YUNA PRIMARY SCHOOL
FORWARD TOGETHER
Annual Report 2015
P PRINCIPAL’S REPORT
Pplllllllllll
It is my pleasure to present the 2015 Annual Report on the school’s
activities to you. The Report provides information to parents and
carers, staff members, students and the broader community on the
activities of the school during the year. I hope you find it
informative and that it assists you to better understand the school’s
operations. It is important that the Report is considered together
with information from other sources that include student reports,
teacher-parent interviews, school newsletters and your informal
contact with staff members.
The Director General’s Classroom First Strategy, Focus 2016
Document and the High Performance-High Care Strategic Plan for
WA Public Schools 2016-2019, will continue to set the direction for
Yuna Primary School.
We aim to ensure all students are successful students; every teacher
is effective; and that Yuna Primary School is a good school.
Shirley MacLeod
Principal
SCHOOL CONTEXT
Yuna Primary School is situated approximately 530km from Perth
and 75 kms North East of Geraldton in the Mid-West district. It has
an Aria score of 5.9.
Yuna is a very small town consisting of a school, seven houses, a
recently closed tavern, shire hall, CWA hall, tennis courts and Yuna
Community Centre, and golf course and clubroom.
In 2015, 32 students attended the school from the town and outlying
farms. The major source of business to the community is grain
cropping and sheep.
The school opened in December 1962, with many of the students'
parents having attended the school as students in their younger days.
Yuna Primary School consists of three brick linear classrooms and
an adjoining administration/staff/resource area. Extra additions to the
school is a library/combined resource room built in September 2007
and a Building the Education Revolution art/languages/canteen room
erected in 2010. Our large undercover area is used for numerous
school functions and sporting activities.
Yuna Primary School operates with two mixed classes of
K-2 and 3-6.
The school had a total staff complement of 11in 2015, with 4 of
them being employed as either full time or part time teachers.
Yuna has a current FTE of 2.7 teaching staff and 1.8 non-teaching
staff. Clerical/Administrative staff account for 0.9 FTE. IT officer
ADMINISTRATION
PRINCIPAL
Shirley MacLeod
MANAGER
CORPORATE
SERVICES
Natasha Forrester
Jenna Hansen
STAFF
Lorraine Jones
Brenda Williamson
Dian Esthiningsih Leggett
Theresa Showell Tm 4
EA’s
Cath St Quintin
Sam Thompson
IT OFFICER
Jenna Hansen
LIBRARY OFFICER
Mauretta Brooks
GARDENER/
HANDYPERSON
Karen Newman
CLEANER
Janet Jones
Libby Bartlett Tm 4
OUR PURPOSE
The purpose of Yuna
Primary School is to
ensure all students are
provided
with
the
opportunity to take up the
challenge of learning in
order to achieve their full
academic, social, creative
and physical potential.
This will prepare them to
be positive contributors to
society.
accounts for 0.2 time and the Gardener/Handyperson and Cleaner
have a combined FTE of 1.26.
The school is the central hub of the town and is family orientated,
offering small classes in a caring and supportive environment. Staff
at Yuna Primary school is made up chiefly of members of the local
community. Yuna has an active P&C and an enthusiastic School
Council which support the school. The Yuna community depends on
the school for organising local events and keeping everyone
informed of relevant issues, events, fixtures and meetings,
via the School Newsletter. The families of Yuna connected to the
school take pride in the school grounds and the achievements of their
children. A consistent approach to two-way communication is a
priority.
OUR VALUES
Learning
We have a positive
approach to learning and
encourage it in others.
Excellence
We
have
high
expectations
of
our
students and ourselves.
We set standards of
excellence and strive to
achieve them.
Equity
We
recognise
the
differing circumstances of
students and the best
possible outcomes for all.
Care
We treat all individuals
with
care.
Our
relationships are based
upon trust, mutual respect
and the acceptance of
responsibility.
We
recognise the value of
working in partnership
with parents and the
wider community in
providing
a
quality
education for all students.
SCHOOL ATTENDANCE
As our numbers are small, when presenting data as percentages, one
student can have a significant impact on the final result.
Total
School
State
2013
95.7%
92.6%
2014
98.7%
92.1%
2015
93.3%
92.7%
In 2015 student attendance at Yuna was 93.3%, which is above the
WA Public Schools average of 92.7%.
In 2015 our two Aboriginal students attended school 95.8% and
80.6%.
2
Attendance Category
At Risk
Regular
90% or
greater
80% to < 90%
Indicated
60% to < 80%
Moderate
Severe
< 60%
2013
100%
0.0%
0.0%
0.0%
2014
84.0%
16%
0.0%
0.0%
2015
85.7%
7.1%
7.1%
0.0%
QUALIFICATIONS
All teaching staff have
met the professional
requirements to teach in
WA Public Schools and
can be found on the
public register of teachers
of
the
Teacher
Registration Board of
Western Australia.
Our At Moderate Risk of Attendance students numbered 2 in total.
One of these students has an ongoing severe medical condition.
The other student is a female aboriginal student new to our school.
Distance and remoteness from a major centre was a problem for the
family and this led to days of absenteeism.
SCHOOL COUNCIL
Semester 2, 2015:
Staff Representative
Lorraine Jones
Breakdown
KIN
PPR
Y01
Y02
Y03
Y04
Y05
Y06
Compulsory
Attendance
Rate %
92.1%
93.3%
95.8%
97.7%
91.2%
84.5%
94.3%
96.3%
93.3%
Regular
[90% or
greater]
3
4
6
2
4
1
2
5
27
At Risk
Indicated
[80% to
<90%]
At Risk
Moderate
[60% to
<80%]
At Risk
Severe
[<60%]
1
2
1
1
2
3
In Semester 2, 43% of our Year 3 students have attendance which is
At Risk Indicated/Moderate.
Improving attendance will continue to be a priority in 2016, with
individual attendance improvement plans and specific targets being
developed with staff, students and families to target at risk
attendance.
STUDENT PERFORMANCE
NAPLAN
National Assessment Program Literacy and Numeracy
NAPLAN was undertaken in May and involved students in Years 3
and 5 being assessed in the areas of Reading, Writing, Language
Conventions (spelling, grammar and punctuation) and Numeracy.
The purpose of this is to provide schools and parents with
information about student performance in relation to nationally
agreed achievement benchmarks.
Students results are ranked (ie Above, At or Below) in relation to the
National Minimum Standard, which is deemed to be the minimum
level required for Year 3 and 5 students.
In 2015, NAPLAN data shows that there continues to be pleasing
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Chairperson
Brady Green
Parent Representatives
Carisa Mincherton
Nicole Batten
Sarah Creasy
Ashley Eastough
PARENTS &
CITIZENS
President
Alicia Pawelski
Vice President
Jason Batten
Secretary
Kelly Williamson
Treasurer
Jenna Hansen
Executive Committee
President
Vice President
Secretary
Treasurer
Liam Mann
Brett Warr
Canteen
Treasurer
Liz Hansen
President
Secretary
Fundraising Committee
Treasurer
Kirra Warr
Sarah Creasy
Nikita Credlin
Pool Committee
President
Secretary
Belinda Eastough
Bus Representatives
Erin Green [North Run]
Kelly Williamson
[South Run]
individual achievement.
Care needs to be taken when comparing our results with those of
Like Schools and the State. As our numbers are small, when
presenting data as percentages, one student can have a significant
impact on the final outcome.
YEAR 3
OUR
SCHOOL
Numeracy
Reading
Writing
Spelling
Punctuation
& Grammar
NCVISSA School
Representatives
Principal
Brenda Williamson
86%
14%
0%
100%
0%
0%
86%
14%
0%
100%
0%
0%
100%
0%
0%
GROUP
MEAN
426
457
416
438
409
445
433
469
432
Seven Year 3 students sat the NAPLAN exams in 2015.
100% of Year 3 students achieved Above the National Minimum
standard in Reading, Spelling, Punctuation and Grammar.
86% of all Year 3 students achieved Above the National Minimum
standard in Writing and Numeracy.
YEAR 5
OUR
SCHOOL
Numeracy
Reading
Writing
Hall Representative
Brenda Williamson
Above
At National
Below
Above
At National
Below
Above
At National
Below
Above
At National
Below
Above
At National
Below
ALL AUST
STUDENT
MEAN
398
Spelling
Punctuation
& Grammar
Above
At National
Below
Above
At National
Below
Above
At National
Below
Above
At National
Below
Above
At National
Below
100%
0%
0%
100%
0%
0%
100%
0%
0%
100%
0%
0%
100%
0%
0%
ALL AUST
STUDENT
MEAN
492
GROUP
MEAN
498
505
478
489
498
575
504
515
Two Year 5 students sat the NAPLAN exams in 2015.
4
506
Both students achieved Above the National Minimum Standards in
Numeracy, Reading, Writing, Spelling, Grammar and
Punctuation.
Analysis of this NAPLAN data for Years 3 and 5 has shown:
1. Algebra and Number to be of concern with an improvement
in Geometry.
2. Grammar of concern.
3. Reading and comprehending of Informational Texts to be of
concern.
4. Use of vocabulary, persuasive devices and ideas when
Writing is of concern. A huge improvement has been shown
in the areas of Text Structure, Paragraphing and Punctuation.
5. Language Conventions in Spelling correction, Grammar and
Punctuation is of concern.
Our focus for 2016:
1. Mathematics to be a priority area, with the Numeracy Block
starting our day throughout the school.
Separation of Year 5/6 students and Year 3/4 students, three
days a week, for a focus on Number strategies.
Whole school focus on Mental Computation Strategies.
Algebra, Statistics and Probability to be a focus area in the
Senior Room.
Daily NAPLAN questions for class analysis.
2. Literacy Block to be implemented from 10.50am to 12.30pm.
3. Spelling correction in both spelling lessons and writing
activities to be a focus.
Explicit teaching of spelling from Yrs 1-6 using the Spelling
Rules text book. .
Phonological awareness to be explicitly covered in the Early
Years and for students at risk.
4. Reading comprehension and analysis of informational texts
to be a focus.
Guided Reading strategies to be implemented.
Continue biannual formal reading assessment for PP to Yr 6
students using PM Benchmarks.
On Entry assessment for PP, Year 1 and Year 2 students
biannually.
KAT [Kindergarten Assessment Tool] for Kindergarten
students.
5. Whole school editing strategy.
Focus on use of vocabulary to improve quality of writing.
6. Punctuation and Grammar to be explicitly taught in isolation
and in context, with the Writing program focusing on
Persuasive and Narrative Writing, and other genres.
Poetry is shown to be a weakness throughout all year levels.
The challenge for our school is to continue providing teaching and
learning programs that ensure the curriculum is engaging,
challenging and accessible to all students.
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STUDENT
REPRESENTATIVES
2015
SCHOOL LEADERS
Holly Batten
Jacinta Williamson
Brianna Hansen
Mitchell Thompson
Luke Wheeldon (Tm 4)
SCHOOL LEADERS
2016
Sophie Batten
Madi Green
2016 PEAC STUDENT
Zak Williamson
STUDENT SUPPORT
SERVICES
SCHOOL
PSYCHOLOGIST
Krystyna McGerr
SCHOOL HEALTH
NURSE
Aleisha Eykel
Mary Ash
Child Development
Discussions with students
Yrs 4-6
CHILD
DEVELOPMENT
TEAM
OCCUPATIONAL
PATHOLOGIST
Martin Leeson
Specific needs of individual learners must be identified and effective
programs put in place (IEP’s and GEP’s) to respond to the ongoing
needs of all students.
Student improvement is attainable by carefully analysing data and
setting targets which are realistic and achievable. Strategies can be
implemented, groups of students in each year level can be case
managed, and staff can be supported to identify areas of concern and
plan for improvement.
This progress will be compared to stable cohorts of students,
previous year’s results, teacher judgement and Like School data.
NAPLAN DATA COMPARISON TO LIKE SCHOOLS
Average Numeracy Score
SPEECH
PATHOLOGIST
Jas Flora
THERAPY
ASSISTANT
Anne Ash
In 2014, one Year 3 student sat NAPLAN assessments so it is not
accurate to compare this result with the score for Year 3’s in 2015.
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Year 3 Numeracy scores are above Like Schools data.
Year 5 Numeracy scores are similar to Like Schools. Year 5 scores
have continued to rise and show an improvement from 2013 and
2014 scores.
Average Reading Score
STUDENT AWARDS
2015
Senior Citizenship
Years 3-6
Sophie Batten
Junior Citizenship
PP-Year 2
Holly Green
Senior Achievement
Award
Years 3-6
Lily Pawelski
Junior Achievement
Award
PP-Year 2
Millicent Allen
Arts Award
PP-Year 6
Dakota Cronin
Year 3 Reading scores are above Like Schools.
Year 5 Reading scores are similar to Like Schools.
An improvement in Year 3 and 5 Reading scores has been shown
when compared to 2013 and 2014 data.
Average Writing Score
Sportsperson Award
Years 3-6
Holly Batten
The Brooks Family
All Rounder Award
PP-Year 6
Mitchell Thompson
Woodside Science
Awards
Year 6
Holly Batten
Jacinta Williamson
Brianna Hansen
Mitchell Thompson
Luke Wheeldon
Kindy Book Awards
Taylor Mincherton
Rhys Warr
Flynn Williamson
Evan Williamson
Writing scores have improved in Year 3 and 5 in comparison to
previous years.
Year 3 Writing scores in 2015 are above Like Schools, while Year 5
Writing Scores are similar to Like Schools.
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MIDWEST
EDUCATION AWARD
2015
Vi Farrell
STAFF
PROFESSIONAL
DEVELOPMENT
Literacy
West Coast Language
Development Centre
Critical Learning Path
Kindergarten Assessment
Tool
Exploring Grammar in
the Early Years
Grammar Nuts and Bolts
of Writing
Talking Stories
Getting the Meaning
Building up the Vocab
Bank
ATTITUDE, BEHAVIOUR AND EFFORT
During Semester 2 of 2015, all staff reviewed the Yuna Behaviour
Management Plan. This was endorsed by the School Council and
copies were sent out to all parents.
This updated plan was necessary to ensure our approach in dealing
with behaviour was consistent and positive throughout the school.
Student behaviour and our approaches are reviewed regularly to
support students, ensuring safety and wellbeing is our focus.
A focus on positive rewards was maintained at a whole school level.
This included Golden Tickets presented at regular weekly
assembly’s, and Merit Certificates and Aussie of the Month Awards
presented at Whole School Assembly’s during the term.
Completion of Home Work tickets are drawn from the Junior and
Senior Room each week. The lucky students receive a book of their
choice selected from the book selection library in the principal’s
office.
All Western Australian teachers report on their student’s Attitude,
Behaviour and Effort in each of the semester reports.
Mathematics
Number and Algebra
Moderation
Junior Room Students- Year 1 & 2 [6 & 2 students]
Personal and Social Learning
Behaviour
Management/Values
PBS Awareness and
Behaviour Management
PAThS values program
MSSD Student Support
Network Project
Assessment and
Reporting for Students
with a Disability
Improving Outcomes for
Students with Learning
Difficulties
Autism Workshop
1. Displays independence 2. Makes positive choices with confidence 3. Reflects
on and talks about own learning 4. Displays perseverance 5. Expresses emotions
appropriately 6. Respects the ideas, feelings and needs of others 7. Resolves
conflicts in a positive manner 8. Interacts with peers and adults in acceptable
ways 9. Collaborates in group activities
Before analysing the data on the Year 1 and 2 students Personal and
Social Learning, it must be noted that the Semester 1 and 2 reports
were written by different teachers, and this teacher judgement may
contribute to a difference in levels recorded.
Analysis of the Personal and Social Learning data highlights that
only 25% of the students consistently apply themselves to four of the
eight key questions.
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It is also of concern to see that 25% of the students in both semesters
are able to often ‘Express emotions appropriately’ with the
remaining 75% sometimes ‘Expressing their emotions
appropriately’.
Both graphs are also showing that one student seldom ‘Respects the
ideas, feelings and needs of others’.
STAFF
PROFESSIONAL
DEVELOPMENT
CONTINUED:
Early Years Learning
EYES Conference
National Quality
Standards Training
Forum
Leadership
Midwest Leadership
Conference
Library Officer Forum
Registrar’s Forum
IT
TDS Tablet Teaching K-6
Junior Room Students- Year 1 & 2 [6 & 2 students]
Attitude, Behaviour and Effort
Finance
Student Centred Funding
Training 2016
Student Centred Funding
Operational Dashboard
End of Year Procedures
Receipting and Revenue
1. Is enthusiastic about learning 2. Participates responsibly
3. Sets goals and works towards them
Before analysing the data on the Year 1 and 2 students Attitude,
Behaviour and Effort, it must be noted that the Semester 1 and 2
reports were written by different teachers, and this teacher
judgement may contribute to a difference in levels recorded.
Analysis of this information shows that 12% of students in both
Semester 1 and 2 consistently Participate responsibly while the
remaining 88% of students often Participate responsibly.
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2015 SCHOOL YEAR
HIGHLIGHTS
Implementation of 19
iPads into classrooms
IT specialist timetabled
into Junior and Senior
classrooms FTE 0.2
At the end of Semester 1, 62% of students in Year 1 & 2 often show
Enthusiasm for learning. At the end of Semester 2, 100% of
students are often and consistently Enthusiastic about learning.
Senior Room Students- Years 3, 4, 5 & 6 [7, 2, 2, 5 students]
Server update to SOE4
Opening of Yuna
Community Centre
Open Night and Parent
Teacher Meetings
Camp to Coral Bay for all
students in Yrs 3-6
Year 5 & 6 Leadership
Camp - Geraldton
NCVISSA Carnivals in
swimming, athletics,
cross country, and
summer and winter
carnivals
CHUNA Sports
Carnivals:
Swimming and Athletics
Track and Field Coaching
School Performance
Tours:
Ghana Beat My Drum
WASO at Geraldton
Grammar School
Musica Viva
National Indonesian Day
ANZAC Day and
Remembrance Day
Assembly’s
Yuna’s Got Talent
Assembly
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 responsibility 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
Analysis of the Senior Room data shows that in Semester 1at least
50% of all students in the Senior Room received Consistently grades
for each of the eight key questions, with this increasing to at least
61% receiving Consistently in each of the eight areas in Semester 2.
In Semester 1, one student received a Seldom grade for five
questions. This decreased to one student receiving Seldom for only
three questions in Semester 2. These three questions were also part
of the five questions in Semester 1.
Conclusion:
After analysing the Semester 1 student data, it was agreed by all
teaching and non teaching staff that our Virtues Program was not
fulfilling the needs of our students.
A suggestion was presented of the need to adopt another program
which could be used for all students in K-Yr 6. The new program
would need to target resiliency and build self-esteem in all students.
After consultation with outside agencies, further investigation, an
analysis of Semester 2 data and a PAThS information whole school
workshop; it was agreed that the PAThS program would be
purchased and adopted for 2016. This decision was supported by the
School Council.
PAThS will be implemented for four years [2016-2019] and then
reviewed by all staff.
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INDIVIDUAL STUDENT NEEDS
A key focus across our school is to provide an individual approach to
learning for those children identified as having a specific learning
difficulty, and ensuring that support services and resources are made
available.
2015 SCHOOL YEAR
HIGHLIGHTS
CONTINUED:
Interm Swimming
LEARNING SUPPORT
Students who experience difficulties with their learning are provided
with additional support through the development and
implementation of Individual and Group Education Plans. Plans are
updated at the beginning of each term and throughout the term.
Discussions are held between parents and staff members on the
progress of the student.
PEAC 2016
Selection for this program is based on the results of the PEAC Tests
held for Yr 4 students during Term 3 of 2015.
In 2016, one Yuna student will participate in the PEAC program.
This extension program will be held in Geraldton for three days per
term.
SCHOOL PSYCHOLOGY SERVICE
Ms Krystyna McGerr, School Psychologist, provided a regular
service visiting our school one day per term. A case conferencing
approach was implemented. Contact with families between visits
was continued via regular phone calls. A staff workshop centring on
our values program ‘PAThS’ was carried out with all teaching and
non- teaching staff members in Term 3.
SCHOOL ACTIVITIES
CHOIR
During 2015, the students have been involved in choir singing with
one of our talented parent. It is wonderful to hear the sound of
student voices echoing throughout the school. The students
showcased their vocal and acting talents at assembly’s and our Open
Parent Evening. We were also treated to a visit from local musician
Mr Jordan St Quintin.
11
Chapman Valley Show
Book Fair:
Under the Sea
Visiting author –
Norman Jorgansen
Yr 6 Graduation Evening
End of Year Concert and
Awards Evening
Hillcrest Visit
Community Christmas
Tree
FUTURE
DIRECTIONS FOR
2016
1. Continued
Implementation and
Reporting of Australian
Curriculum
 Mathematics
 English
 Science
 History & Geography
2. Literacy – Reading
Explicit teaching of
phonics
Explicit teaching of
comprehension strategies
Guided Reading
Assessment
3. Literacy – Writing
Writing GenresPersuasive and Narrative
Explicit teaching of
Grammar & Punctuation
Spelling – Phonological
Awareness, Spelling
Rules program and Diana
Rigg
Moderation
4. Numeracy
Mental computation
strategies
Number
Algebra
5. Science
Continue purchasing
Primary Connection
resource kits
Specialist science teacher
6. Health & Well Being
Implement updated
Behaviour Management
Plan
Implementation of
PaTHS program K-6
2016-2019
7. Integrated Use of
Learning Technologies
iPads
Smart Boards
Computers
IT Specialist
INDONESIAN
In collaboration with Northampton DHS, Binnu PS and Chapman
Valley PS, we were fortunate to have students from Pre-Primary to
Year 6 sharing the services of an Indonesian teacher. The Yuna
students were privileged to learn about and experience food, games,
writing and the language of the Indonesian culture. This learning
took place three hours per week.
SPORTING SCHOOLS PROGRAM
The Australian Sports Commission funds this program through a
$100 million Australian Government funding initiative.
The Sporting Schools Program aims to enhance the physical activity
of school aged children.
In 2015 we were able to purchase T-Ball equipment, an assortment
of balls and water sports equipment, to further develop the physical
skills of our students during Sport and Daily Fitness sessions.
This program will continue at Yuna in 2016.
THE ARTS
Students have been involved in a number of different projects this
year. The Senior Students have worked with artist Vi Farrell and
have learned the elements of art through line, shape and form,
texture, space and value. The students have also been exposed to
renaissance artists such as Vincent van Gogh, Pablo Picasso, Monet
and to Australian leading artist of the 20th Century Sir Sidney Nolan.
AUSSIE OF THE MONTH
The Aussie of the Month is a West Australian school based award
program which Yuna students have participated in since 2010.
It recognises personal endeavour, achievement and contribution to
the community.
The award also reflects some of the values we share as Australians:
•
A sense of fair play
•
Generosity of spirit
•
Commitment to community participation
•
A real concern for the environment
The award encourages students to be proud of themselves, proud of
their school and to understand the responsibilities and rewards of
community participation.
Each 2015 Aussie of the Month student was acknowledged at an
assembly and presented with a certificate and a badge.
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Yuna Primary School
Financial Summary as at
31ST December 2015
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