ANNUAL REPORT - Department of Education

ANNUAL REPORT

16

community · collaboration · contemporary

The National Quality Standard Verification

reported an exemplary Early Years Education

program at Piara Waters Primary School. NAPLAN

results remained positive against like schools

and the Arts continued to be the lens through

which so much of our curriculum was taught.

As a Teacher Development School for Media

Arts & English we continued to support and

develop others across the profession through our

popular MAT CHATs. Our Cultural & Linguistic

Diversity Framework (CALD) and Language Arts

program evolved to include Global Language

Studies, Hindi, Mandarin and French. Our

parent guided tours throughout the year and

our Annual Open Day provided parents and

community with the opportunity to experience

our teaching and learning culture first hand.

Throughout 2016 we also supported the

wider profession in partnership with the

universities and many other training bodies.

We supported 16 university practice teachers,

6 SEDA students, work experience students,

trainee Education Assistants and volunteers.

Student leadership became an increasing

focus for our school with the inclusion of

student councillors, faction leaders, Whole-

school Collaboration (WSC) leaders, Cultural

& Linguistically Diverse (CALD) Ambassadors

and Friendly School Plus Buddies. Students

led assemblies, WSC events, carnivals and

hosted public dignitaries and visitors to the

school. To support the development of student

leadership all student leaders attended the GRIP

Student Leadership Development Program.

Principal’s Message

It is with great pride that I present to

the school community Piara Waters

Primary School’s 2016 Annual Report.

As an Independent Public School in its

fifth year of operation, Piara Waters

Primary School has become renowned

for the exceptional learning experience

it offers to all students, and for its spirit

of community. Student achievement

and a growing reputation have now

established Piara Waters as a Primary

School of first choice for many families

in the Piara Waters and Harrisdale areas.

Piara Waters Primary School Annual Report 20162

Whole-school Collaboration (WSC) continued to

be an opportunity for all students to collaborate

and engage in team building and problem solving

activities, strengthened by a new whole-school

positive rewards system. Goldie tokens and Pizza

with the Principals proved to be highly prized

incentives for students in 2016. WSC became a

strong platform for our Strategic Plan Focus 5 –

Contemporary and Adaptive Learning Environments

Establishing our Community, Family and Student

Services Centre with the addition of our Media

Communication Officer and our Parent Community

EA has ensured that our work to support the needs

of our community has developed significantly

during 2016. The articulation of our whole-

school communication strategy and the design

of our Parent and Community Relationship

Framework further enhanced the connections

we have within and beyond our school. Our

relationships with the P&C and the many partners

and Friends of Piara Waters Primary School are

further testimony to our reputation as a school

committed to enhancing the spirit of community.

The spirit of our community was further

displayed at another successful Harmony Day.

Our distinguished guest, Mr Colin Pettit, Western

Australia Commissioner for Children, was

greeted by our CALD Student Ambassadors who

represented the 52 different spoken languages

across our school community. Our ANZAC

Day Assembly gave us once again the time

and space to reflect on past Australians who

gave so much to protect our future world.

Other distinguished guests to our school in

2016 included Mr Peter Collier Hon. Minister

for Education, Mr Joe Francis Hon. Minister for

Fisheries; Correctional Services and 42 visitors

from Ministry of Education Malaysia who came

to observe our Early Childhood Classrooms.

2016 was also a great year for the growth of our

sport and physical education community with

Piara Waters Primary School students awarded

numerous trophies for their achievements.

Our end of year concert adopted the theme of

sporting community in recognition of the number

of outstanding achievements of our students.

Our Annual Book Awards for Academic

Excellence, Citizenship, Sports the Arts and

Language Education provided an end of

year outstanding display of achievement.

Year 6 Graduation was a significant event for

those transitioning to Senior High School.

The school has come such a long way in such

a short space of time and is truly an exceptional

school for one so young. Without a doubt our

school community brings to life its commitment

to the vision: Community - Collaboration –

Contemporary. This is a vision which continues

to underpin our teaching and learning framework,

our educational programs and the way in which

we work together as a whole-school. It is a

wonderful endorsement of the commitment,

hard work and the spirit of community we

associate with Piara Waters Primary School.

It is my privilege to lead Piara Waters Primary

School and I thank our amazing staff, families

and students for their ongoing support. We will

continue to build on these strong foundations.

Ruth Proslmeyr Principal Piara Waters Primary School

Piara Waters Primary School Annual Report 2016 3

Piara Waters Primary School opened in February 2012 catering for students in Kindergarten

to Year 6. It is located in the suburb of Piara Waters (South Metropolitan Education Region).

Piara Waters Primary School was granted the status of an Independent Public School in 2015.

The community has undergone a rapid expansion from a population of only 94 people in 2006

to 2,589 in 2011. The population is further expected to grow to over 8,000 by around 2021.

Professional migrants from all over the world make up most of the local population and a

considerable number of those are FIFO workers.

Our Diverse community

We value highly the cultural and linguistic

diversity of our school community and consider

it a great strength in our global world. In 2016

our school community included 385 students,

(or almost 50% of students) enrolled, speaking

52 Languages or Dialects other than English -

most significantly Hindi, Mandarin and Malay.

1.4% of enrolled students at the school were

Aboriginal. We expect this diverse representation

of world cultures to rise as our school continues

to grow and as the community welcomes an

increasing number of families from overseas.

Our Vision

Our school’s vision of Collaboration-Community-

Contemporary has underpinned all school

processes and decision-making around learning

programs and staffing. Piara Waters Primary

School proudly offers an inclusive learning

environment where every student has the

opportunity to experience success. We have

continued to provide a progressive learning

environment where teaching programs and

assessments are based upon current research

and evidence-based practices. We aspire to being

known as a contemporary learning environment

that empowers students to learn, grow and thrive

as active citizens who will positively contribute

to their community and to the wider world.

School Information


Contemporary Learning

We provide a contemporary learning environment

where teaching programs are based upon

current research and evidence-based practices.

Staff here believe that students benefit from

explicit instruction in their development of social

skills. A specific focus in ensuring a balanced

(academic and social/emotional) program

is provided for students and is a key priority

included in all aspects of our school planning.

Friendly Schools Plus has been a major whole-

school influence in our Behaviour Education

Program at Piara Waters Primary School

Teacher Led Research

Developing our own teacher led research culture

is an ambitious strategy at Piara Waters to ensure

that everything we provide is underpinned by

educational purpose and need, in the context of

our community. We are proud of our reputation

in setting high standards for both academic and

social/emotional achievement for all. This has

been acknowledged in state wide recognition as

a Teacher Development School, by the School

Curriculum & Standards Authority Western

Australia, the Department of Education Office

of Early Childhood Education, the Modern

Language Teachers Association of Western

Australia, the Asia Education Foundation and The

School of Special Educational Needs; Disability.

In realising these great achievements for our school we give special thanks

to our Friends of Piara Waters School Business Partners:

Piara Waters P&C, Piara Waters Pirates Football Club, OSH Club Australia, Creating

Communities, Stocklands New Haven, Winthrop Australia, The Indian Society of Western

Australia, Commonwealth Bank, SEDA, Edith Cowen University, Murdoch University,

Curtin University and the Western Australian Primary Principals Association.


We are very proud of our activities, events and achievements and celebrate them continuously

with the community. Our website is the platform which is used to communicate to

our community throughout the year. http://www.piarawatersps.wa.edu.au/

Highlights from Piara Waters Primary School are uploaded every week to the school website

for public viewing. The information below provides a snapshot of significant highlights

that occurred at Piara Waters Primary School throughout the 2016 school year.

There are too many highlights to share, but some examples are listed below.

Highlights of 2016

l Harmony Day

l ANZAC Day service

l Year 6 winter carnival

l Grip Leadership (Years 6)

l NAPLAN

l Easter Bonnet Parade

l Mother’s Day

l Swimming

l Pizza with the Principal

l Whole-school Collaboration

l Athletics carnival

l Interschool cross country 4-6

l Father’s Day

l Dance sport

l Year 6 Graduation

l End of year Concert

l Athletics Carnival (interschool)

l Book Fair

l Boomerang Incursion

Semester One Semester Two

6 Piara Waters Primary School Annual Report 2016

At Piara Waters Primary School we have a total of 79 staff (65.4 full time equivalent), with

43 teaching staff, 31 non-teaching staff and 5 in the leadership team (Principals and Deputy

Principals).

Delivering the Curriculum

Our staff are committed to developing and

delivering a connected Western Australian

Curriculum through team based approaches

where we learn from, with and on behalf

of each other. The staff use the common

language of iSTAR to discuss teaching and

learning and to effectively respond to a wide

range of student data. This enables staff to

employ whole-school connected practices to

support each other in teams and to articulate

and engage in professional learning.

Professional Learning and Leadership Development

The school has developed two main Professional

Learning Community structures to support the

teaching staff to participate in learning phase

(Collaborative Learning Team CLTs) and curriculum

teams (Curriculum Operational Group COGs).

In addition to these two professional learning

communities, the school has three school

improvement reference groups where teachers

can work to improve the Early Years (National

Quality Standards), provide professional learning

internally and externally through English and

Media Arts (Teacher Development School) and

influence future school innovation through

the Big Ideas and Innovation Group (BiiG).

The Piara Waters Leadership Continuum has

also provided a clear pathway for teachers to

pursue their own leadership ambition across

and beyond the school. Staff participate in a

regular round of walkthroughs and are also

encouraged to participate in a wide range

of committees for their own professional

development in areas such as finance, the

School Board, and Staff Wellness. The creation of

these conditions for teacher leadership enables

everyone to influence school improvement.

Staff Information & Professional Learning Communities


Enhancing Performance

The school furthers engages in a rigorous

Performance Management process which

places the importance on the ‘self-developed’,

‘self-directed’ teacher in order to better achieve

social, emotional and academic results for their

students. These structures of professional leaning

communities, reference groups and performance

management allow our school to develop the

capacity for high-quality teaching and learning

across all career stages for teachers from a

graduate entry through to being a school leader.

The process allows for staff to work with their

line manager to select two goals each year: an

accountability goal linked to teaching and learning

in Literacy and Numeracy, and a personal goal. As

part of the goal setting process, the teachers and

line manager work out a schedule of support for

the teacher and the body of evidence required to

demonstrate that they have achieved their goals.

At the end of the year, a review process is taken

where the body of evidence is provided and a

reflective process is undertaken. The final step

is a feedback process where the line manager

provides written feedback to the teachers in order

to continue to allow them to improve. The most

advanced teacher will adopt an action learning

approach which can then be shared across the

school to support wider organisational learning.

Throughout 2016 as a school we also supported

the wider profession in partnering with

WA universities, the Teacher Development

Schools, Department of Education State

Wide Services, the Ministry of Education

Malaysia and other training bodies to support

the training of developing teachers.

School PrincipalDepartment of Education

Corporate Services & Business Manager

Senior Teachers

Staff Leadership

Executive - L3 Deputy Principles

Extended - L2 Techer Leadership -

Coaching Team

Parent & Community Leadership

Associate Leaders & Partners

Lead/Team Teachers

Student Leadership

SYSTEMS LEADERSHIP & MANAGEMENT

STRATEGIC LEADERSHIP & MANAGEMENT

ORGANISATIONAL LEADERSHIP & MANAGEMENT

OPERATIONAL LEADERSHIP & MANAGEMENT

School Governance - Board

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Community Leadership Pathways


Student Information

Enrolment Trends 2015-2016

At the commencement of the 2016 school

year Piara Waters Primary School had 797

students enrolled from Kindergarten to Year 6.

From 2015 to 2016 enrolments declined as a result

of another new Primary School being established

in the neighbouring suburb of Harrisdale and

primary schools no longer catering for Year 7

students. However, the predicted sharp downward

trend did not eventuate, with the population in

the local area continuing to increase. As the

suburb continues to grow the future trends are

once again a predicted increase in numbers of

students enrolling at Piara Waters Primary School.

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2016 Language Diversity at Piara Waters Primary School

In 2016 there were 52 home languages other than

English were spoken by students at Piara Waters

Primary School. This makes Piara Waters Primary

School one of the most linguistically diverse

schools in Western Australia. We were honoured

to host Mr

Colin Pettit, WA

Commissioner for

Children, to our

2016 Harmony

Day celebrations

and to have

our students

feature on the front page of his Annual

Report to Parliament. The home languages

spoken by students other than English were

mainly from the Indian sub-continent with

Malayalam and Mandarin being the most

widely spoken languages other than English.

2016 Attendance Data

The Department of Education’s Attendance

Policy stipulates a clear series of actions that

must be taken in cases of students at risk of

low attendance. Using a case management

approach teachers are constantly updated with

training that supports them to adhere to the clear

process of recording, tracking and following-

up student attendance. Parents, teachers and

the Deputy Principal in charge of managing

student attendance communicate regularly to

monitor attendance and support at-risk students.

They regularly analyse data and implement

strategies to address attendance issues.

In all Year levels Piara Waters Primary School

has recorded attendance figures higher than the

Western Australian Public School average. Our

school has also recorded a steady improvement in

attendance since 2014, due largely to a consistent

whole-school approach to monitoring, reporting

and responding to attendance data and concerns.

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Piara Waters Primary School Attendance

94.3%95.3%

92.7% 92.6%

WA Public School Attendance

Primary Attendance Rates

The ‘Attendance Profiles’ demonstrate that while

the majority of our students sit within ‘Regular

Attendance’, this percentage decreases from

Semester One to Semester Two. This is in part

due to a higher number of parents taking their

students on extended Christmas Holiday Breaks.

Semester One and 2 Attendance Profiles:Attendance Profile 2016 Semester One Attendance Profile 2016 Semester Two


Authorised and Unauthorised Attendances

This line graph indicates the percentage

of students being absent from school for

authorised and unauthorised reasons. The

increase in ‘Unauthorised’ reasons from 2015

to 2016 is partly a result of increasing numbers

of parents taking holidays to return home

and visit families during School Terms. As our

school enters its fifth year, many families are

making these return holiday trips to see their

families from all continents across the world.

Piara Waters Primary School has initiated a variety

of strategies to minimise these unauthorised

vacations, and to maintain and improve our strong

attendance data. We have begun communicating

the hashtag, #dontmissoutpwps, as a strategy

to remind parents that their children are missing

out on vital learning when their children are away

from school. We also inform parents what key

learning their children missed out on through

letters, and send out regular reminders for parents

to give reasons when their children are away.

When a student’s attendance is flagged as ‘at-

risk’, teachers and parents are required to work

together to establish Attendance Improvement

Plans, with the aim to support parents and

their children in improving their engagement

at school. If these actions do not result in a

change of attendance then parents are asked

to attend Attendance Advisory Panels. These

panels investigate means of supporting families

and make recommendations for improvements

to attendance in a supportive manner.

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2017 Sem 1*2016 Sem 12015 Sem 12014 Sem 12013 Sem 12012 Sem 1


Focus Areas in 2016In 2016, Piara Waters Primary School aimed to

improve all Non-Academic Outcomes of student

learning by aligning existing policies with the

Department of Education’s updated ‘Student

Behaviour and Procedures’ guidelines. We believe

that a whole-school approach to improving ‘Non-

Academic’ areas of education is fundamental,

leading to the development of the following

visual model for Non-Academic Success:

Student Social/Emotional and Behavioural Outcomes

Whole-school

Behaviour Education

Model


We focus on four key areas within ‘Non-Academic

learning’: Attendance, Behaviour Curriculum,

School Values, and School Expectations for

Learning. Surrounding this is our school’s vision:

Collaboration-Community-Contemporary.

With explicit focus on these areas of education,

we can manage students social and emotional

learning and behaviour through explicit restorative

and supportive processes, as indicated in the

centre of the model. Through implementing

this model across the school and community,

we conducted the following actions in 2016:

l Conceptualised the Whole-School Behaviour

Education Model for students, staff, families

and other key stakeholders in the community

l Provided professional learning for all

new and existing staff on the Friendly

Schools Plus Social and Emotional learning

program. This included six hours of

workshops and tutorials on implementing

the program in classes and across the

school, giving staff adequate training in

teaching social and emotional learning

l Presented an induction session for all staff

on the behaviour education model, and

training on managing and responding

to behaviour and bullying situations

l Provided key members of staff with ‘Positive

Handling’ training, to assist the school in

responding to threatening behaviours

l Implemented the Friendly Schools Plus:

Class Collaboration Program. This enabled all

classrooms to work with older and younger

buddies to develop important social skills

l Implemented the Whole-school Collaboration

Curriculum Program for students in Years

1-6. This program takes place weekly,

giving students opportunities to work in

factions and different age-groups, learning

key social and emotional learning skills

l Updated the Friendly Schools Plus Information

Guides and offered all community members

the opportunity to engage in school-based

professional learning on Whole-school

Collaboration and Friendly Schools Plus

l Provided weekly updates on our school app

and website on the outcomes of social and

emotional activities taking place in the school

l Updated the Whole-school Incentives

program to include reward tokens for

all five school values, handed out in

the playground, during special events

and in Whole-school Collaboration

l Updated the Whole-school Behaviour

Expectations matrix to align with the five

school values and educated students on their

responsibilities in all areas of the school

l Developed a ‘Behaviour Management

Framework’, with a visual diagram and

series of steps explaining the procedures

for responding to behaviour and bullying.

This included a Staff Workshop session

on explaining the system to all staff

l Rewarded positive student behaviour with

tokens, merit awards and our ‘Goldie’

certificates, which were awarded to students

demonstrating our school values consistently

l Developed the leadership skills of

student leaders, and providing various

opportunities for students to lead.

This includes Faction Leaders, School

Councillors, Culturally and Linguistically

Diverse (CALD) ambassadors, Whole-

school Collaboration Leaders and more

l Celebrated Harmony Day, Are you Okay?

Day, the National Day of Action against

Bullying and Violence, and NAIDOC week

l Reinforced our school expectations for

learning through visual posters across the

school, and embedded in our Parent Open

Night and Parent Information Sessions


Area of Strength - Managing BehaviourImplementing the Behaviour Management

and Education Model as well as the successful

introduction of Whole-school Expectations and

Behaviour Expectations Matrix were areas of great

success in 2016. They impacted positively on

the standards of behaviour and conduct which

positively impacted on the learning environment.

These models are displayed below

and on the following pages.

Behaviour Management

Model


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ENGAGEDLEARNER

ENGAGEDTEACHER

ENGAGEDPARENTS

Think CollaborativelyEngaging with students, teachers, parents and the community in a considered manner.

Accept ChallengesConstantly striving to improve through overcoming barriers and obstacles.

Be CreativeApplying unique solutions and encouraging outside-of-the-box thinking.

Be Community FocusedStudents are aware of how their choices and actions impact on others.

Be InspiredLooking within to find the resources to act positively and responsibly.

Sequential and Developmental TeachingEnsuring that teaching occurs using a step-by-step approach.

Explicit TeachingEnhancing opportunities for learning through emphasising direct lesson aims and content.

Providing FeedbackImproving student learning through clear, open and timely support.

Clear Purpose and OutcomeHaving a firm idea of why we are doing what we are doing and what we want to achieve.

Consolidated LearningCombining and connecting learning achievements to produce effective results.

Learning Focused ParentsCommunicating positively with your child about the importance of education and helping with learning tasks where appropriate.

Encouraging ParentsInspiring your child to reach their full potential and try their hardest in all that they do.

Parents as PartnersSupporting your child and the school through engaging with events, programs and initiatives.

Proactive ParentsTaking a proactive role in your child’s learning and within the school community.

Implementing the Whole-school Expectations for students, teachers and parents.


Demonstrate Respect

� Adhere to schools Code of Conduct

� Use manners when speaking to others

� Keep your hands and feet to yourself

� Respecting the diversity of others

� Listening respectfully to all members of staff

� Respectfully utilise equipment and ensure that others have fair access

� Use recycling bins when appropriate

� Being honest and trustworthy

Actively Participate

� Model the expectations of an engaged learner

� Trying new things and embracing challenge

� Showing active participation behaviours

� Acting on instructions from staff in a timely manner

Engage Collaboratively

� Working positively with others to achieve a goal

� Demonstrating the skills of being a good sport

� Celebrating diversity of others by embracing strengths/talents/interests

� Encouraging self and others in a learning situation

Take Responsibility

� Wear school uniform including school hat

� Utilise break times for their intended purpose

� Walking inside, on concrete and pavers

� Report unsafe or suspicious behaviour to an adult

� Return borrowed items to the assigned locations in a timely manner

� Litter to be placed in the bins provided

� School bags to be kept closed and on the racks and hooks

Show Generosity

� Show generosity and fairness when using school equipment

� Demonstrate patience and understanding of the needs of peers for teacher support

� Caring for others in need (injured/sick/lost)

Behaviour Expectations MatrixCode of Conduct


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Attitude, Behaviour and Effort DataHere is a comparison chart of Semester One and Semester Two Attitude,

Behaviour and Effort reports for students in Years 4-6.

Key:

1. Works to the best of

his/her ability

2. Shows self-respect and care

3. Shows courtesy and respect

for the rights of others

4. Participates responsibly in

social and civic activities

5. Cooperates productively

and builds positive

relationships with others

6. Is enthusiastic about learning

7. Sets goals and works towards

them with perseverance

8. Shows confidence in making

positive choices and decisions

Consistently

Often

Sometimes

Seldom

Not Assessed

Year 4

Year 5

Year 5


The adjacent Attitude, Behaviour and Effort

data for Years 4-6 displays some clear trends:

Strengths

Generally, student outcomes improve for all three

cohorts from Semester One to Semester Two.

Year 4 students made the most significant

improvements from Semester One to

Semester Two.

Our strongest areas on average are Competency

8 – Shows confidence in making positive choices

and decisions; and Competency 3 – Shows

courtesy and respect for the rights of others.

Very few to no students are scoring

‘seldom’ in all 8 areas of the grading.

Areas to Improve

The area that needs greatest

improvement are Competency 1 –

Works to the best of his/her ability.

Competency 6 ‘Is enthusiastic about learning’

and Competency 7 ‘Sets goals and works towards

them with perseverance’ have the highest number

of students receiving a ‘Sometimes’ score.

All staff have access to a moderation

tool to assist with accurate reporting of

student Attitude, Behaviour and Effort.

Student Leadership

Student leadership continued to develop as

a whole-school priority for strengthening

social and emotional learning and

student voice in school organisation. The

opportunities for student leadership at Piara

Waters Primary School now extends to:

l Student Councillors

l WSC Leaders

l Faction Leaders

l CALD Ambassadors

l FSP Class Buddies

The intention for 2017 is to extend the

reach of student leadership still further by

giving students an opportunity to attend

P&C meetings and by providing leadership

opportunities to students in the younger years.

Focus Areas for 2017:

l Developing a Student Leadership model

to display the opportunities and pathways

for students seeking leadership

l Providing the Friendly Schools Plus

Professional Learning Course to staff

l Establishing a wider leadership team to

manage and implement the Whole-school

Collaboration Curriculum Program

l Running the Friendly Schools Plus

Class Collaboration Program

l Reforming the Whole-school Incentives

Program to make Tokens go towards ‘Goldie’

Certificates, giving students more incentive

from PP-6 to engage with the tokens

l Making the five school values more visible

in the school through environmental art

l Conducting more targeted surveys to

seek information around our schools

social and emotional learning programs

to improve current approaches

l Using the feedback provided by all Years

1-6 students to inform future planning

of Whole-school Collaboration

l Have all staff CMS trained (Classroom

Management Strategies), up-skilling

staff in providing safe, caring and

supportive learning environments


Student Academic Performance in 2016


On Entry Assessment MethodsAt Piara Waters On Entry Assessment is

conducted with all students in the PP classes

andYear 1 classes.

Literacy & Numeracy

On Entry Assessment for Literacy and Numeracy

provides information reading levels of literacy

and numeracy in the youngest of our students

at Piara Waters Primary School. Reports are

sent to all parents in Term 1 and the data is used

by staff to set goals for improvement aligned

to the whole-school assessment strategies

used not only in early years education but

beyond. The On Entry Assessment is invaluable

in providing very early data to inform staff

where early intervention and support may be

required for students at educational risk.

Developmental Assessments

Developmental and language assessments

are conducted with all Kindergarten students

through the school nurse. This enables the

school and parents together to support with

early intervention where the needs are greatest.

NAPLAN AssessmentThe NAPLAN Data Analysis Summary presented

here highlights particular areas of strength,

concerns and emerging trends in student

achievement and progress at Piara Waters

Primary School. The recommendations outline

specific strategies that have been or will be

used to address areas that have been identified

from the data.

Please note: The data presented provides

a snapshot based on systemic (summative)

assessment. Overall student progress

and achievement should also be viewed

together using teacher judgements including

class-based assessments and formal

school reports provided to parents.

Full information about our school’s NAPLAN

performance may be found on the ACARA

My School website www.myschool.edu.au

or at the Department of Education Schools

Online website http://www.det.wa.edu.au/

schoolsonline/naplan_public_submit.do

NAPLAN Data Analysis – Summary

Our NAPLAN Data demonstrates consistent

improvements in all areas when compared like

schools. Where in previous years our performance

was below like schools in all areas, it now either

exceeds or matches like school performance.


NAPLAN Data Analysis - Summary

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Year 3 PWPS

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Year 3 Achievement and Progress

Our Year 3 data shows continued gains in

Reading, Numeracy and Spelling. Analysis of

this data showed that the average scores in

Reading, Writing, Numeracy, Spelling, and

Grammar and Punctuation being above ‘like

schools’. Further analysis indicated that the

stable cohort of students who have attended

Piara Waters Primary School achieved higher

scores compared to those who had arrived less

than a year ago. These positive results therefore

reflect on the quality and progressive nature of

the teaching programs, and the whole-school

approaches implemented at our school.

Year 5 Achievement & Progress

Our Year 5 data shows some very pleasing gains,

particularly in Reading, Numeracy and Spelling. It

is important to note that in all NAPLAN areas, the

Year 5 cohort is now achieving higher than ‘like

schools’. In Spelling, there have been significant

gains where the upward progress from last

year has continued and are significantly above

‘like schools’. We will continue to consolidate

the very successful teaching and learning

strategies in Years 3 to 5 to ensure that we build

upon these significant gains year on year.

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National Quality Standards - Early Years Education The Department of Education Office of Early

Childhood conducted a National Quality

Standards Verification audit on the schools Early

Chlidhood provision. The outcome of the audit

as reported below is very good with the school

meeting 6 out of 7 quality areas. Just one out

of the 7 quality areas was verified as work in

progress – outdoor learning environments.

It is a wonderful endorsement of the quality

and standard of education that we provide

for our students in the Early Years setting.


National Quality Standard – report

Office of Early Childhood Development and Learning

School PIARA WATERS PRIMARY SCHOOL Code 5829 Date 16/03/2016

Auditor Jaylene FRITCHLEY

Verifier Ann BRAINE

Auditor X

Verifier

Quality Area Working Towards Meeting

Quality Area 1

Educational program and practice

X

Quality Area 2

Children's health and safety

X

Quality Area 3

Physical environment

X

Quality Area 4

Staffing arrangements

X

Quality Area 5

Relationships with children

X

Quality Area 6

Partnerships with families and communities

X

Quality Area 7

Leadership and service management

X

VERIFICATION SUMMARY

03/11/2016 Ann BRAINE

Piara Waters Primary School is commended for the thorough presentation of their findings of the National

Quality Standard. Kaitlin Fraser and Michelle Da Silva, in their NQS lead teacher roles, have been instrumental

in embedding the NQS into the early childhood area.

COMMENTS / RECOMMENDATIONS

QA 1 - Educational program and practice

Auditor Comments

Verifier Comments


(C) It is evident the Early Years Learning Framework and the Western Australian Curriculum inform all practice.

The educators from the early years classes have developed an Early Childhood Statement of Philosophy. The

Verifiers observed some play based, high quality intentional teaching which differentiated and scaffolded

children's learning. This is evident through the literacy and mathematics programs used. Each child's progress

is represented visually in most classrooms. All children are honoured and supported to participate by using

their current knowledge, culture, abilities and interests. It is obvious that educators recognize the children's


agency and capacity to initiate and lead their own learning. .


(C) All staff meet regularly to engage in critical reflections of the children's learning and development using the

iStar model to guide programming and planning.

Individual education plans are planned and implemented for both low and high achievers.

Parents are kept informed of their child's learning program through a variety of models.

QA 2 - Children's health and safety

Auditor Comments

Verifier Comments


(C) The school has made a concerted effort to encourage a thorough hand washing habit throughout the

school.

It has a focus on promoting healthy eating through its Crunch and Sip program. There is a healthy lunch box

award which is promoted and celebrated.

All Department of Education policies and hygiene practices are implemented and are promoted across the

school with reminders placed in targeted areas. Many of these posters have been designed by the children.

Piara Waters is an allergy aware school where all staff have undertaken anaphylaxis training. Each class has a

medical box which contains individual medical plans.

Physical activity is promoted through Fundamental Movement Skills in Kindergarten to Year 1 while Year 2 has

sport with the specialist teacher. Extra varied equipment is placed outside for use during recess and lunch

breaks.

QA 3 - Physical environment

Auditor Comments

Verifier Comments


(C) Verifiers observed outdoor and indoor spaces which were attractive and provided a rich and diverse range

of experiences that enable children to make choices and promote their learning and development. The

outside areas are able to be used as a learning space. More outside areas have been created in the alcoves to

allow children to have a choice of play experiences and are spacious enough to ensure children could play

either in large or small groups without interfering with each other.

Discussion has begun to investigate the creation of a nature play area.

The school is developing a sustainability program that will feed into the science curriculum area.

There are also plans for the chaplain to develop a community garden.

Recycling bins are in place in all learning blocks.

QA 4 - Staffing arrangements

Auditor Comments


Verifier Comments


(C) Standard 4.1- Educator to child ratios and qualification requirements for educators are met.

Through discussion it was evident the educators had mutually respectful and ethical relationships. They had

an understanding of each other's expectations and attitudes and built on the strength of each other's

knowledge through the already established peer and mentor observations and walk throughs. These

observations are linked to staff member's performance management.

Educators work collaboratively and have regular scheduled meetings. Staff engage in purposeful discussions

where debriefing and problem solving can occur.

QA 5 - Relationships with children

Auditor Comments

Verifier Comments


(C) Piara Waters is a Friendly Schools Plus school where everyone is responsible for all children.

The Kindergarten to Year 2 area of the school provides a respectful, nurturing environment that supports and

builds trusting relationships. It was obvious each child was supported to feel safe, confident and included and

interacted positively with both adults and other children.

The school has a new Chaplain and there are plans for him to support children on a one on one basis on a

social and emotional level.

Other initiatives used to promote these positive relationships are the Tuesday Club, Buddy classes and shared

lunches which showcase different cultures. There is a whole school rewards program which celebrates

individual successes.

The school has CALD student ambassadors and a student leadership team which now is training apprentices as

part of a succession plan.

QA 6 - Partnerships with families and communities

Auditor Comments

Verifier Comments


(C) Quality Area 6, Partnerships with families and communities was chosen as a focus as it was identified as an

area which needed extra input. The school has now developed a Parent and Community Relationship

Framework.

There are many collaborative partnerships with other organisations and service providers which enhance

children learning and well-being at Piara Waters Primary School.

These include being a Teacher Development School for English and the Arts where they can share their

expertise and support other schools. There are strong relationships with the WA Indian Association, Bunnings,

Woolworths, Stockland, Winthrop and the Armadale Council.

The OSH Club is considered to be part of the school with about 80 children attending. A relationship has

developed with a Malaysian Educators group.

Parent volunteers are a valuable resource with the principal acknowledging them as para-professionals. An


example of this is the Bollywood Dance group, and video and printing experts.

QA 7 - Leadership and service management

Auditor Comments

Verifier Comments


(C) There is a democratisation style of leadership which is deep and rich. The school vision was developed and

is well known by all. It is the basis of all decisions and guides all aspects of the school¿s operations.

It was obvious that an effective self-assessment and quality improvement process is in place. All appropriate

governance arrangements are in place to manage the school.

There is a comprehensive performance management process in place and an extremely thorough induction

process.

There is a full time peer mentor/coach working with all staff to develop teaching skills. She also collaborates

with universities.


Learning Area Results


MathematicsStrategic Targets 2014 -2016

l By 2016 increase years 3 and 5 NAPLAN

average scores to at or above the like

schools average in Numeracy

Mathematics Target 2016

l All students will make at least 0.4 value added

progress in Mathematics. Measured by PAT-

Maths assessment. 0.4 value adding calculated

between Term 1 and Term 3 assessments

Summary of key actions from 2016

Throughout 2016 teachers planned and taught

the West Australian Curriculum: Mathematics, in

the three strand areas of Number and Algebra,

Measurement and Geometry, and Statistics and

Probability. Collaborative Learning Teams worked

closely with student data to measure the effect

of their teaching on student learning using the

strategies below. Curriculum Operational Groups

worked to support teaching in Mathematics

providing teachers with professional learning.

Staff have been involved in a variety of professional

learning opportunities in order to build their

capacity further. These opportunities include -

engaging in lesson observations and attending/

viewing professional learning sessions either

within the school, through the Mathematics

Curriculum Operational Group or externally.

Staff have additionally engaged in professional

dialogue on a regular basis in order to promote

the teaching of Numeracy across the school.

Student performance has been monitored and

assessed through a variety of whole-school

assessments, namely One Minute Basic Facts

assessments, Pat Maths assessment and a

number of class and team created diagnostic/

screening assessments which were analysed in

Collaborative Team meetings and staff meetings.

Analysis of Achievement towards 2016 targets

2016 NAPLAN Numeracy student achievement

data for Year 3 and Year 5 indicates a continuing

upward trend in comparing 2014-2016. This

upward trend has resulted in both Years 3 and 5

achieving higher than ‘like schools’. Sustaining

this trajectory through the strategies listed in the

table below will enable strong progress towards

continuing the upward trend in Numeracy data.


Major Teaching & Learning Strategies in 2016

Teachers Responsibility

iSTAR &

Lesson Design

Framework

• There will be a clear purpose, success criteria and reflection guided

by the PWPS Lesson Design Framework for each lesson.

• Teachers will use language of ISTAR in collaborative

teams to plan, discuss and analyse lessons.

Numeracy Blocks • The PWPS Numeracy Block model will be used to plan and deliver all maths lessons.

• A commitment to conducting the numeracy block four times per

week will be evidenced in classroom planning and practice.

• All teachers to program and teach a minimum of five hours

of numeracy across the three strands of Mathematics.

Warm-ups • A warm up will be part of all Numeracy Blocks.

• Warm-ups will routinely be modified based on student need and assessment data.

Plan using the

ELPS model

• ELPS will be considered when programming units of work.

• Units of works will cover a concept from concrete to abstract.

• Increased focus on this model in Years 4 to 7.

Maths Vocabulary • Include a focus on mathematical vocabulary as part of the

warm up at the start of each numeracy block lesson.

Basic Facts • Include a focus on basic facts as part of the warm up

at the start of each numeracy block lesson.

Mental

Computation

Strategies

• All teachers will plan and teach Mental Computation Strategies using

a range of First Steps instructional strategies and be guided by the

K - 7 PWPS Basic Facts and Mental Strategies Continuum.

Word Problems • A continued focus on developing the mathematical vocabulary found

in a variety of word problems through explicit ‘Think Alouds’.

Teachers working

collaboratively

• Teachers work in clusters to ensure that the full curriculum

is being taught across the classrooms.


EnglishStrategic Targets 2014 -2016

l By 2016 increase Years 3 and 5 NAPLAN

average scores to at or above the

like schools average in reading

l By 2016 sustain the upward trend NAPLAN

average score in Years 3 and 5 to at or

above the like schools average in writing

Summary of actions for 2016

Throughout 2016 teachers programmed and

taught the West Australian Curriculum: English -

Language, Literature and Literacy. Collaborative

Learning Teams worked closely with student

data to measure the effect of their teaching on

student learning using the following strategies.

Professional learning has been individualised with

teachers seeking peer to peer and/or mentor

feedback, engaging in lesson observations

and attending/viewing professional learning

sessions either within the school or externally.

The effect of this on students has been tracked

with PM Benchmarks Levels for reading,

Brightpath levels for writing and Diana Rigg

Spelling targets alongside teacher judgements.

Analysis of Achievement towards 2016 targets

Reading:

Reading data indicates that Year 3 and 5 cohorts

continued the upward trend towards the 2016

target of increasing NAPLAN average scores to

at or above the like school average in Reading.

The Reading data is demonstrating an upward

trend both with stable cohort from 2014-2016

and increasing of raw scores each year. Closer

analysis realised the Year 5 cohort has achieved an

average Reading score higher than ‘like schools’.

The strategies listed in the table below were used

effectively to enable strong progress towards

meeting the Reading targets set for 2016.

Writing:

Year 3 and 5 Writing data indicates achievement

the 2016 targets of sustaining the upward trend

of NAPLAN average scores in Writing being above

like schools. The raw scores show a continued

improvement in the 2014-2016 cohort and in each

year. Year 5 cohort has sustained the upward trend

widening the gap in comparison to like schools.

Spelling:

The Year 3 and 5 Spelling data has continued

the upward trend to achievement of being

above like schools. This upward trajectory

was sustained and there is a growing gap

compared like schools. The below strategies

have helped to sustain this upward trend.


Major Teaching & Learning Strategies 2016

Teacher Responsibility

Literacy Blocks • There will be a minimum of six hours of literacy

teaching over the week in block lessons.

• Year and Term overviews in English based on Australian Curriculum coverage.

• Reading and writing will be taught together using a focus text.

Lesson Design

Framework

• Weekly/daily based on the PWPS lesson design framework and data that informs

students’ individual learning needs (iStar, Learning Objective and Success Criteria)

• Have professional discussions using the ISTAR language.

Reading: Integrated

with Writing in the

Literacy Block

• Teachers will use First Steps Instructional Procedures for teaching

Reading with a focus on Modelled Reading involving ‘Think Alouds’.

• Teachers will teach Modelled, Shared and Guided Reading.

• Teachers will begin to use QAR questioning in order

to improve reading comprehension.

• Teachers will cover Imaginative, Informative and Persuasive texts every term.

• Oral Language: Lessons will have opportunities for

students to discuss before writing anything.

• Phonological Awareness/Phonics: Teachers to use the Diana Rigg

Whole School Program targeting students at their individual levels.

• Vocabulary: Create vocabulary rich environments

with students with Literacy word wall.

• Fluency and Comprehension: Guided reading will occur at least 3 times a week.

• Daily ECE Focus on handwriting and fine Motor Skills.

Spelling • All teachers to engage students with flashcards first thing

every morning as part of a Literacy Warm Up.

• All teachers to use the PWPS PLD Spelling Routine.

Writing: Integrated

with Reading in the

Literacy Block

• Writing will be integrated with Reading (same text being taught in both).

• All teachers will use First Steps Instructional Procedures for teaching

writing with a focus on Modelled Writing involving ‘Think Alouds’.

• All teachers will use First Steps Instructional Procedures for

teaching writing with a focus on Guided Writing

• Teachers will cover Imaginative, Informative and Persuasive every term.

Students at

Educational Risk

• Accountable for individual and group planning using the school for students

who are identified as at ‘Educational Risk’ and needing extension.

• Mini Lit and Multi Lit for students identified at risk in reading.

EAL/D • Accountable for planning for students who are identified

as ‘EAL/D’ using the ESL/D progress maps.

• Strategies taken from the EAL/D progress maps will be in planning.

Teachers work

collaboratively

• Teachers work in collaborative teams to ensure that the full

curriculum is being taught across the classrooms.


The ArtsMusic

During 2016 all students participated in musical

activities at a class or whole-school level through

involvement in whole-school performances

and at assembly time, as well as at the ANZAC

Day Ceremony and the end of year concert.

Music featured more generally across the

curriculum particularly in Early Childhood lessons

where the students benefited from specialist

music lessons focused on developing beat,

rhythm, tone, melody and pitch. A group of

students studying a musical instrument with the

School of Instrumental Music (SIM) from years 5

& 6 played their instruments at Assembly for the

National Anthem. The Primary Music Institute

also provided 25 students with after school

specialist tuition in keyboard skills. A Choir was

established for all students in Term Four 2016.

Media Arts

Students from Year 1 to Year 6 have engaged

in Media Arts through the Western Australian

Curriculum learning area and specialist program.

Throughout 2016 students participated in

developing knowledge, skills and understandings

about being creative and critical thinkers within

the context of media and diverse mediums.

Students investigated and created media during

learning opportunities and have been enthusiastic

to use the diverse technologies available at

Piara Waters Primary School and to share their

media artworks. These opportunities have also

enhanced students’ ability to transfer literacy

and numeracy skills into a Media Arts context.

2016 signalled the beginning of Piara Waters

Primary School as a Teacher Development

School (TDS) for the Arts and English with a

specialisation in Media Arts. Joshua Jardine

and Kelly McLagan were appointed TDS Co-

ordinators and began to steer the development

of this state wide curriculum support service

with two TDS Media Arts Professional Learning

Events open to teachers from across the state.

In 2016 all class teachers taught Media Arts in both

semesters to underpin the purpose and integration

of literacy and numeracy creating a connected

curriculum for our students. All students studied

Visual Arts in Semester One and a performing

art in Semester Two (Years Pre-Primary-2

students studied Music, Years 3-4 students

studied Drama and Years 5-6 studied Dance).

The following strengths of the

program were identified:

l Exploring ideas and investigating with

different technologies and mediums

l Connection between Viewing

(English) and Media Arts

l “One 2 One” program for

teachers and students

l Classroom teachers offering

Media Arts as a specialist subject

connected across the curriculum

Focus Areas for 2017

The following focus areas were identified for 2017:

l Consolidation of students’ selection of

technologies so that the technologies

enhance students’ art work

l For students to consolidate their skills to

describe and discuss both similarities and

differences between media artworks they

make and media artworks they view

l For students to make the connections

with literacy, numeracy, science

and HASS in the Media Arts

l Professional Learning offered by

the school in how to plan for Media

Arts in a connected curriculum


Health & Physical EducationThe focus of Health & Physical Education is to

develop and enhance the physical activity skills of

all students and to encourage and foster a positive

attitude toward a healthy and active lifestyle.

In 2016 classes from Years 1-6 participated in

a weekly Physical Education program. These

lessons included an explicit teaching approach

using the Fundamental Movement Skills and

Games Sense Approach. The skills of over-arm

throw, catch, punt and strike were a specific

focus across the school. In addition students

learnt skills to gain and maintain possession and

their ability to create, use and defend space.

Every student from years 4-6 participated in an

aerobic (Beep) Fitness test in Term 1 and this

was followed up with another in Term 4. The

aim was to improve fitness levels in students by

being active and encouraging participation.

In 2016, in addition to the one hour timetabled

time with each class, the Physical Education

program included the following:

l Explicit Teaching of Fundamental

Movement Skills (FMS)

l Friday Afternoon Sport sessions for Year 3 - 6

l Cross Country and Athletics carnivals

l Interschool Carnivals

l Dance-sport

l Variety of clinics by development

officers and associations

l South Central Sports Association

interschool events

l Eagles Cup

l Lunchtime Competitions e.g. Faction Footy

l Before / After school sport programs (optional)

The P&C kindly donated interschool shirts for

all participating students and students brought

home many trophies and achievements

putting Piara Waters Primary School in a

very competitive space for sports. They also

donated the sports tents for school carnivals

in the colours of the school factions.

Increasing numbers of staff contributed their

time and support for for the growing sports

community at Piara Waters Primary School and

the end of year concert adopted the theme of

sporting communities a an acknowledgement

of the achievements of all involved.


The following focus areas were identified for 2017:

l Consolidate the work already established and

extend specialist staffing across the school

l Continue to maintain a very strong

partnership and advocacy for sporting

communities with the P&C


Languages Other Than English (LOTE) – The Language ArtsIn 2016 Piara Waters Primary School engaged

in a rapid development of a very contemporary

approach to Cultural and Linguistic Diversity

(CALD) and to LOTE, in the context of the school

community. LOTE is now part of a much wider

strategy for Cultural and Linguistic Diversty

(CALD). Our overarching CALD framework signals

where the LOTE program sits in the wider school

context and as central to our school culture.

LOTE has been remodelled as the Language Arts

with all language lessons being taught through

an Arts lens. The language arts program has been

run across years 4-6 by a lead teacher, a French

Assistant and a growing team of teachers in all

years who are developing the capacity of all

staff to carry the language education agenda.

The program consists of an initial language

foundation program in Year 4 where global,

national and personal language heritages

are studied by students. Students have the

opportunity to explore African Languages,

Australian Languages and their own community

languages. From Semester Two students

study French through the arts and have the

additional opportunity to study Hindi and

Mandarin outside of school hours. In this way

our students not only have the opportunity to

study home languages but also three global

gateway languages. The significance of this

work and the contemporary way in which Piara

Waters Primary School Approaches Language

Education has been acknowledged by the

Department of Education State Wide Services, Asia

Education Foundation and the Modern Language

Teachers Association of Western Australia.

l Stakeholders and Partners

l Cultural Events

l International Exchange

l Grants and Fundraising

l CALD Parent Liaisons

l CALD Para Professionals

l Translators

l Language Arts

l English as a Second Language

l Language Tutorials

l Student Ambassadors

l Cultural and Linguistic Diversity Choir

l Cultural and Linguistic Diversity Dance Troupe

l Publications and Resources

CULTURAL

AND LINGUISTIC

DIVERSITY

CO

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UNITY CURRICULU

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PA

REN

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CALD Framework


Targeted Teaching Program

English as an Additional Language or Dialect

(EAL/D) or ESL as it was known before, is a

program for learners who speak other languages

other than English. The EAL/D program has

continued to grow and provide support to

students and teachers requiring support.

We gather extensive data on language

backgrounds and language diversity at Piara

Waters Primary School which enables staff

to provide the level of support required

from the moment of student entry.

In 2016 there was a significant increase in

the number of EAL/D students enrolling from

overseas with limited or no English, with most

of the students eligible for funding support.

These students require a targeted teaching

program. The level of EAL/D support varied

depending on students’ needs and observation

from the class teacher. The EAL/D program

included in-class support provided by the Ethnic

Education Assistant, a pull out program provided

by both the teacher and the ethnic assistant

and team teaching between staff. iStar as a

language framework for learning is used across

all mainstream classrooms as a teaching and

learning strategy, which is particularly supportive

for EAL/D students in mainstream settings.

The program at Piara Waters Primary School

strives to create a learning environment that

encourages assimilation into the second language

and culture while maintaining respect for and

pride in their cultural and linguistic heritage.

The EAL/D program provides a language-rich

program for learners to increase students’

English language skills so their academic

performance is equivalent to native English-

speaking students of the same age and year

level. The focus is to provide the educational

opportunities that will enable the students to

be independent learners, successful in the

classroom, and a productive member of society.

Due to new enrolments needing more support

and the needs at hand, the timetable was

changed numerous times throughout the year

to accommodate rising needs. To support those

parents with limited English during parent-teacher

interviews and 3-way conferences, interpreters

in different languages were booked by the EAL/D

teacher. Interpretation and translation services

in Mandarin and Cantonese were also provided

by the Ethnic Education Assistant in the school.

Assessment

The EAL/D team established and implemented

uniform procedures for the assessment of English

proficiency in the areas of listening, speaking,

reading, and writing in order to place students

in appropriate instructional programs. EAL/D

Progress Maps have been and are being used

to assess, teach and report on EALD students.

There has been ongoing Professional Learning

for teachers to use Progress Maps effectively.

EAL/D Parent Engagement

A morning tea was held for all new parents

of EAL/D students with an aim to get them to

know each other and to familiarise with what

the EAL/D program provides. A large number

of parents attended the morning tea and had

the opportunity to ask questions. There were

also workshops for parents to inform them how

best they could support their children in reading

and writing, as well as settling in Australia.


During 2017 the intention will be to consolidate

the work already established to support EAL/D

students. There will be a particular focus on

support in the Early Years where the greatest

difference can be made most quickly to student

progress and outcomes. EAL/D Transition Tours

and EAL/D Classroom Buddies will be explored

also for 2017 as well as CALD Parent Liaisons.


Targeted Student Intervention and SupportPiara Waters Primary School has several targeted

intervention programs and initiatives to support

Students at Educational Risk. These programs

and initiatives include but are not limited to;

Minilit, Tuesday Club, Sondae Reading Program,

Magic Maths and Fine Motor Skills Groups.

Minilit

Minilit has been running as an intervention

program at Piara Waters Primary School since

2013 with exceptional results for students. As the

student population grew, the need to expand the

program was recognised. Staff were asked to write

expressions of interest to partake in the program.

Based upon this four staff members were selected

and an intensive six month training and handover

program was arranged. As a result of this forward

planning, we have been able to support the

number of students accessing the program

in 2017 by 50%. Results of the 2016 cohort to

participate indicate that they were able to achieve

a C or above in their Semester Two reports and

that this level of success has continued this year.

Tuesday Club

Tuesday Club is a social and emotional group

created to support students at risk with their

social skills and self-regulation. Students were

identified from behaviours exhibited in the

playground and classroom. The program ran

each Tuesday afternoon for one hour while the

reminder of the Year 1-6 students were at Whole-

school Collaboration sessions. Students learned

to regulate their behaviour with elements of

‘The Incredible Five Point Scale,’ ‘Superflex’ and

friendship skills were supported with the Therapy

Focus program ‘Forging Friendships.’ As a result

of the initiative being implemented, teachers

reported students being able to use suitable

conflict resolution language in the playground

and a greater ability to regulate their emotions.

Documentation and Planning

Our SAER students are supported by a number of

documents. Specifically Individual Education Plans

(IEPs), Risk Management Plans, Behaviour Support

Plans, Transition Plans, Escalation Profiles and

Individualised Reporting. Our IEP’s for students

are reviewed and edited every 3-4 weeks with our

teachers selecting SMART goals that clearly map

out progress to both parents and the student.

In 2016 we began implementing RTP-SEN. Our

teachers were able to use SEN Planning to create

IEP’s for students with a diagnosed disability or

significantly behind their peers (curriculum 2 years

or more behind). All other students requiring an

IEP were created using our school template. This

year (2017) we have expanded the use of RTP-

SEN for all students requiring an IEP. Teachers are

either using the SENAT documents to select goals

or are creating their own custom SMART goals.

During 2016 Piara Waters work to support

students at educational risk has been

acknowledged by the Department of

Education School of Special Educational

Needs Disability with the school featuring in

best practice state wide training materials.

Catering For Students at Educational Risk


Parent and Community Engagement and Communication

40

Parent and Community Relationship Framework

In 2016 we launched our Parent and

Community Relationship framework to our

parents and community members.

Purpose of the framework

At Piara Waters Primary School we are committed

to developing strong and long lasting partnerships

with parents, carers, families, and the community

to ensure we deliver the best educational

outcomes for each child and support them

to become the best person they can be.

The parent and community Relationship

Framework has been developed to help

create a clear pathway of how we can work

together to generate great involvement

and engagement with our school.

This framework is the result of two years of

ongoing input, feedback, consultation and

engagement with our school community about

how we can provide the most welcoming and

connected environment for our students, their

families, staff and the broader community.

Accompanying this document is our

‘Supporters Register’ which provides

the opportunity for parents, family and

community members to indicate how they

may wish to be involved with our school.

We are also delighted that our business

partnerships with ‘Friends of Piara Waters’

continue to grow more widely.

We thank: Piara Waters P&C, Piara Waters

Pirates Football Club, OSH Club Australia

Creating Communities, Stocklands,

Winthrop Australia, The Indian Society of

Western Australia, Commonwealth Bank,

SEDA, Edith Cowen University, Murdoch

University, Curtin University and the Western

Australian Primary Principals Association.

The FrameworkThis framework demonstrates the various

levels of communication and engagement

that can occur between the school, parents

and the community. We encourage all

parents and community members to

communicate and engage at whatever level

best suits their needs and availability. We

understand that in a modern society people

lead busy lives. We are keen to show what

sort of engagement and connections you

may want to have with our school.

RANGE OF INVOLVEMENT

CREATE

ADVOCATE

ENGAGE

INFORM

Where do you see yourself?

Where would you like to be?

EXAMPLES OF TYPES OF INVOLVEMENT

• Parents as para-professionals –using expertise to generate benefi ts for the school community

• Member of the School Board or O� ce Bearer with the Parents and Citizens’ Association

• Generate school and community support networks

• Organise activities to benefi t the school community

• Actively promote the school community

• Involvement in the Parents and Citizens’ Association

• Sponsor or provide resources to support students and the school community

• Provide in-class support /help

• Engage in consultation activities including dialogue cafes, focus groups and interviews

• Engage in Individual Education Planning meetings with teachers

• Engage in class conversations

• Join in with school activities and events

• Attend school special events such as Harmony Day, assemblies and carnivals

• Utilise school information channels – e.g. website, school app,

class news, blogs, emails

• Engage with school publications – e.g. School Plan, Annual Report,

information packs

• Read and review Student Reports

RA

NG

E O

F O

PP

OR

TU

NIT

Y F

OR

EN

GA

GE

ME

NT


Parent Community Feedback & Consultation - Methodology

Feedback and consultation with families and

community at Piara Waters Primary School

operates as a continuous three year cycle of

constructive consultation, and is one part of

our wider Communication Strategy. Focused

conversations and actions taken together,

to improve relationships and outcomes for

students, are the purpose of this cycle.

Transitional consultation methods such as the

National School Opinion

Survey are now used

every three years to

gather big picture

feedback from the

community. The first

of these surveys was

used in 2014 with the

school community.

However at that time

only 2 parent responses

were returned,

which led us to ask bigger questions about

community engagement and participation.

2015 was used to develop periodic, face to

face conversations every term to drill down

further by inviting targeted community group

members to engage in a focused discourse

where information was gathered first hand on

improving engagement and participation in

schools. This led to a community wide discourse

café, a minority ethnic morning tea, an extensive

student survey and street meets. The community

aspirations for school improvement which

emerged from these periodic consultations

were very clear. The Arts, Languages and Sports

were those areas of most interest, and where the

community would engage most strongly with

the school, as well as developing an ongoing

general knowledge of how teaching and learning

functions in the Public School System.

The development in all of the above areas

has been rapid over the last year (2016) and

has led to a significant increase in parent

and business community engagement

with the school during 2016. A snapshot

of this involvement is recorded below.

The development in 2016 of the Piara Waters

Community Engagement and Communication

Strategy, and specifically the Parent Relationship

Framework, has enabled further periodic

consultation and importantly ongoing or

‘episodic’ conversations and feedback as a

continuous dynamic discourse flow between

stakeholders. This is strengthening the

relationship of the school with its community.

The National School Opinion Survey(NSOS) has

just been re-issued, the results of which will

feature in the 2017 Annual Report. However

early analysis indicates a significant increase

in the engagement and participation of the

parent community with the school.

TRANSITIONAL

PERIODIC

EPISODIC


Community & Family Services Centre (CFS)

2016 saw the appointment of a Parent

Community Support Liaison Ann-Marie Heard, the

appointment of our Community Communication

Officer Mandy Ruiz-Dorado and the establishment

of the CFS Services Centre. This area was used

for multiple morning teas, raising money for

charities along the way. We hold workshops

for parents, host many important guests and

store resources for parents. It is a place in our

school where we bring the staff, the parents

and the community together as one. It is the

hub for our parent community engagement.

Triple P Parenting seminar - Michelle Williamson

Michelle Williamson, our school psychologist

ran a free seminar for parents about raising

resilient children. Invitations were open

to our school community, it was lovely

to have parents and grandparents attend

such a workshop in our CFS room.

Fussy Eaters - Nutrition Force

The CFS hosted a Fussy Eaters workshop where

we invited parents and grandparents to look at

some easy strategies to use when working with

fussy eaters. It was an interactive and informative

workshop provided by Nutrition Force. Parents

got an insight into what really goes into some

of the foods we eat for breakfast and lunch.

Piara Waters P&C

Piara Waters Primary School has an exceptionally

supportive P&C. In 2016 meetings were held

twice a term which the School Principal and staff

attended regularly. Fundraising events such as

Easter Bonnet Parade, Chocolate Fundraisers,

Wacky Hair day, School Disco and Online Canteen

enabled the P&C once again to contribute

so much to the school, not least interschool

sports shirts for every participating student.

Parent Classroom Liaisons

We now have an active group of Parent

Liaisons. They are parent representatives

from all classrooms who they meet regularly

to keep on top of current events around the

school community and support effective

parent communication. The Parent Liaisons

volunteer pockets of their time to assist

with events like Harmony Day, Anzac Day

and the many morning teas we hold.


Local Road Traffic Management – Community Consultation

Piara Waters Primary School identified parking

and travel to and from the school as key issues in

ensuring a safe, active and healthy environment

for students. In 2016 we sought collaboration and

buy-in both from parents and the local community

in order to improve parking and travel conditions.

We engaged Creating Communities Australia

Pty Ltd - a leading community engagement

and social planning consultancy (who

specialise in the education sector) - to support

the school staff in accurately representing

the school through its key messages and

effectively engaging with the community.

The Dialogue Café was advertised via a flyer

to all parents and promoted at assemblies

and other forums. A promotional video

was created by a parent with students

promoting the message of travel safety.

The event was attended by parents, the school

leadership team and also two representatives

from Stockland, a property development

company who have been undertaking property

developments in the area for a number of years

– and who are willing to support a Walking

School Bus, as they have implemented this

initiative in other developments. A representative

was also present from the City of Armadale.

The primary focus areas of the

Dialogue Café were to:

l Gather feedback from parents,

staff and community members on

challenges and concerns with current

parking and travel conditions

l Develop options for safe travel

to and from school

l Develop strategies for improving

parking and traffic conditions

l Provide a platform for future community

engagement and cooperation during

the planning and operation of new

travel and parking initiatives

The Following were the recommendations for

consideration over the next year (2016-2017).

Walking School Bus

l The start/finish location and route of the

Walking School bus are essential to its

success and the safety of those using

it. Surveying parents or students to find

where they travel from, in order to locate

an optimal location and route is advised

l Consider a peer mentoring or “buddy”

system where older students could aid

staff, parents or community members

with supervision of younger students

l The Walking School Bus/es may be

more necessary in the afternoon when

wait times for parking are longer

l Further education and clarification of any

risks or liability for parents will need to be

provided in order to address concerns some

have in regards to taking responsibility

for other people’s children in supervising

their travel to and from school

Kiss and Drive

l Consider alternative locations for the

Kiss and Drive (in consultation with traffic

experts) due to the potential slowing of

traffic along Wright Road that a Kiss and

Drive could cause. The Kindy car park and

staff car park could be potential sites

l An education campaign will be required to

ensure that parents are aware of how the Kiss


and Drive works and the proper protocols to

follow. This could include flyers sent home,

flyers provided to all parents as they park

around the school, training of all children

(so they tell their parents) and promotion

at assemblies and via online news blog

l The supervision of the Kiss and Drive will

be essential, especially in the initial periods

of operation to ensure a good traffic flow

is maintained. Options include the use of

leadership staff, parent volunteers and student

councillors. These people should be wearing

flouro vests to ensure they are visible and have

some status when asking people to move on

l New parking bays

l Consider (dependent on cost) the provision

of angled parking bays in a car park next to

Columbia Parkway rather than parallel parking

right next to the road. This will require a slip

road, but could provide more car parking bays

and potentially improve traffic flow around

the school as it takes cars off the street

Harmony Day 2016

Harmony Day celebrates Australia’s cultural

diversity. It’s about inclusiveness, respect

and a sense of belonging for everyone. It is

a day for all Australians to embrace cultural

diversity. The central message for Harmony

Day is that ‘everyone belongs’, reinforcing the

importance of inclusiveness to all Australians.

The theme for this year’s Harmony Day

2016 was ‘Our diversity is our strength’.

We were honoured to have Mr Colin

Pettit, Commissioner for Children, as our

distinguished guest this year. We all shared

in a multicultural lunch donated by students

and parents and we were privileged to have

performances by Sean Choolburra from

Nexus arts and Bollywood dancers from Joom

Dance Crew and our Indian community.

Bollywood Dancing

Newspaper article celebrating our Culturally and Linguistically Diverse Students

Sean Choolburra - Nexus arts


ANZAC Day 2016

We paid our respects to past and present

service men and woman with a beautiful

ceremony attended by current service men

and RSL Soldiers. Our students laid posies at

the foot of the flag pole in respect. We invited

our community to help with the planting of

the posies which our students and families had

made, creating a tremendous sea of red.

Piara Waters Primary School Athletics Carnival - July 2016

2016 continued to be a year of sport and physical

activity for our community with exceptional

support given by the fundraising events of

the P&C. The P&C bought the students an

interschool carnival shirt which they wore

with pride to all major interschool events.

The end of year school concert concluded

with the theme of sport in our community to

celebrate the commitment and efforts of the

entire community to sporting achievements.

Work samples -Anzac Day Kindy Carnival

Planting poppies in the grass Pre Primary Carnival


Junior Champions Senior Champions


Opening of Stockland Robot Park – 31st July 2016

We had the privilege of being part of the design

of the local Stocklands Robot Park development.

The students were asked to draw what they

wanted in a playground in their community. The

pictures were then used for inspiration to create

the amazing Robot Park which was opened in

July by some of our students. It has now become

a popular and busy park in our community

which the children regard as ‘their’ Robot park.

Telethon Kids Institute Morning Tea – August 2016

On the 8th August 2016 we held a morning tea

to raise money for Telethon. Our focus this year

was to support children with Autism, something

that is close to the hearts of those at Piara Waters

Primary School. Many of those that attended

were parents. During the morning tea we played

‘The Brain Architecture Game’ which was a great

laugh and a massive learning experience for all

staff, parents and community members involved.

It created some great positive conversations.

Robot Park

Parents and Grandparents as Telethon Morning Tea


Hon Peter Collier MLC, Minister for Education meeting CALD Ambassadors

CALD Ambassadors

Malaysian Educators Study Tour

During term 3 we were invited by The Department

of Education State Wide Services to host Malaysian

Teachers study tour for the Ministry of Education

Malaysia. We hosted a large group of 40 student

teachers and university professors from Malaysia;

they observed different teaching areas within our

school and different learning experiences over the

course of a day. They were particularly interested

in CALD (Culturally and Linguistically Diverse)

Ambassadors and our early childhood area. They

were looked after on the day by our CALD student

Ambassadors along with Ms Viner our Language

Arts Lead teacher. It was a wonderful experience

for us to showcase our school and our wonderful

learning programs to our international community.

Our guests were met by the principal Ruth

Proslmeyr, Rebecca Viner and a group of our

CALD ambassadors. They were introduced to

our school leadership team in the Hub. They

then enjoyed some time different areas of

the school. They visited classrooms, and the

Community and Family Services Room. They

were invited to meet some of our community

members, families and parent representatives.

Malaysian students with Ruth Proslmeyr, Rebecca Viner and Anna Shavi


Year 6 Graduation- December 2016

One of our proudest and biggest moments of

2016. Saying good bye and good luck to our

year 6 students. We were honoured to have

our Board Members, P&C President, local

City Council members, staff, students and

parents there to celebrate such an occasion.

We had a formal assembly, followed by photo

booths for students to enjoy with their friends

and family, and then off they went bowling

for the rest of the day with their teachers.

Graduation Assembly

Parents and guests

Photo Booth fun with grandparents and friends

Hon Joe Francis with graduating students

Hon Joe Francis MLA, meeting P&C and board members

Hon Minister for Education, Peter Collier meeting year 2 students


Financial Summary20 March 2017

Revenue - Cash Budget Actual1 Voluntary Contributions $ 36,909.00 $ 37,173.75

2 Charges and Fees $ 67,143.00 $ 67,110.10

3 Fees from Facilities Hire $ 51,810.00 $ 52,015.99

4 Fundraising/Donations/Sponsorships $ 36,242.00 $ 36,267.12

5 Commonwealth Govt Revenues $ - $ -

6 Other State Govt/Local Govt Revenues $ 267.00 $ 266.50

7 Revenue from Co, Regional

Office and Other Schools

$ 855.00 $ 855.00

8 Other Revenues $ 19,108.00 $ 19,069.39

9 Transfer from Reserves or DGR $ 84,049.00 $ 84,049.00

10 Residential Accommodation $ - $ -

11 Farm Revenue (Ag and Farm Schools only) $ - $ -

12 Camp School Fees (Camp Schools only) $ - $ -

Total Locally Raised Funds $ 296,383.00 $ 296,806.85

Opening Balance $ 215,921.00 $ 215,920.75

Student Centred Funding $ 393,990.00 $ 393,990.33

Total Cash Funds Available $ 906,294.00 $ 906,717.93

Total Salary Allocation $ - $ -

Total Funds Available $ 906,294.00 $ 906,717.93

Transfers fromReserves

12%

LocallyRiased Funds

28%

Other3%

Student CentredFunding

57%

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Contingencies Revenue - Budget vs Actual


Expenditure Budget Actual1 Administration $ 67,321.00 $ 55,236.90

2 Lease Payments $ - $ -

3 Utilities, Facilities and Maintenance $ 147,770.00 $ 133,379.30

4 Buildings, Property and Equipment $ 227,067.00 $ 226,928.35

5 Curriculum and Student Services $ 193,549.00 $ 168,228.19

6 Professional Development $ 45,146.00 $ 40,000.64

7 Transfer to Reserve $ 97,450.00 $ 97,450.00

8 Other Expenditure $ 2,813.00 $ 2,809.96

9 Payment to CO, Regional Office

and Other Schools

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10 Residential Operations $ - $ -

11 Residential Boarding Fees to

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12 Farm Operations (Ag and Farm Schools only) $ - $ -

13 Farm Revenue to CO (Ag and Farm Schools only) $ - $ -

14 Camp School Fees to CO (Camp Schools only) $ - $ -

Total Goods and Services Expenditure $ 782,716.00 $ 725,633.34

Total Forecast Salary Expenditure $ - $ -

Total Expenditure $ 782,716.00 $ 725,633.34

Cash Budget Variance $ 123,578.00

Cash PositionContingencies Expenditure - Budget vs Actual

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School And Community Endorsement As members of the school and community, we hereby endorse the

Piara Waters Primary School 2015 School Report.

Ruth Proslmeyr Dr Kenneth NathanPrincipal School Board Chair

53 Piara Waters Primary School Annual Report 2016 53

community

collaboration

contemporary

PIARA WATERS PRIMARY SCHOOL

440 Wright Road

Piara Waters WA 6112

(08) 9397 4300

www.piarawatersps.wa.edu.au

ANNUAL REPORT - Department of Education

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Transcript of ANNUAL REPORT - Department of Education