WestMorleyPrimary School aims to provide a creative and innovative learning environment which is intellectually, emotionally and physically supportive of learning. In fostering this development our school values the rich diversity of its community and promotes the positive involvement and interaction between students, staff and parents.
Our Mission: To ensure all students have opportunities to develop the skills, knowledge and confidence they need to achieve their individual potential.
Our Vision: Through effective pedagogy and a focus on social and emotional well being we will provide each student with the opportunity to be successful.
WestMorleyPrimary School prides itself in being a small, friendly and caring community. Our motto is ‘We Stand Together’. The staff know all of the students and have shared responsibility for them.
Background Information
At West Morley we are proud of our academic record. Our teachers take a professional approach to all students learning; aiming to ensure all students learn to their full capacity. The teachers regularly monitor and analyse student achievement results to ensure continued improvement.
The school has a focus on pastoral care, ensuring that students are cared for socially, emotionally and physically. We have established a team approach to caring for the students. The school draws upon the skills and talents of a School Chaplain, Nurse and Psychologist coordinated by the Learning Support Specialist and Principal. Teachers are ably supported by experienced Education Assistants.
We provide expert tuition in Physical Education, Italian, Dance and Drama. Extra curricular activities such as lunch time sport, chess and scripture are offered. The students haveopportunities to compete in competitions ranging from art to writing and sport. The student leaders work with the staff to support charities of their choice and raise awareness of medical and social issues experienced in the local and wider community.
Staff at the school takes an educative approach to behaviour and discipline matters, rather than a simplistic punitive approach. The school closely monitors student behaviour and has established effective behaviour management strategies which have created a positive and caring environment where students and staff work together to address any issues as they arise. This has ensured that issues are rare and when they occur they are minimal and minor; simply part of a normal child’s learning and development.
School Performance Information
NAPLAN reflects a one-off test made up of short answers and multiple choice questions. This is not the only way teachers assess. They are able to assess student understanding at a deeper level, over time and can also mediate against guessing, which can occur in standardised tests like NAPLAN.
To assure comparability of teacher judgements schools engage in moderation exercises, so that an A grade in one class is the same in another.Moderation of teacher judgements is a difficult issue for small schools such as West Morley to address easily, as there are only one or two teachers teaching the same grade. In 2011 and 2012 we have engaged in moderation sessions with other small schools in the area and this will continue into 2013 as we move into using the Australian National Curriculum.
Literacy
The tables below indicate the percentage of students in bands of achievement from NAPLAN testing. The bands of achievement from 1 to 10 cover primary and lower secondary schooling, however they do not necessarily correspond to the years at school as students typically achieve across a range of bands in any one class. The colour code indicates if the achievement of the percentage of students is above, below or at the expected level. In a general sense the higher the percentages in the green areas the better the achievement of the students. The aim of all schools is to have as few as possible students in the lower or yellow and reds areas.
You will also notice that the schools results are shown over the last three years and compared to three years of results of similar schools (like schools) and the average results of students across the state.
Reading
The reading results are very good in Year 3 when compared to like schools and the state results. We have a small percentage of students in the red and the rest of our students are performing above the National Minimum Standard (NMS), with 22% well above in Bands 6 to 10.
The results of the Year 5 cohort reflect 12% at or below the NMS compared to the state figure of 25%.
28% of our Year 5 students are performing well above expectations.
The results of the Year 7 students in Readingshow the percentage of students in these lower bands are smaller than like schools and the state average and this is an improvement from 2011. The results in the top bands are better than those of like schools and the state and this is a positive continuing trend for our school.
Writing
The writing results show a dip in performance in Year 3. While the previous two years had little or no students in the bottom two bands, it must be remembered that this year the cohort was small and 5% represents only one student. Therefore percentages can be misleading.
The Year 5 writing results again show we have maintained the improvement found in the 2010 results. Furthermore, there is a small percentage of students achieving below the minimum standard compared to like schools and state averages. Similarly we have maintained the large percentage of students above the NMS, compared to like schools and state results.
The Year 7 writing results are very strong. We have a small percentage below the minimum standard and we have maintained the increased percentage of students in the top bands as well as continued to out-perform like schools and the state average.
Spelling
While the Year 3 spelling results are similar to like schools and the state, we tend to cluster around the middle bands and would like to see results extend more into the upper bands, as it has done in previous years. We had no student below the NMS.
The highlight of the Year 5 Spelling results is that we have maintained the large percentage of students attaining results in the upper bands with 44%.West Morley’s focus will be to maintain this high achievement.
The Year 7 spelling results continue to be very strong.
Punctuation & Grammar
While the Year 3 Punctuation and Grammar results are similar to like schools and the state, we have a very large percentage below the NMS. This cohort of students will need extra attention in this area of learning.
Year 5 results in punctuation and grammar has seen an increase in the percentage of students achieving in the top bands. Our percentage of students in the bottom bands remains stable. All results are comparable to like schools and the state average.
There has been a steady increase in the results for Year 7 students in this area. None of the Year 7 students failed to reach the NMS.
Numeracy
Again the Year 3s results cluster around the middle bands. It is pleasing to see all students achieved the national minimum standard. It is also important to note that the results are comparable to like schools and the state.
As with the Year 3s, the Year 5 results cluster around the middle bands. It is pleasing to see all students achieved the national minimum standard. It is also important to note that the results are comparable to like schools and the state.
Year 7 Numeracy results remain strong. There were no students who werebelow the national minimum and the percentage of students achieving the in the top bands was again very good.
Science and Society and Environment
Science
The system monitors Science by administering testing across the state, referred to as WAMSE (WA Monitoring Standards in Education). As you can see from above we have maintained very good results in Science, especially in Year 5 and 7.
Society and Environment
The system monitors Society and Environment by administering testing across the state, referred to as WAMSE (WA Monitoring Standards in Education). As you can see from above we have maintained good results in Society and Environment in Year 5 and 7.
2013 will see the implementation of the History Curriculum.
Attitudes, Behaviour & Effort
The following diagrams show the results of attitude, behaviour and effort reporting by teachers at the end of Semester 2. As you might expect, overall improvement can be seen as students mature.
The following key explains the Questions shown in the diagrams below.
Key
1. Works to the best of their 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
Attendance
The following charts show the attendance targets that the school set itself for 2012 and the results.
Target / Actual Achievement- The percentage of students in the regular category will increase from 74% to 78%.
- The percentage of students in the severe risk category will remain at 2% or less.
- Unauthorised student absences to reduce even further from 27.58% to 25% or less.
(Semester 1 2012)
* Sem 2 2012 data unavailable at time of report.
Overall attendance showed a strong improvement in addressing unauthorized student absences due to improved teacher tracking and fortnightly letters being sent home requesting an explanation if one had not been provided. Students at Moderate and Severe Risk showed a slight increase and will require specific targeting in 2013. Our overall attendance rate of 93.4% is above the state average of 92.3%.
Progress on Priorities
The priorities and targets listed below are ongoing and were not expected to be achieved in one year.
Priorities and Targets / Progress- Literacy and Numeracy Targets
These were set for 2012 results and will be included in the 2012 report.
However, the results are better than like schools or state averages.
- Science and Society and Environment
- Begin implementation of Primary Connections
- Implement & explore the Investigating process
- Develop a Sustainability project
- Include Aboriginal Education and Australian History and Geography focus
Targets a & b have been achievedwith all staff utilising Primary Connections to implement the National Science Curriculum in 2012.
Target c has seen the implementation and trialling of a multitude of sustainability projects.
Target d has seen Aboriginal Education and History included across the school, however, Geography will be delayed with the release of the National Curriculum in 2013/2014.
- ICT
- Integration of ICT into all classrooms’ curricula
- Purchase more computers each year to cater for growing class sizes
a. All classrooms fitted with interactive whiteboards and regular use of ICT within all classrooms.
b. Replacement of all computers out of warranty. Retention of expired laptops, wireless network established across the school, 10 new laptops purchased for use on the wireless network, 3 ipads purchased for Action Research with SAER students in 2013.
- Inclusive Education
- Ensure all SAER students are identified and documented plans developed
- Attendance Targets – see relevant section above
Target a: SAER/LSC coordinator has developed processes for identification of students, however, full development of documented plans will continue to be developed in 2013.
Target b: Achieved in full.
- Operations & Organisation
- Provide a coordinated whole-school approach to planning and teaching
- Continue to develop Professional Learning Communities to focus on collaboration, learning and results
- Develop a comprehensive Induction process
- Ensure compliance with DET policies and plans
- Performance Management in line with policy
- Annual Report in line with national requirements
- Maintain facilities to ensure functionality and aesthetics
- Ensure easy access to school documents by staff
Target a: this has begun, focusing on maths as we also looked at the new national Maths curriculum
Target b: Moderation sessions held with local like schools in the area of maths during 2012.
Target c: not achieved
Target d: achieved. Performance Management Policy will be updated in 2013 to reflect the National Professional Standards for Teachers.
Target e: Gained approval for an Admin. Building Upgrade. Guttering upgraded. Sustainability project completed- including new rainwater tanks for toilets and school garden and the installation of more solar panels.
Target f: partial - the Administration section of the electronic filing system has been endorsed by staff and will be conducted in 2012. All hard copies of private and confidential documentation are under lock and key, as per the Privacy Act.
Annual Budget and Accounts
Parent, Student and Teacher Satisfaction
In 2012 a survey of the school parent body was conducted. The department’s “Surveying the School Community” questions were used. Additionally a couple of school specific sections were added. The results were overwhelmingly positive.
A rating of a three or four shows a positive response. All responses averaged a rating between three and four which was an improvement on the 2010 results as was the level of respondents with over 70 responses.
The question on bullying - Question 7, “The school does not have a bullying problem” stood out as it had on the previous survey in 2010, albeit slightly improved. Two other questions based around communication to parents were also slightly lower than other responses – Question 25, “Parents are informed promptly if their child has a problem” and Question 23, “Parents are kept well informed about their child’s progress and achievement levels.”
In response to the highlighted bullying concerns staff revisited the school’s behaviour management and bullying policy at the commencement of the 2013 year to ensure a common approach and understanding was held across the school – from Kindergarten to year 7.
The school is also continuing the ongoing education on bullying and getting along is important in addressing both the issue of bullying and of learning to get along. The values program ‘You Can Do It’ is being taught explicitly across the school in conjunction with the school Chaplain’s continual focus on values to assist in the student’s being able to deal with social issues that may arise, some which may be classified as bullying.
In response to parent communication issues, the school aligns closely to the Department of Education’s policy on reporting to parents, however, extra attention is being focussed in 2013 in the area of Students at Educational Risk (SAER) and students who have English as a Second Language (ESL). The aim is to improve communication links with parents who speak/understand limited English to improve their understanding of their child’s progress. The school also has an assigned Learning Support Co-ordinator who’s primary role is to ensure staff are maintaining regular communication with parents if their child is classified as a SAER student – this includes students who require academic extension, academic remediation, health and well being issues, students with special needs, and students who’s behaviour may be hindering theirs or others progress.
An additional focus area was included in the survey in order to ascertain community thoughts on the chaplain’s role. The support was overwhelming positive. The school will continue to utilise the skills and expertise of Mr Shane Thaw in the role and raise awareness of the support available to the community through this program.
On the whole, as mentioned above, the results from all sectors surveyed were positive, even those specifically mentioned, which indicates parents are overwhelming satisfied with the school’s performance. Staff and student surveys will be completed early in 2013 and reported in the 2013 Annual Report.
Highlights of the School Year
- Granted a $ 2.2 million upgrade for a new Administration building and staffroom.
- Granted a feasibility study to enclose the undercover area. Results will be determined in early 2013.
- $50 000 Sustainability Grant- New solar panels, rain water tanks, lighting.
- Granted an $80 000 electrical upgrade to the school.
- Successful participation in interschool sporting activities and school-based activities.
- Maintaining our good results, as expected, in NAPLAN.
- Many whole school events and celebrations as well as performances from visiting performers.