-6 although Junior students have also been given. Thanks to the P&C for their contribution in purchasing these instrument.

Whole of School

Boom Percussion conducted a whole school incursion in Term One and provided excellent modelling of the use of found objects for use as instruments and compositional techniques.

Students learnt two Aboriginal songs which were performed at the Term 2 Indigenous Arts Assembly. Whole school singing was conducted at some assemblies and before schools on Thursdays during Term Two.

The Specialists Expo Day provided students from Years 1-6 to perform in multi-aged performance/jam sessions.

The Music Room during the open night was well attended and students had the opportunity to demonstrate understandings of instruments to parents

School of Instrumental Music (SIM) Program

The Flute and Guitar SIM Program Teachers have reported that the students involved have engaged well during lessons, have developed well and have been consistent in their practise requirements.



2016 Drama Program The introduction of Drama into the school curriculum has been positively received by staff, students and within our school community. Students have been introduced to essential drama elements: characterisation, role, setting, conflict, improvisation, script, playbuilding, tension, relationships. Alongside this focus has been the development of key performance skills through the appropriate use of voice, movement and space. Students have been encouraged to work collaboratively to problem solve, create, rehearse, perform and respond to drama. Topics/themes included: teacher-in-role, Aboriginal Dream time stories and performance, Commedia Dell’Arte, script work and whole class playbuilding. These themes have been reflected in the Arts assemblies which occur once a term.

A Specialist Expo was also developed and implemented. All students participated in short, theme focused activities in all specialist areas while in groups of mixed years. This promoted positive relationships between year groups and a celebration of the Specialist areas.

In terms of extra-curricular opportunities, 38 students participated in an evening of one act plays (“Sideway Stories at Wayside School’, “Hansel and Gretel”, “Eat the Cake’). Auditions were held (83 students auditioned) and rehearsals occurred 3 lunch times per week. Students from Year 1 - 5 were involved. The cast performed for the whole school at Swan View SHS Performing Arts Centre. Students were enthusiastic and committed though out the process.

Supportive feedback was received from parents;

“I just wanted to say a big thank you for all the effort you put into “Once upon a tale”.

It was wonderful to see the show on the big night. The children performed their parts so well and it was such a proud moment for parents.

Our daughter really enjoyed being a part of the Hansel and Gretel story. Thank you for all your support and hard work to make the production possible.”

Peta and Chad

“I just wanted to say thank you and congratulations on an amazing show last night. It's actually pretty astonishing what you were able to achieve with such a big group of kids from year 1 all the way up to 5. My son had a wonderful time, and has discovered a new love for drama this year.

There were so many moments to treasure last night - those hilarious elves, the wonderful ugly sisters and the sassy magic mirror among them. Please thank all your family assistance too, such a big effort!

Looking forward already to next year's undertaking!”

Jonathan

“I would like to say a big thank you for last night’s performance. The kids were all absolutely wonderful, and you did an amazing job getting such a huge performance together without a hitch. You also did a great job inspiring my son as I didn't know he could do what he did last night, thank you. I think he has loved every minute.”

Anja



Technologies This year Maida Vale has embraced Technologies in the classroom with the purchasing of 60 iPads to be shared amongst all areas of the school.

Initially, 30 iPads and a sync box (to allow for the iPads to be easily charged and synced at one time) were purchased in September with the assistance of funds from the P&C.

Following the successful application for a grant from from Bendigo Bank – Forrestfield and the positive uptake of the technology by teachers and the incorporation of the iPads into their classrooms, the school then purchased a further 30 iPads to cater for the division of needs between the senior, junior and specialist areas.

Our ‘Technologies’ goal is to incorporate the use of iPads as an exciting and innovative tool for teachers to incorporate into their programs across all learning areas in accordance with the Australian Curriculum. As technology progresses so does the need for our students to be comfortable to use technology throughout their day. Our plan is to upskill our staff so that they can be proficient in the execution of using iPads throughout their lessons.

In addition to the iPads the Education Department of WA funded all government schools with the following resource kits for STEM (Sciences, Technologies, Engineering and Mathematics):

Description of resources Quantity Wonder Workshop – Dash and Dot Wonder Pack

3

Makey Makey Classic 5 Osmo Starter Kit and Numbers 3 Little Bits (Base Kit) 3 Sphero SPRK Edition and Clear Cover 3 Edicson Robots (EdPack) 15 JayCar – Snap-on 80 in 1 Electronics Kit

15

iPads 3 Itunes cards ($20 value each card) 3 Minecraft (pre-loaded onto each iPad)

Our main Technologies focus for 2017 is to provide all teaching staff with the opportunity to access targeted professional learning to enhance their teaching, learning and assessment knowledge and skills which will produce increased outcomes for students in the learning area of Digital Technologies. The project we are interested in implementing is provided by Datacom Education and aligns with our Business Plan Focus Areas.

The implementation of the project will build capacity, sustain and up skill teachers (in contemporary and evidence based pedagogical practices) to address the diverse and changing needs of our students to achieve improved outcomes. This program will address the requirements of the school to meet the two strands outlined in the rationale and scope and sequence of the Australian Curriculum (Technologies) – Digital Technologies and Design and Technologies.

Teachers will receive support in co-designing curriculum and assessment tools aligned to the Australian Curriculum. This will ensure teaching programs and assessments are purposeful, fair, educative, school wide, informative and part of the teaching, learning and assessment cycle. This project is an ongoing, on-site and reflective type of professional learning which has been proven to be highly effective in generating transformational teacher change.

In addition to the up skilling of staff, we would like to add to some of the resources distributed by the Education Department for STEM to enable them to be used in a whole class situation. This would include purchasing more of the following items:

Description of resources Wonder Workshop – Dash and Dot Wonder Pack Makey Makey Classic Osmo Starter Kit and Numbers Little Bits (Base Kit) Sphero SPRK Edition and Clear Cover

Student Services


2016 Student Services This year has been another busy one for the Student Services Team. The greatest change being the employment of our School Psychologist, Tim Hardy Atkins for a second day each week. The purpose of this investment was to introduce Mindfulness into specific class rooms where at least one student had been diagnosed with severe anxiety. (see the table below) Tim worked alongside the teachers to present activities which provided support for students, sharing practices that empowered students to think positively and have more control over their thoughts and emotions. Students were encouraged to retrain their thinking so that they were focussed on the present and were able to live in the moment rather than worrying about issues (often out of their control). The success of the intervention depended upon the severity of the anxiety with specific students as well as the continuity of the program in class rooms. Tim has also worked individually with some identified students to develop greater resilience and self-confidence in order that they can cope with the daily demands both pastorally and educationally. Students who regularly have worked with Tim have all indicated the value of this opportunity and a number of these students no longer requiring ongoing support as a result of the interventions during this year.

The number of parent formal requests for Student Services support this year evidences the ongoing trust and community belief that the team’s interventions make a difference at Maida Vale Primary. Parent’s initial requests are generally made via the class teacher however once an issue affecting a child’s ability to access the curriculum fully has been raised there is an ongoing positive relationship between the school and the parents as their child is assessed, provided with specific interventions, reviewed and then monitored throughout the remainder of their time in the school. Students also approach Team members with confidence and trust when they recognise they need some extra support or advice. Developing and maintaining positive relationships with our students is a priority for the Student Services Team in order that there is an open opportunity for difficult conversations to occur. During the transition to local high schools Student Services liaises with parents to attend hand over meetings involving all stakeholders involved with students who have been identified as having extra needs in our school. The meetings are valued by parents, agencies and high school administration. Maida Vale has been recognised and congratulated by those high schools for initiating this practice. We are the only local school in our area to undertake such a thorough and professional transition process.

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4

6

8

10

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Vision Autism Behaviour Health Emotional Hearing Pastoral LearningConcerns Mental

Health DCPSpeech

STUDENT SERVICES SUMMARY 2016

Progress against targets as outlined in Business Plan 2015 - 2017


Below is a summary of our progress against the school’s targets as documented in the 2015 - 2017 Business Plan. Key Focus Area One: Outstanding Teaching & Learning

School Targets 2017 Achievements 2015 Milestones 2016 Achievement 2016 1.1 Annually increase the % of student cohort in the top 20% in all NAPLAN tested areas. 1.2 95% of student population in both tested years above minimum standard in all areas. 1.3 School mean above ‘like’ schools across all areas in both tested years.

1.4 Comparative Performance is above the expected school mean.

Year 3 Results 1.1 Numeracy – 17% Reading – 21% Spelling – 17% Conventions – 26% Writing – 33%

1.2 Numeracy 91% Reading 93% Spelling 95% Grammar/ Punctuation 93% Writing 100%

1.3 MVPS Like School Numeracy 398 Numeracy 387 Reading 435 Reading 407 Spelling 418 Spelling 398 Gram/ Punc 443 Gram/ Punc 419 Writing 435 Writing 404 1.4 Obtaining a green box is highly valued and is determined by results that are greater than 1.0 standard deviations above the expected performance (0.0).

Year 3 1.1 Numeracy – 5% Reading – 15% Spelling – 10% Conventions – 15% Writing – 7% 1.2 93% above minimum standard in all areas tested.

1.3 Numeracy – Well above like school mean. Reading – Well above like school mean. Spelling – Well above like school mean. Conventions - Well above like school mean. Writing – Well above like school mean. 1.4 Numeracy – more than one standard deviation above the predicted school mean Reading – more than one standard deviation above the predicted school mean Spelling – within one standard deviation of the predicted school mean Conventions – more than one standard deviation above the predicted school mean Writing – more than one standard deviation above the predicted school mean

Year 3 Results 1.1 Numeracy – 25% (2016 Reading – 29% (2016) Spelling – 18% (2016) G&P – 28% (2016) Writing – 28% (2016)

1.2 Numeracy 100% (2016) Reading 100% (2016) Spelling 100% (2016) Grammar/ Punctuation 92% (2016) Writing 100% (2016)

1.3 MVPS Like School Numeracy 387 Numeracy 395 Reading 430 Reading 416 Spelling 415 Spelling 412 Grammar/ Punctuation 443 Gram/ Punct 425 Writing 428 Writing 414 1.4



School Targets 2017 Achievements 2015 Milestones 2016 Achievement 2016 1.1 Annually increase the % of student cohort in the top 20% in all NAPLAN tested areas. 1.2 95% of student population in both tested years above minimum standard in all areas. 1.3 School mean above ‘like’ schools across all areas in both tested years.

1.4 Comparative Performance is above the expected school mean.

Year 5 Results 1.1 Numeracy – 0% Reading – 11% Spelling – 3% Conventions – 11% Writing – 6%

1.2 Year 5 Numeracy 92% Reading 92% Spelling 83% Grammar/ Punctuation 86% Writing 80%

1.3 The Year 5 cohort under-performed ‘like’ schools from across the state, quite considerably in 3/5 of the tested areas. MVPS Like School Numeracy 436 Numeracy 481 Reading 462 Reading 483 Spelling 456 Spelling 487 Grammar/ Punctuation 447 Grammar/ Punctuation 489 Writing 447 Writing 465

1.4 Obtaining a green box is highly valued and is determined by results that are greater than 1.0 standard deviations above the expected performance (0.0).

2013 Year 3 2015 Year 5 Numeracy -1.5 -1.3 Reading -0.6 -0.2 Writing -0.8 0.1 Spelling -0.5 -1.3 G & P -1.2 -0.9

Year 5 1.1 Numeracy – 20% Reading – 15% Spelling – 20% Conventions – 20% Writing – 20% 1.2 Numeracy – 95% Reading – 90% Spelling – 95% Conventions – 95% Writing – 95% 1.3 Numeracy – Well above like school mean. Reading – Well above like school mean. Spelling – Well above like school mean. Conventions - Well above like school mean. Writing – Well above like school mean 1.4 Numeracy – more than one standard deviation above the predicted school mean Reading – more than one standard deviation above the predicted school mean Spelling – within one standard deviation of the predicted school mean Conventions – more than one standard deviation above the predicted school mean Writing – more than one standard deviation above the predicted school mean

Year 5 Results 1.1 Numeracy – 17% (2016) Reading – 24% (2016) Spelling – 12% (2016) G&P – 16% (2016) Writing – 23% (2016)

1.2 Numeracy 93% (2016) Reading 88% (2016) Spelling 95% (2016) Grammar/ Punctuation 95% (2016) Writing 98% (2016)

1.3 MVPS Like School Numeracy 474 Numeracy 486 Reading 489 Reading 489 Spelling 480 Spelling 480 Grammar/ Punctuation 477 Gram/ Punct 477 Writing 464 Writing 470

1.4



School Targets 2017 Achievements 2015 Milestones 2016 Achievement 2016 1.5 All children identified for academic extension will perform in top 20% in Year 3 & 5 NAPLAN Reading & Writing. 1.6. 80% of Year 7 (from Maida Vale PS) will achieve Band 8 in Year 7 NAPLAN in Numeracy, Writing and Reading.

1.5 No data for Year 5 as first year of program Reading – 5/5 in Top 20% Writing – 4/5 in Top 20% (just out) 1.6 Numeracy – 15% Band 8 and above Writing – 5% Band 8 and above Reading - 21% Band 8 and above

1.5 Gather data for relevant students in Year 5 NAPLAN and compare to individual results for Yr. 3 2014 1.6 80% of Year 7 (from Maida Vale PS) will achieve Band 8 in Year 7 NAPLAN in numeracy, Writing and Reading.

1.5 Year 3 – Reading- 4/8, 2 close, 2 out Writing – 5/8, 3 out Year 5 Reading – 3/5, 2 close Writing – 3/5, 2 out 1.6 Numeracy – 13% Band 8 and above Writing – 10% Band 8 and above Reading - 16% Band 8 and above



Key Focus Area Two: Excellence in Staff Capacity (teaching & leadership) School Targets 2017 Achievement 2015 Milestones 2016 Achievement 2016 2.1 Progress of the stable cohort from Year 3 – 5 will demonstrate positive trends in the percentage of students making moderate, high and very high progress in NAPLAN Numeracy and Reading. 2.2 Results in ACER Science Standardised Testing demonstrate an improvement over the testing years – early Year 4 and late Year 6. 2.3 All staff participate in ‘Review of Professional Performance’ (RoPP) including classroom observations, , self-reflection against AITSL professional standards and school commitments and the development of Personal Improvement Plans.

2.1 Value Adding 2013 - 2015

2.2 Compare 2016 to 2015 Yr. 6 results. 2016 will see the first year of formalising the School Wide Benchmarks across Reading, Maths and Spelling using both the School Assessments and the School Curriculum and Standards Authority judging Standards. These expected benchmarks will also be provided to parents, relevant to their child’s year level. 2.3 Ensure 100% of all teaching staff participates in RoPP process. The formal element of ’Review of Professional Practice’ (RoPP) occurred for every teacher across the school (100%). This involved each teacher meeting with the Principal and discussing results of the students, using the school and system standardised tests, with particular attention on those children individually identified in the Operational Plans. This formal process was supported by the ongoing ‘informal’ professional conversations that occur across the school. By the end of Term 1 2016 all ancillary staff who work directly with students participated in a Review of Professional Practice. This resulted in 80% of ancillary/ support staff participating in the process.

2.1 Commence data tracking for NAPLAN Yr. Yr. 3 2014-5 2016 2.2 Set school benchmark Yr. 4 Compare 2016 to 2015 Yr. 6 results. 2.3 Ensure 100% of all staff participates in RoPP process.

2.1 Value Adding 2013 - 2015

2.2 Compare 2016 to 2015 Yr. 6 results. 2016 will see the first year of formalising the School Wide Benchmarks across Reading, Maths and Spelling using both the School Assessments and the School Curriculum and Standards Authority judging Standards. These expected benchmarks will also be provided to parents, relevant to their child’s year level. 2.3 100% of teaching and non-teaching staff participated in Career Development Conversations in the last 12 months with all teachers meeting with the Principal to conduct ‘Annual Performance Review’ conversations in Term 4. This included Specialist Teachers for the first time



School Targets 2017 Achievement 2015 Milestones 2016 Achievement 2016 2.4 Staff survey results reflect positively upon operations and leadership of the school. 2.5 Percentages of teacher allocated grades in English, Maths, Science and History to align with like school distribution.

2.4 Staff, Student and Community surveys scheduled for 2016. 2.5 Percentages of teacher allocated grades in English, Maths, Science and History to align with like school distribution - < > ½ %

2.4 Staff survey results promote minimal actions to school operations. 2.5 Percentages of teacher allocated grades in English, Maths, Science and History to align with like school distribution - < > ½ % Available system data has changed to Numeracy and Reading in Years 3, 5 & 6 only

2.4 Staff, Student and Community surveys returned strong to very strong results in school performance and operations. Return from community still low (15% of population). 2.5 Percentages of teacher allocated grades in Numeracy and Reading to align with like school distribution - < > ½ %



Key Focus Area Three: Quality Learning Environment (providing a vibrant, safe and engaging learning environment) School Targets 2017 Achievement 2015 Milestones 2016 Achievement 2016 3.1 Achieve zero students with unexplained absences. 3.2 Lift Kindy and Pre-primary attendance to greater than 90%. 3.3 Whole school attendance greater than like school average and averages 95%. 3.4 Student surveys reflect positively upon the teachers, leadership and safety of the school. 3.5 Annual increase in students receiving higher level ‘Virtues’ awards – Silver/ Gold Stars.

.1 The only student within the ‘severe’ category with unexplained absences is currently receiving additional support from the ‘Regional Attendance Officers’ so the issues are larger than the school. Outside of this individual this target was met. 3.2 Overall attendance results for Kindy was: 93% Overall attendance results for PrePrimary was: 91% 3.3

3.1 Reduce ‘Moderate’ category to zero unexplained absences. 3.2 Kindy attendance 92% PP attendance 92% 3.3 Whole school attendance 95%

.1 End of Semester 1 there were 0 unexplained absences Half was through Semester 2 is 1 but this is the same student/ family as 2015 and is being managed at a Regional level. 3.2 Kindy Attendance Semester 2- 96.1% PP Attendance Semester 2 – 92.4% 3.3 Semester 1 attendance – 94% Semester 2 (to date) – 91.8%

Finance


Maida Vale PS Financial Summary as at

22 November 2016

Finance


Finance


Finance


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