ANNUAL REPORT 2012
West Morley Primary 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.
West Morley Primary 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 have opportunities 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 Reading show 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 were below 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
1. The percentage of
students in the regular
category will increase
from 74% to 78%.
Actual Achievement
Achieved. 79.5%
2. The percentage of
students in the severe
risk category will remain
at 2% or less.
Achieved. 1.3%
3. Unauthorised student
absences to reduce even
further from 27.58% to
25% or less.
Achieved. 15.73%
(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
1.
Literacy and Numeracy Targets
2.
Science and Society and Environment
a. Begin implementation of Primary
Connections
b. Implement & explore the Investigating
process
c. Develop a Sustainability project
d. Include Aboriginal Education and
Australian History and Geography focus
3.
ICT
a.
b.
Integration of ICT into all classrooms’
curricula
Purchase more computers each year to
cater for growing class sizes
4.
Inclusive Education
a. Ensure all SAER students are identified
and documented plans developed
b. Attendance Targets – see relevant
section above
5.
Operations & Organisation
a. Provide a coordinated whole-school
approach to planning and teaching
b. Continue to develop Professional
Learning Communities to focus on
collaboration, learning and results
c. Develop a comprehensive Induction
process
d. Ensure compliance with DET policies
and plans
i. Performance Management in
line with policy
ii. Annual Report in line with
national requirements
e. Maintain
facilities
to
ensure
functionality and aesthetics
f. Ensure easy access to school
documents by staff
Progress
Partial Achievement
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.
Achieved Achievement
Targets a & b have been achieved with 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.
Achieved
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.
Partial Achievement
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.
Partial Achievement
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
West Morley Primary School
Insert your School
Logo Here or
Delete if not
required
Financial Summary as at
31 December 2012
Revenue - Cash
1
2
3
4
5
6
7
8
9
10
11
Budget
Voluntary Contributions
Charges and Fees
Government Allowances
P&C Contributions
Fundraising/Donations/Sponsorships
DoE Grants
Other State Govt Grants
Commonwealth Govt Grants
Trading Activities
Other
Internal Transfers
$
$
$
$
$
$
$
$
$
$
$
Total $
Opening Balance $
Total Funds Available $
9,780.00
22,686.06
2,545.00
2,063.64
153,686.83
12,257.94
23,796.02
226,815.49
4,846.00
231,661.49
Actual
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Revenue - Budget vs Actual
7,942.50
16,392.53
1,485.00
1,523.39
153,686.83
11,327.81
23,796.02
216,154.08
4,846.16
221,000.24
$000
140
120
100
80
60
Locally Generated
Revenue
13%
Transfers
11%
Actual
160
Current Year Actual Revenue Sources
Locally Generated
$
27,343.42
Revenue
Other
DoE Grants $ 153,686.83
5%
Other Govt Grants
$
Other Govt Grants
Other 0% $
11,327.81
Transfers $
23,796.02
$ 216,154.08
Budget
180
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Revenue Source
Expenditure
1
2
3
4
5
6
7
8
9
10
11
12
Budget
Administration
Leases
Utilities
Repairs/Maintenance/Grounds
Capital Works
Assets and Resources
Education Services
Other Specific Programs
Trading Activities
Salary Pool Payments to Central Office
Other
Transfers to Reserves
$
$
$
$
$
$
$
$
$
$
$
$
Total $
5,323.00
70,732.10
37,719.78
7,718.93
58,491.14
2,733.18
10,000.00
13,747.36
-
Actual
$
$
$
$
$
$
$
$
$
$
$
$
2,948.37
49,344.37
29,389.31
7,980.58
31,239.64
2,309.30
10,000.00
12,743.17
-
206,465.49 $
145,954.74
Expenditure - Budget vs Actual
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Cash Position as at:
Bank Balance
Made up of:
General Fund Balance
Deductible Gift Funds
Trust Funds
Asset Replacement Reserves
Suspense Accounts
Cash Advances
Tax Position
Total Bank Balance
$
$
$
$
$
$
$
-$
-$
$
118,736.58
75,045.50
45,392.33
101.75
200.00
1,603.00
118,736.58
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.