SCHOOL REPORT
2015
Tom Price Primary
School
An Independent Public School
Tom Price Primary School 2015 School Report
COMMUNITY INFORMATION
Tom Price Primary School is situated in the Pilbara Education Region some 1500 kilometres north of Perth.
The town is part of the Shire of Ashburton and has a population of approximately 5000 people. Tom Price
Primary School was established in 1967 as the first Primary School in the town and is located centrally within
the town site. The primary classrooms are the original buildings. It is one of two Primary Schools servicing
the educational needs of children from Kindergarten to Year 6. Tom Price also has a Senior High School for
Years 7 to 12. The student cohort comes from the town and the Aboriginal community of Wakuthuni, situated
30 kilometres to the south of the town.
Tom Price Primary School commenced operation as an Independent Public School in 2012 and continues to
provide a positive learning environment in which students are given every opportunity to experience learning
activities which build their capacity to succeed in the areas of literacy, numeracy, social sciences, art, physical
education, social interactions and communication.
The enrolment of students at Tom Price Primary School is directly influenced by the mining industry as Rio
Tinto is the major employer within the town thus the majority of our students have at least one parent who is
employed by Rio Tinto. Other employers include State Government: teachers, nurses, police; Local
Government; Shire Aboriginal Corporations: Gumala, IBN, Eastern Gurama; Contractors, Postal service, Local
Business: Supermarket, bank, chemist, hotel, restaurants and cafes.
Students who attend Tom Price Primary School are from a variety of cultural backgrounds. This cultural
diversity enables our students to accept differences.
Parents are actively encouraged to support the school by taking on leadership roles on the School Board, P&C
Association, operate the School Canteen and Uniform Shop, assist in fundraising or to work within the school
as volunteers. They are consulted on school decisions, informed of progress and issues and are offered
opportunities to be a part of school decision making.
PRINCIPAL’S REPORT
Our Staff, Parents, School Board, School Nurse, Learning Support Coordinator, Graham (Polly) Farmer After
School Learning Club Coordinator, Welcome Centre Coordinator and Aboriginal and Islander Education
Officer ensure our students’ growth and development needs are met.
The School Board met twice a term to discuss our performance and guide and endorse directions. Our School
Board has ensured that we meet the needs of all stakeholders as they bring diversity and experiences across
many areas to the Board (School) and its input. 2015 provided the opportunity for a number of new members
to be elected to the School Board. The election of new parent representatives resulted in Mr Andrew Smith,
Mrs Maxine O’Connell and Mrs Lucie Betteley being voted in to the parent representative positions. Staff
elections resulted in Miss Marie Brandis being re-elected and Mrs Jasmine Rolton and Mrs Sara Hunt being
new staff representatives. Mr Trent Harvey, Mr Cameron Wagstaff, Ms Bromwyn Howarth and Mrs Marie
Parker were our community representatives.
Although there were significant changes to the board the
commitment to engaging in conversations focused on student outcomes and providing positive, quality
education was evident at each meeting.
This Report will provide you with a summary of our performance in 2015. It is only an overview but the most
important feature is that our students’ results guide future directions, priorities and planning for our school.
Tom Price Primary School 2015 School Report
PARTNERSHIPS AND PROGRAMS
3A Project
The 3A Project (Abecedarian Approach Australia) is based on a research-validated program trialled over 30
years. It promotes meaningful adult/child interactions through games, conversational reading and enriched
child care. It focuses on children's oral language, social and emotional wellbeing. The approach also
encourages parents to be the most important educators in their children's lives – meaning parents can be
involved in the games and reading.
Ms Emily Bartholomew was appointed to the full time role of teacher at the Wakuthuni Early Learning
Centre for 2015. Ms Bartholomew cultivated positive relationships with parents and students from the
Wakuthuni community to develop confidence about attending school from Kindergarten and beyond. The
program at the Early Learning Centre was accessed by families at Wakuthuni Community. It is engaging,
hands on and building the capacity of children to participate in new activities.
Graham (Polly) Farmer Foundation After School Learning Club
In 2015 the After School Learning Club gained further funding from the Graham (Polly) Farmer Foundation
to continue the After School Learning Club. The club catered for Aboriginal students in Years 1-6,
providing support with homework, Literacy, Numeracy, social and personal skills. The club continued to
use the successful formula as in previous years, with teacher-tutors and education assistants working with
students two afternoon sessions each week. Enrolment varied throughout the year with several families
moving to town and others moving away. Attendance varied between 10 and 25 students per session, with
an average of 14 students.
School Chaplain
Mrs Alana Douglas was appointed School Chaplain for 2015. Youth Care ran the selection process in
consultation with the school to identify Mrs Douglas as the most suitable candidate. Mrs Douglas has
worked with students in the areas of friendships, pastoral care, dealing with anxiety and generally being
available as a support person for staff, parents and students.
Sporting Schools Program
This program is run two days a week after school in the cooler months and before school in the hotter
months. It exposes children to a variety of sports while encouraging active lives and healthy choices. The
program is funded by the Department of Sport and Recreation. Miss Sara Mohamed and Miss Emily
Bartholomew ran the program in 2015.
Improving Literacy and Numeracy Partnership
The funding for this project ceased in 2014, however schools in the Ashburton Schools Alliance (ASA)
network continue to link in with partnership to support our focus on improving Literacy and Numeracy. We
continued to access specialist teachers and schools to support best practice in the areas of Literacy and
Numeracy, through the Improving Literacy and Numeracy Partnership.
Tom Price Primary School 2015 School Report
Up For It Program
The up4it Leadership Development Program is a Role Models and Leaders Australia strategy designed to
improve school attendance rates of Indigenous students in Western Australia. The focus of the program is
on self-esteem, goal setting and achievement delivered by the promotion of positive healthy lifestyles by
teams of Indigenous and non-Indigenous sports and professional role models who visit the communities
during the school year.
Tom Price Primary School was visited in Term 2,3 and 4 by Ricky Grace and other leading Indigenous and
non-Indigenous role models who met with students and staff and conducted fun engaging clinics. These
included activities in sports, grooming/deportment, leadership and music appreciation.
Welcome Centre
Tom Price Primary School runs a Welcome Centre out of the old Administration building. The Welcome
Centre creates a safe, comfortable and fun atmosphere for students in Kindergarten to Year 6. Students
form Wakuthuni access the centre each morning to allow for a smooth transition from community to school.
Any student that is in need of breakfast is able to access this from the Welcome Centre every morning.
The centre also provides a basic recess and lunch for students who do not have food when they come to
school. This is monitored and parents contacted if this becomes an ongoing occurrence. Many parents
donate second hand uniforms when they leave town or their children have grown and they no longer fit.
This is greatly appreciated as the Welcome Centre provides uniforms when ‘accidents’ occur, when new
families arrive at school and have not had the opportunity to purchase uniforms and in those rare times that
families have not been able to have clean uniforms for students to wear.
Mrs Reiter-Youd who coordinates the centre, also communicates with parents and provides a link between
parents and school. In 2015, 260 lunches were provided for students across the school. Breakfast and
lunches are able to be provided with assistance from the Foodbank program.
Rio Tinto
Rio Tinto works with all schools in Tom Price and Paraburdoo. To ensure the support is sustained we have
a School Engagement Programme. Within this programme Rio Tinto has facilitated Cultural Heritage
sessions, safety talks, guest speakers, excursions with a mining focus and sponsorship with end of year
awards and Year 6 graduation. We also have a Rio Tinto representative on our school board. The
continued dialogue between the school and Rio Tinto assists with planning for the future and engaging staff
and students within the wider community.
Tom Price Primary School 2015 School Report
SIGNIFICANT EVENTS
Nameless/Jarndunmunha Festival
The festival takes its name from Mount Nameless/Jarndunmunha meaning ‘place of rock wallabies’ known
by the Eastern Guruma people, traditional land owners of the area surrounding Tom Price. Students and
teachers of Tom Price Primary participate in the annual event in a variety of ways. This year’s theme was
Super Heroes. Our students presented a colourful, multifaceted display at the Arts Award night with
sculptures, paintings and drawings from different points of view (what superman might see when flying over
buildings) which received first prize recognition on the night. Individual students also had their art work
recognised via individual prizes and commendations.
Our whole school took part in the street parade, with our enormous papier mache superman head with his
cape flowing behind with all students supporting the enormous cape. However 2015 was not our year to
win the parade award, we will be there again in 2016.
Thinking Skills and Opti-MINDS Workshops
In 2015 the Opti-MINDS program expanded to include all schools in the ASA network. Mrs Kathy BoyatzisPascoe, Director of Opti-MINDS WA, worked with students from all schools to build understandings and
skills in problem solving and to experience the challenge, enrichment and stimulation involved in OptiMINDS WA programs. These workshops culminated in an Opti-MINDS challenge being held at Tom Price
Senior High School Performing Arts Centre. Teams of students from each school prepared for the
challenges and presented to a panel for judging. Our teams were well represented and gained
acknowledgement for their team focus, persistence and dedication to the process.
Incursions
Being situated in a remote area of Australia, our students do not have easy access to concerts, plays or
musical concerts. As a school we often have visiting artists offer to visit our school for a fee. In 2015
students participated in activities and presentations from Circus Challenge, Musica Viva, Clontarf and
Science week presentations.
Literacy and Numeracy Luncheons
Each term Mrs Hunt and Ms Brandis recognised the dedication of our students during the Literacy and
Numeracy luncheons. Students were selected based on their attitude and achievements in Mathematics
and Literacy (reading, writing, listening, speaking and spelling). Students from Kindergarten to Year 6
attended the luncheons and shared their learning and achievements with the group.
Tom Price Primary School 2015 School Report
Ashburton Schools Alliance (ASA) Tom Price Primary is part of the Karijini network which encompasses
schools in Tom Price, Paraburdoo, Newman, Nullagine and Jigalong. As this is a network that spans
hundreds of kilometres, there is an Ashburton Schools Alliance sub network, made up of Tom Price
Primary School, North Tom Price Primary School, Paraburdoo Primary School and Tom Price Senior High
School. The aim of the alliance is to enable staff from all of the schools to work collaboratively to further
develop their understanding of the WA curriculum, provide improved outcomes for students, and build
personal and collective capacities in all areas of teaching. The ASA network has also provided the
opportunity for collective professional learning which enabled all teachers to attend by funding presenters to
fly to Tom Price and present to all staff rather than one or two staff travelling to Perth then having to
disseminate information to their peers.
Teachers from each school meet formally once a term to discuss current practices, moderate, mentor and
gain feedback on programs. There are pockets of teachers who have taken the initiative to work with their
peers in their DOTT time (Duties Other Than Teaching) or after school.
NAIDOC
The 2015 NAIDOC committee worked with Aboriginal community members to provide a hands on NAIDOC
day. The day was enhanced by support from the Dusty Boots team attending the day to support presenters
and students. Students were organised in multi-aged groups, allowing older students to support and assist
younger students with the more tricky activities. Nana Maisie and Nana Joyce shared their knowledge of
bush foods and medicine and shared some of their artefacts with students. Damper making was led by
AIEO Ms Saylor with Arts and Crafts being instructed by Art Teacher Mrs Geddes.
P&C
The P&C contribute to the school community by running the Canteen and Uniform Shop. Fundraisers
included Mother’s Day and Father’s Day stalls, Photo Calenders The P&C also generously donated books
for end of year awards, take home readers and various requests from staff for resources for classrooms.
Pop Up Café
Mrs Geddes continued the Pop up Café theme in 2015 with students from Rooms 7 and 8 transforming the
Tom Price Primary School undercover area into a Pop-up café for two afternoons in Term 3. Students
planned and created a Pop-up Café, invited friends and family to the event and used coffee mugs they had
created in Art and Technology & Enterprise to serve beverages. The students also made the plates for the
afternoon tea, designed and printed their invitations and planned the seating and decorations for the café.
Both afternoons were well attended and enjoyed by family and friends.
Tom Price Primary School 2015 School Report
PROFESSIONAL LEARNING
Staff participated in a variety of Professional Learning. The professional learning was conducted by outside
providers as well as internally by teachers, education assistants and office staff who have expertise in
identified areas. The professional learning listed below was school funded. Some staff have participated in
professional learning during the holidays at their own expense.
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Fremantle Language Development Centre – Words Grammar and Fun; Cracking the Code via
Video Conferencing
Literacy and Numeracy workshops with Teacher Development Schools via Saba(computer)
Managing Challenging Behaviour – Pilbara Behaviour Centre
Team Teach
Dolly Bavaragh – Managing Challenging Behaviour
Primary Connections – Science
Kid safe – Nature Play
7 Steps For Writing
Application Writing
First Aid
Bronze Medallion and Surf Life Saving
Fundamental Movement Skills
Game Sense
Pilbara Leadership Forum
Leading School Improvement- the unrelenting focus on learning
Student Centred Funding Modules
Autism workshops for staff and parents
PM Benchmarks
ACADEMIC PERFORMANCE
Expert Review Group Enquiry
Tom Price Primary School was visited by members of the Expert Review Group to carry out a Performance
Enquiry Report. This was based on the following concerns raised by data that has been collected over
time.
� Below expected comparative student data in Years 3 and 5
� The declining trends in 2012-2014 Year 7 data is indicative of a concerning standard of Year 6
teaching
� The consistently lower percentage of students in the top two proficiency bands in Year 3
� The consistently higher percentage of students at or below the National Minimum standard in Year
3 & 5 when compared with students at like schools
Parents and Community members were invited to meet with the Expert Review Group members to discuss
their views of Tom Price Primary School. All staff were interviewed by the Expert Review Group as were
the student leadership group. After spending three days in the school a report was produced.
Staff have been part of a transparent, continual collaborative process to understand, build plans and make
improvements based on the findings within the report. The report was deconstructed through a variety of
meetings and organised into three main areas to enable us to form committees to oversee the planning and
implementation for improvement.
The three committees are:
� Teaching – Committee leader Mrs Alicia Druskovich
� Instructional Leadership – Committee leader Ms Marie Brandis
� Learning Environment – Committee leader Mrs Amy Padfield.
The finalisation of the improvement plan will occur in Term 1 2016.
Tom Price Primary School 2015 School Report
NAPLAN DATA
NUMERACY
Percentage of students in each Proficiency Band
Year 3 Numeracy
School
Band
Like Schools
State
2013
2014
2015
2013
2014
2015
2013
6 to 10
3.03%
5.71%
26.66%
3.83%
5.94%
7.21%
8.3%
13.0% 14.1%
5
18.18%
2.85%
23.33%
14.68% 17.62%
16.2%
20.0%
21.0% 17.3%
4
18.18% 31.42% 33.33%
29.1%
18.4%
29.0%
22.8% 22.9%
3
27.27% 22.85%
6.66%
33.99% 28.13% 29.01%
25.4%
22.6% 23.6%
2
21.21% 22.85%
10.0%
13.35%
17.3%
20.17%
11.9%
15.3% 15.4%
1
12.12% 14.28%
0.0%
5.02%
6.36%
8.98%
5.3%
5.4% 6.6%
24.62%
2014
2015
Above national minimum standard
At national minimum standard
Below national minimum standard
Year 3 data in Numeracy shows a significant increase in the percentage of students achieving in the top
two bands and a reduction in the percentage of students achieving at or below the national minimal
standard. The 2015 cohort achieved significantly higher than like school cohorts.
Percentage of students in each Proficiency Band
Year 5 Numeracy
School
Band
Like Schools
State
2013
2014
2015
2013
2014
2015
2013
2014 2015
0.0%
0.0%
7.14%
3.2%
3.98%
3.71%
8.8%
9.3% 9.1%
7
3.12% 14.28% 14.28%
5.34%
8.65% 10.97%
11.0%
12.4% 14.6%
6
15.62% 40.0% 10.71% 22.05% 26.65% 21.76%
24.3%
27.4% 24.4%
5
25.0% 17.14% 25.0%
33.42% 26.76% 29.55%
28.0%
24.7% 26.9%
4
31.25% 22.85% 28.57%
26.2% 21.64% 27.78%
20.1%
17.1% 20.0%
25.0%
9.75%
7.8%
9.0% 5.1%
8 to 10
1 to 3
5.71% 14.28%
12.3%
6.19%
Above national minimum standard
At national minimum standard
Below national minimum standard
Year 5 Numeracy data shows an increase in the percentage of students achieving in the top two bands,
with Tom Price Primary School having a higher percentage of students in these bands than like schools.
Tom Price Primary School 2015 School Report
Average Numeracy Score
Y03
Year
School
Y05
Like
Like
School
Schools
Schools
2011
367
384
445
474
2012
380
355
480
455
2013
358
369
421
450
2014
345
372
472
457
2015
422
366
458
461
The average numeracy score graph shows that compared to like schools the achievement in Numeracy
has been inconsistent with Year 5 student cohorts achieving above and below like school cohorts on
alternate years. The Year 3 data was showing a decreasing trend until 2015 where students have
achieved significantly higher than like schools.
A whole school Mathematics plan with key learning focus, common language, clear expectations and
assessment requirements has been developed to assist the clear and focused teaching of mathematics
and to help address the inconsistency from year to year.
READING
Percentage of students in each Proficiency Band
Year 3 Reading
School
Band
2013
2015
2014 2015
8.82% 11.11% 29.03% 12.66% 12.77% 15.44%
20.6%
23.3% 23.6%
5
5.88% 16.66% 25.8%
13.98% 16.93% 16.61%
15.5%
16.9% 17.7%
4
17.64% 13.88% 22.58% 23.21% 24.6% 20.73%
24.3%
22.6% 21.0%
3
26.47% 22.22% 16.12% 25.32% 20.12% 27.35%
19.0%
15.8% 21.4%
2
29.41% 16.66% 6.45%
18.07% 14.27% 9.26%
14.5%
11.8% 7.8%
1
11.76% 19.44%
6.72% 11.28% 10.58%
6.2%
9.6% 8.6%
0.0%
2013
2014
2015
State
2013
6 to 10
2014
Like Schools
Above national minimum standard
At national minimum standard
Below national minimum standard
Year 3 data has shown a significant increase in the percentage of students achieving in bands 5 to 10. In
2015 we had 0% of our students achieving below the national minimal standard. This indicates that
intervention processes that were implemented based on results from On-Entry data in the early years has
resulted in gains by targeted students.
Tom Price Primary School 2015 School Report
Percentage of students in each Proficiency Band
Year 5 Reading
School
Band
2013
2015
State
2013
2014
2015
2013
2014
2015
5.82%
6.7%
8.42%
10.2%
12.5%
12.4%
7
8.82% 11.76% 10.71% 14.17% 11.25% 14.56%
19.0%
15.3%
17.7%
6
29.41% 23.52% 32.14% 27.54% 21.02% 18.59%
27.9%
24.3%
20.8%
5
14.7% 23.52% 17.85% 29.93% 26.47% 25.96%
25.9%
23.1%
22.2%
4
23.52% 20.58% 14.28%
18.8% 22.38% 23.33%
13.4%
15.1%
19.1%
1 to 3
20.58% 8.82% 17.85%
3.7%
3.6%
9.7%
7.7%
8 to 10
2014
Like Schools
2.94% 11.76% 7.14%
12.15% 9.12%
Above national minimum standard
At national minimum standard
Below national minimum standard
When comparing the 2015 Year 5 cohort attainment of bands with their achievements as Year 3 in 2013
there has been improvement in all areas.
Band 2013
2015
(Yr. 3)
(Yr5)
6-10
9%
50%
5
6%
18%
4
18%
14%
1-3
68%
18%
The percentage of students achieving below the national minimum standard continues to be higher than
like schools and the state; however there is an improvement from one NAPLAN year to the next.
Average Reading Score
Y03
Year
School
Y05
Like
Like
School
Schools
Schools
397
438
482
2011
363
2012
385
372
444
461
2013
345
381
442
474
2014
360
379
482
463
2015
432
388
458
468
Reading in Year 5 was consistently below like school until 2014 where the cohort achieved above like
schools. In 2015 the achievement was below like schools although not as significantly as previous years.
Year 3 scores were below like schools but had begun to make an upward trend. The 2015 cohort achieved
significantly higher than expected results in the area of reading.
The school has investigated an intervention program to assist students who are achieving below the
national benchmark in reading. The Minilit program for junior years and the Reading Tutor program for
senior years will be implemented in 2016. Identified staff will participate in targeted professional learning to
enable them to implement the programs.
Tom Price Primary School 2015 School Report
WRITING
Percentage of students in each Proficiency Band
Year 3 Writing
Band
School
Like Schools
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
6 to 10
0.0%
0.0%
25.8%
5.94%
4.02%
5.01%
9.6%
7.2%
10.8%
5
5.88%
20.0% 51.61% 24.96% 23.09% 24.18%
32.2%
32.6%
33.8%
4
29.41% 20.0% 16.12% 30.38% 26.27% 27.13%
26.3%
25.2%
25.0%
3
35.29% 37.14% 3.22%
23.77% 26.9% 28.31%
19.8%
21.0%
19.3%
2
17.64% 11.42% 3.22%
10.56% 12.6% 10.02%
7.7%
8.1%
6.4%
1
11.76% 11.42%
4.35%
4.4%
5.9%
4.7%
0.0%
7.09%
5.3%
Above national minimum standard
At national minimum standard
Below national minimum standard
Writing has shown increased percentage of students achieving bands 3-5 with the 2015 cohort achieving
significant achievement in band 5 and having 0% of students achieving below the national minimum
standard. The implementation of 7 Steps to Writing as a whole school program has impacted positively on
the writing achievement in NAPLAN.
Percentage of students in each Proficiency Band
Year 5 Writing
School
Band
Like Schools
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
8 to 10
2.94%
0.0%
3.7%
1.86%
0.9%
2.1%
4.2%
3.5%
3.8%
7
5.88%
2.85%
0.0%
9.58%
6.68%
7.0%
12.0%
10.6%
11.6%
6
5.88% 22.85% 25.92%
21.3% 22.98% 19.61%
24.9%
23.7%
27.3%
5
41.17% 45.71% 29.62% 37.94% 41.56% 42.9%
36.2%
38.6%
35.7%
4
17.64% 20.0%
15.31% 14.38% 12.6%
11.6%
11.6%
11.1%
26.47% 8.57% 33.33% 13.98% 13.47% 15.76%
11.1%
12.0%
10.5%
1 to 3
7.4%
Above national minimum standard
At national minimum standard
Below national minimum standard
Year 5 writing achievement has been inconsistent with students in 2014 achieving near to or above like
schools and the 2015 achieving below like schools. This indicates a need to focus on writing and the whole
school programs in Year 4.
Tom Price Primary School 2015 School Report
Average Writing Score
Y03
2011
Y05
Like
School
School Like
School
School
371
403
432
465
2012
404
382
463
450
2013
338
387
421
451
2014
354
374
455
447
2015
453
384
418
449
Year
SPELLING
Percentage of students in each Proficiency Band
Year 3 Spelling
Band
School
2013
2014
Like Schools
2015
2013
2014
2015
State
2013
2014 2015
6 to 10
11.76% 11.42% 19.35% 12.79% 15.05% 14.94%
16.0%
19.0% 20.3%
5
11.76% 8.57% 35.48% 17.28% 20.25% 14.49%
20.5%
22.1% 18.6%
4
17.64% 25.71% 29.03% 22.42% 24.07% 21.59%
23.7%
23.2% 20.9%
3
20.58% 17.14% 9.67%
23.61% 14.63% 24.85%
22.0%
13.9% 20.3%
2
8.82% 22.85% 3.22%
12.53% 18.87% 15.38%
8.1%
15.1% 12.8%
1
29.41% 14.28% 3.22%
11.34%
9.8%
6.8% 7.1%
7.1%
8.72%
Above national minimum standard
At national minimum standard
Below national minimum standard
Year 3 spelling has been improving with each cohort showing closer alignment to like schools. Early
intervention in the area of oral language and synthetic phonics has been included in the whole school
English plan to ensure a focused whole school implementation for a smooth transition to spelling.
The implementation of a targeted oral language program in the early years began when the current cohort
were in Pre-primary, this along with a whole school word study program have assisted to increase the
percentage of students in the higher bands and a decrease in the percentage of students achieving below
the national minimum standard.
Tom Price Primary School 2015 School Report
TPercentage of students in each Proficiency Band
h
e
Year 5 Spelling
Band
School
Like Schools
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
8 to 10
2.94%
5.71%
3.7%
3.57%
6.76%
4.21%
7.2%
10.3%
7.9%
7
11.76%
20.0%
18.51%
16.26%
20.85%
16.66%
19.8%
23.5%
22.8%
6
17.64%
25.71%
25.92%
24.07%
25.7%
28.77%
28.0%
25.3%
25.5%
5
20.58%
31.42%
14.81%
28.43%
24.91%
25.43%
25.0%
21.4%
23.0%
4
14.7%
14.28%
14.81%
14.28%
12.96%
15.08%
10.4%
10.6%
13.2%
1 to 3
32.35%
2.85%
22.22%
13.35%
8.79%
9.82%
9.8%
8.9%
7.6%
Above national minimum standard
At national minimum standard
Below national minimum standard
Average Spelling Score
Y03
Year
Y05
School Like School Like
School
School
2011
348
392
455
474
2012
379
372
461
467
2013
345
382
427
465
2014
354
389
481
477
2015
428
379
453
471
Compared to like schools we continue to have a significant percentage of students achieving in bands 1-3
which is below the national minimum standard. The data does indicate that there has been progress from
Year 3 to Year 5 with a reduction in the number of students achieving below the national minimum standard
and increased percentage in bands 6-10. Spelling will continue to be a focus in 2016.
Tom Price Primary School 2015 School Report
GRMMAR AND PUNCTUATION
Percentage of students in each Proficiency Band
Year 3 Grammar & Punctuation
Band
School
2014
2015
2013
2014
2015
15.3% 15.27% 15.68%
22.6%
24.8%
27.1%
5
11.76% 14.28% 35.48% 17.15% 18.23% 16.42%
20.7%
19.4%
19.0%
4
26.47% 34.28% 16.12% 24.14% 21.84% 28.1%
20.8%
20.8%
22.5%
3
23.52% 8.57%
6.45%
20.05% 21.2%
17.6%
16.9%
16.4%
13.6%
2
8.82% 17.14%
0.0%
15.03% 12.08% 14.2%
11.8%
10.7%
9.9%
1
20.58% 14.28% 3.22%
8.31% 11.34% 7.98%
7.3%
8.0%
7.9%
8.82% 11.42% 38.7%
2014
State
2013
6 to 10
2013
Like Schools
2015
Above national minimum standard
At national minimum standard
Below national minimum standard
Percentage of students in each Proficiency Band
Year 5 Grammar & Punctuation
School
Band
2013
2014
2015
2013
2014
2015
2.94% 14.28% 11.11%
8.73%
9.92%
9.47%
13.7%
16.3%
14.2%
7
14.7%
12.96% 16.79% 12.45%
19.7%
18.7%
17.4%
6
14.7% 25.71% 18.51% 23.14% 20.4% 21.05%
21.4%
21.2%
20.3%
5
20.58% 25.71% 25.92% 27.11% 23.44% 26.84%
24.3%
19.6%
24.2%
4
20.58% 25.71%
17.06% 18.37% 18.42%
12.6%
14.1%
13.3%
29.62% 10.97% 11.04% 11.75%
8.4%
10.1%
10.7%
1 to 3
26.47%
8.57%
0.0%
2015
State
2013
8 to 10
2014
Like Schools
7.4%
7.4%
Above national minimum standard
At national minimum standard
Below national minimum standard
Band
6-10
5
4
1-3
2013
(Yr3)
9%
12%
26%
53%
2015
(Yr5)
37%
26%
7%
30%
Comparison with like schools shows similar percentages within bands 5 and 6. A significant percentage of
students in this cohort are students with English as a second language or dialect and they are represented
in the percentage of students achieving in bands 1-3. The data shows a decrease in the percentage of
students in bands 1-3 from Year 3 to Year 5.
Tom Price Primary School 2015 School Report
Average Grammar & Punctuation Score
Y03
Year
School
Y05
Like
Like
School
Schools
Schools
405
453
490
2011
362
2012
368
371
508
456
2013
354
392
422
469
2014
376
380
480
472
2015
462
394
457
472
N
NAPLAN Comparative Performance Summary
A
Year 3
Year 5
2013
2014
2015
2013
2014
2015
Numeracy
-0.4
-1.3
2.3
-1.6
-0.2
-0.1
Reading
-1.5
-0.9
1.6
-1.6
0.0
-0.2
Writing
-1.5
-0.8
2.3
-0.7
-0.2
-0.5
Spelling
-1.4
-1.2
1.8
-1.0
-0.1
-0.8
Grammar &
Punctuation
-1.1
-0.3
2.0
-1.9
0.2
-0.0
Above Expected – more than one standard deviation above the predicted school mean.
Expected – within one standard deviation of the predicted school mean.
Below Expected – more than one standard deviation of the predicted school mean.
If blank, then no data available of number of students less than 6
The Comparative Performance Summary shows an improvement in Year 3 and Year 5 cohorts from 2013
to 2015. The Year 5 2015 stable student cohort were the Year 3 2013 students. These students whilst still
having students achieving below the national benchmark, have made improvements as a cohort in all
areas.
The 2015 Year 3 cohort has performed above the expected level. As a school we plan to provide these
students with continued support and challenges to ensure that they maintain the high level of achievement
in the following years.
Analysis of other data indicates that the Year 3 cohort has consistent attendance, parents who take an
interest in their child’s progress (parent meetings, emails and phone conversations). Another factor that
has assisted with the high achievement levels is the ‘looping’ of one of the Year 3 teacher. (This teacher
taught the students for Year 2 and followed them into Year 3). This facilitated a smooth transition into Year
3 as the teacher had an in-depth knowledge of the strengths and weaknesses of the cohort and knew what
had been taught leading into the NAPLAN year. The other Year 3 teacher had a positive relationship with
parents and students as she had taught them in Kindergarten. While the students had progressed through
a number of years the relationships were already in place allowing for a smooth transition and open
communication regarding intervention or extension.
Tom Price Primary School 2015 School Report
Analysis of the Year 5 cohort indicates a high number of students with indicated, moderate or severe
attendance. This is a continued area of focus for 2016 with information regarding the impact of attendance
on achievement being a regular feature in the newsletter, during assemblies and a more streamline
process for following up on absences being developed ready for implementation in 2016. Significant
number of students with English as a second language or dialect also impacts on the achievements in the
literacy areas particularly in spelling and grammar and punctuation.
Allocation of Year 2 and Year 4 teachers for 2016 will be scrutinised as these teachers will ‘loop’ into Year
3 and 5 to test the assumption that the smooth transition and in depth knowledge assists students to
achieve above expected levels as measured in NAPLAN.
Whole school plans in English and Mathematics have been implemented and will continue to be used for
planning and assessing in 2016.
EARLY INTERVENTION
Through our partnership with the Fremantle Language Development Centre, it was recognised that our
Kindergarten students come to school with a diverse understanding of the parts of speech. The table below
shows that the 2015 cohort were weak in using the correct tense, pronouns for He/She/They, correct use of
is/are. There were also deficits in other areas which participation in the program has improved. The table
shows a growth in all areas with some being more significant than others. Based on the improvements
made from Term 1 to Term 4 the program will be maintained as students move into Pre-primary.
Kindergarten students will be assessed early in Term 1 2016 to gain baseline data and plan for focussed
intervention to build oral language and speech.
Kindergarten Words Grammar and Fun
100
90
80
70
60
50
40
30
20
10
0
Pre- Intervention
Post- Intervention
Students in Kindergarten also participate in the Finger gym program which looks at improving fine motor
skills that are necessary for handwriting, hand-eye coordination, tracking for reading etc.
On-Entry Assessments.
On Entry data indicates that students who are tested in Pre-primary are making progress each year. From
this data we have identified students in need of program adjustments to ensure they are gaining a strong
base knowledge on which to build their future learning.
Teachers analysed the data and use the suggested planning from the program to implement group and
individual education plans.
Tom Price Primary School 2015 School Report
ATTENDANCE
Student Numbers
(as at 2015 Semester 2)
Primary
Kin
PPR
Y01
Y02
Y03
Y04
Y05
Y06
Total
Full Time
(24)
28
46
20
32
31
29
33
243
Part Time
44
Note: The Kindergarten Full Time student figure represents the Full Time Equivalent of the Part Time students
Kin
PPR
Pri
Sec
Total
Kin
PPR
Pri
Male
20
15
92
127
Female
24
13
99
Total
44
28
191
Aboriginal
8
6
23
37
136
Non-Aboriginal
36
22
168
226
263
Total
44
28
191
263
2011
2012
2013
2014
2015
Primary (Excluding Kindergarten)
277
259
257
281
219
Total
277
259
257
281
219
Sec
Total
Student enrolment numbers have fluctuated due to the need for Rio Tinto to increase or reduce their
workforce based on the production quotas. In 2015 we had a significant decrease in numbers this was due
to reduction in workforce for Rio Tinto and supporting businesses plus being the first year that Year 7
students moved to high school.
Attendance Overall Primary
Non-Aboriginal
Aboriginal
Total
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
2013
90.9%
92.6%
93.7%
72.4%
82.3%
80.7%
87%
91.5%
92.6%
2014
90.4%
92%
93.2%
79.1%
82.1%
80.4%
88.7%
91.1%
92.1%
2015
89.2%
92.6%
93.8%
69.1%
87.2%
81.2%
86%
92.3%
92.7%
Tom Price Primary School 2015 School Report
Tom Price Primary School finished 2015 with an enrolment of 257 students. Of this figure, 40 students
identified as Aboriginal or Torres Strait Islander. The average whole of school attendance:
Table 1: Whole of school average attendance figure comparison 2013, 2014, 2015
2013
86.84%
2014
87.56%
2015
87.11%
The average attendance figures for Aboriginal/Torres Strait Islander students:
Table 2: Aboriginal average attendance figures 2013, 2014, 2015
2013
67.33%
2014
73.74%
2015
74.61%
During Terms 3 and 4 of 2015, the role of our School Based Attendance Officer included:
� 42 Home visits.
� Meetings with parents/carers, to prepare Responsible Parenting Agreements for several families.
� Meetings with teachers to:
o discuss and support the development of Individual Attendance Plans for students;
o discuss individual attendance concerns;
o explain the absentee process; or
o to assist teachers with meetings with parents/carers to engage Aboriginal students in the
class.
� Fortnightly report for the newsletter, focussing on reducing the number of unexplained absences
and encouraging parents to keep their children in school during term (reducing the number of
vacations taken during term).
� Attending PD on Attendance matters.
� Preparation of fortnightly certificates, recognising the highest class attendance percentage and the
most improved class attendance percentage.
� 100% attendance fortnightly draws for students for the previous fortnight.
� Class attendance awards
� Individual attendance recognition for students maintaining 100% attendance.
Students at Educational Risk due to poor attendance
Students are placed on the SAER register for poor attendance for follow up at meetings held during the
term.
Students who are at severe educational risk due to their poor attendance (59% or below) have individual
case management files to ensure processes are followed and to engage parents and stakeholders with
improving attendance
Students are placed on the SAER register for poor attendance for follow up at meetings held during the
term.
Students who are at severe educational risk due to their poor attendance (59% or below) have individual
case management files to ensure processes are followed and to engage parents and stakeholders with
improving attendance
Tom Price Primary School 2015 School Report
Attendance Profile of Whole School by end of 2015
Attendance of Non-Indigenous and Indigenous Students by end of 2015:
Regular
Percentage
Non-indigenous
Indigenous
Students
90% -100%
129
8
Indicated At
Risk
80% - 89%
63
13
Moderately At
Risk
60% - 79%
25
11
Severely At Risk
0% - 59%
0
8
Analysis and review of the school attendance policy occurred in Term 4. Changes to policy and strategies
were discussed and planned. These documents were prepared and submitted prior to the end of Term 3
and finalised by end of Term 4. Focus for 2016 will be on improving our Regular Attendance and reducing
unauthorised absences.
Room 8 enjoyed their Term 2
Attendance Reward movie
Tom Price Primary School 2015 School Report
Tom Price Primary School 2015 School Report