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Esperance Primary School
Annual School Report 2014
To all Esperance Primary School stakeholders
This Annual School Report is the collation and definition of data gathered over the past year.
It includes:
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contextualised information about student achievement;
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progress on identified priorities;
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school annual accounts;
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highlights of the school year; and
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requirements in agreements between the State and Australian Governments.
Detailed, evidence based information is provided through Schools Online and supported
through school data. This information allows parents, carers and members of the wider
community to not only reflect on all our successes, but also provide us the opportunity to
recognise areas of need. Implementing the recommendations of 2014 ensures the Annual
School Report is a valuable instrument for the future educational development of the whole
school community.
This Annual School Report is not a stand-alone document and to gain maximum benefit,
should be used in conjunction with other information, including Independent Public School
Independent Review Report, student school reports, three-way-conferences, learning
journeys and progress packs for your child, newsletters and other school documents.
As Principal, I have prepared this report with the assistance of our staff and School Board. It
will enable the reader to identify that given our context, the standards of student
achievement at Esperance Primary School are more than good enough – they are of a high
quality. We are a value adding school.
Lisa Helenius
Principal
To be read with School Report Download (General Information, NAPLAN, Attendance)
2014 School Priorities and Our Progress Summary
During 2014, the school focused on implementing the Australian Curriculum in four Phase 1 priority
areas: English, Mathematics, Science and History. Building Inclusive Schools was in a maintenance
phase, having been a past priority.
English
Students use language to understand, develop and communicate ideas and information and interact
with others.
Students will learn to listen to, read, view, speak, write, create and reflect on increasingly
complex and sophisticated spoken, written and multimodal texts across a growing range of
contexts with accuracy, fluency and purpose.
The key strategies to enable the achievement of DPA and Business Plan targets included:
• Learning Teams planning, teaching, assessing and reporting using the Australian Curriculum:
English document and support materials.
• A Whole School Approach to Literacy being fully implemented, linking the EPS practices to
the WA K-10 Syllabus, Kindergarten Guidelines and the Australian Curriculum.
DPA Target
School mean in student achievement in Years 3, 5 and 7 NAPLAN assessments in Reading,
Writing and Language Conventions is at or above State mean and at national mean.
Reading Writing Language Conventions Yr 3 Yr 3 State Mean National Mean Yr 5 State Mean National Mean Yr 5 Yr 7 State Mean National Mean Yr 7 Not Achieved
Not Achieved Achieved Achieved Achieved Achieved Not Achieved Not Achieved
Achieved Achieved Achieved Achieved Not Achieved Not Achieved
Achieved Achieved Not Achieved Not Achieved
Not Achieved Not Achieved
Achieved Achieved Achieved Achieved Spelling Language Conventions GrammarPunctuation Esperance Primary School has achieved this DPA target in all eight areas in Year 5 and six of eight
areas in Year 7. For the first time, Year 3 students did not achieve the targets, however Reading,
Writing and Grammar are all within 5 raw score points of the State mean.
Language Conventions (Spelling) continues to be a focus for 2015.
Highlights of the Year
1. Staff enthusiasm to plan, teach, assess and moderate student work samples from making
professional connections with Woodlands PS, a TDS school in English. This has allowed staff
to plan, teach, assess using documents developed by Woodlands PS in the Australian
Curriculum: English.
2. Staff enthusiasm to plan, teach, assess and moderate student work samples from the
Australian Curriculum. This has led to further confidence and knowledge of the content of the
curriculum and a deeper understanding of the multi-modal approach to teaching English.
3. Substantial implementation of the Letters and Sound program in Pre-Primary-Year 3 classes.
4. Substantial implementation of the Sound Waves Spelling program in Years 4-7.
5. Implementation of Letters and Sounds and Sound Waves Spelling is intended to strengthen
our whole school approach to teaching spelling and is a planned strategy targeting the
school’s lower performance in this literacy area of NAPLAN.
6. Staff eagerness to be involved in the interpretation of data (NAPLAN – triangulation data) to
ascertain gaps in current teaching pedagogy and determine how best to support the needs of
the students.
7. The amount of collegial conversation and sharing of resources aligned to Woodlands PS
planning documents and other available tools in the Australian Curriculum: English.
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8. Timetabling to ensure that Learning Teams have common non-contact time to strengthen
collaborative planning, teaching, assessment and most significantly, moderation. This has
been a successful focus over the past three years.
9. Class teachers providing work samples in their students’ Progress Pack, with informative
rubrics (marking guides) linked to the Australian Curriculum.
10. Involvement in the South East Coastal Network (SECN) initiative, where high school staff and
Year 6/7 teachers have met to focus on the transition of Year 7 students into a secondary
setting. This has included high school teachers observing our staff teach students the
Australian Curriculum in English to develop a smoother transition between primary and
secondary sectors.
Areas to focus on in 2015
• Full implementation of the Whole School Approach to Literacy.
• Embed the ‘Years 4-6 Weekly Spelling Program’ based on Sound Waves.
• Australian Curriculum: English to continue as a school priority, with staff continuing to
strengthen their knowledge and implementation of this Phase 1 Australian Curriculum area.
• Ensure resource allocation enables Learning Team collaborative time to be maintained to
strengthen collaborative planning, teaching, assessment and, most significantly, moderation
in preparation for reporting to parents.
• Staff to use Australian Curriculum: English with the support of the Woodlands PS planning
documents to inform their planning, teaching, assessing and reporting.
• Use resources on the WACAO website and Department of Education Portal to assist with the
delivery of the Australian Curriculum.
• Strengthen School-Home partnerships through continuing to inform parents and carers of
student progress through; Goal Setting, Three-Way-Conference, Learning Journey, Student
Reports, Student Progress Packs, newsletter inserts and information sharing sessions.
• Utilise peer feedback and ICT coaching to build the confidence and competence of teaching
English and using ICT to support the planning and teaching of the Australian Curriculum in
English.
Mathematics – Australian Curriculum
In 2014, staff at EPS will plan, teach, assess and report using the Australian Curriculum in
Mathematics in Number and Algebra to inspire Personal Excellence in students.
The Australian Curriculum: Mathematics aims to ensure that students:
* are confident, creative users and communicators of mathematics; able to investigate, represent and
interpret situations in their personal and work lives and as active citizens.
* develop an increasingly sophisticated understanding of mathematical concepts and fluency with
processes, and are able to pose and solve problems and reason in Number and Algebra.
* recognise connections between the areas of mathematics and other disciplines and appreciate
mathematics as an accessible and enjoyable discipline to study.
DPA Target
Student performance in NAPLAN in Numeracy is at national mean and at or above State mean.
Yr 3
State Mean
Yr 3
National Mean
Yr 5
State Mean
Yr 5
National Mean
Yr 7
State Mean
Yr 7
National Mean
Not Achieved Not Achieved Achieved Achieved Achieved Achieved Results indicate the DPA target in Year 5 and Year 7 areas in NAPLAN testing has been successfully
achieved for State mean and national mean. Year 3 NAPLAN data was below in both the State mean
and national mean.
Highlights of the Year
1.
In 2014, Esperance PS has focused on continuing to develop teachers’ confidence and
competence in teaching the Australian Curriculum: Mathematics by refining its Whole School
Approach to Numeracy. This is embedded across the whole school, so that staff and students
have a common pedagogy and language. By utilising a collaborative and team approach, the
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5.
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7.
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school has demonstrated significant growth in lesson design and whole school practices in
Numeracy.
The Whole School Approach to Teaching Numeracy has resulted in a change in focus to ‘how
we teach’ rather than always ‘what we teach’ in Mathematics. This mind shift has seen staff
placing greater emphasis on explaining their planning and delivery of content and has resulted in
a renewed enthusiasm and Whole School Approach to Numeracy.
Staff use of the Mathematics Planning documents from the Australian Curriculum to inform their
planning, teaching, assessment and reporting in all strands of the Australian Curriculum:
Mathematics.
Staff eagerness to be involved in the interpretation and analysis of SAIS data (NAPLAN –
triangulation data) to ascertain gaps in current teaching practices to determine how best to
support the needs of students.
Amount of collegial conversation, in and across Learning Teams, and sharing of resources
aligned to the Australian Curriculum. Staff using Department of Education Portal resources to
enhance their planning, teaching and assessment of the Australian Curriculum in Mathematics.
Whole school ‘Mental Maths Challenge’ – with an emphasis on the Fluency proficiency strand of
the Australian Curriculum.
Regular moderation sessions to ensure a consistent understanding of student achievement
standards and assessment expectations.
Collaboration between ICT specialist and classroom teachers to incorporate ICT within the
planning and teaching of Mathematics.
Amber Lewington (TDS Teacher Leader) attended a Train the Trainer Money Smart and
presented Professional Learning across the Esperance District and will continue to do so in
2015.
Todd McElroy was asked to present a WAPPA Webinar in September highlighting Esperance PS
journey to developing its Whole School Approach to teaching Numeracy.
Selected Year 5 students were asked to join Years 6 and 7 students in the school’s Maths
Olympiad TAGS program to increase their exposure to more complex problem solving.
Years 6 and 7 teachers were proactive in inviting Esperance SHS staff to the school to assist in
the transition to Year 7s moving to secondary education in 2015.
Staff have eagerly engaged in classroom observations sessions, where maths lessons are
watched and feedback given to improve teaching practices. Through taking part in these
sessions, staff have self-reflected and adjusted their lesson design and content delivery to
maximise learning opportunities for their students.
The implementation of the Whole School Approach to Teaching Mathematics at Esperance PS
has been a celebration in itself. While the Maths Leadership group guides it, it is owned and
driven by staff through their committed and positive approach to making a difference in how
mathematics is taught in their classrooms.
Teacher Development School
1.
Esperance Primary School was successful in its first year of being a Teacher Development
School for Mathematics. 2014 saw Esperance PS deliver 6 open professional learning
opportunities with 264 staff from across the region attending the sessions. Esperance PS
modelled and provided services for other schools, networks, regions and professional learning
communities in their implementation of the Australian Curriculum: Mathematics.
2.
The TDS team visited Huntingdale PS (TDS Mathematics) and Woodlands PS (TDS English) in
Term 1 to research and investigate TDS best practices and how Esperance PS could build on
these in our TDS role.
3.
3 Staff attended 4 days of Professional Learning in Perth to further enhance Esperance PS
capacity and confidence to deliver meaningful and authentic Professional Learning.
4.
Esperance PS is a 2014-2015 Teacher Development School in Mathematics. Through this role
the school has initiated and provided explicit and tailored professional learning opportunities to
share curriculum expertise and exemplary teaching and learning practices across schools,
networks and professional learning communities.
5.
This year has focused on across school moderation to develop a consistent understanding of the
achievement standards in Mathematics in all content strands, especially within the Esperance
district. Three after school sessions have been held where staff share and moderate student
samples of work to ensure grade allocations are consistent across schools. These sessions, and
the subsequent collegiate dialogue, have enabled the development of networks within the district
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with staff sharing resources and assessment tasks. These sessions have been well attended
with over 150 staff from five regional schools represented.
Areas to focus on in 2015
•
Mathematics (Australian Curriculum) is a priority area in the school in 2015. The focus is to
consolidate the Whole School Approach to teaching Numeracy to ensure that Esperance PS is
successfully implementing the Australian Curriculum in Mathematics in 2015.
•
Through the Teacher Development School (TDS) role, staff at EPS will continue to model best
practice in Mathematics and provide professional learning opportunities to schools throughout
Western Australia. This will include a number of avenues, such as face-to-face workshops,
work shadowing and Centra (SABA) online technology.
•
Timetabling to ensure that Learning Team collaborative NCT is resourced to strengthen
collaborative planning, teaching, assessment and most significantly, moderation in and across
year levels.
•
Utilise staff leadership and expertise (Level 3 Classroom Teacher and Australian Curriculum
Train the Trainer staff) to provide professional learning and support to staff in planning,
teaching, assessing and reporting of the Australian Curriculum in Mathematics.
•
Utilise coach and classroom observations to build the confidence and competence to support
the planning, teaching, assessing and reporting of the Australian Curriculum in Mathematics.
•
Further investigate the use of resources on the Department Portal and in the Western
Australian Curriculum and Assessment Outline to assist staff with the delivery of the Australian
Curriculum.
•
Provide ongoing support to parents and carers to increase their understanding and knowledge
of the Australian Curriculum in Mathematics through various mediums, including information
sessions and newsletter inserts.
•
Investigate human resource use to ensure that students have the best opportunity to reach
national minimum standard, especially Aboriginal and ESL/D students.
Science
To improve the teaching and learning of Science within the school.
Students will:
§
have a positive attitude and enjoy learning Science.
§
be interested in and actively engage with Science in the world around them.
§
be confident and competent in carrying out Scientific Investigations.
Science Outcomes
Student achievement in Science continued to show positive progress in 2014. The school continued
to implement whole school practices, including moderation of student work and the refinement of the
existing Scope and Sequence. Investigation planning sheets have been put in place to ensure
consistency of understanding by all staff and students when undertaking Science investigations.
2014 saw staff reinforce and consolidate their understandings in the Australian Curriculum in
Science, yet still implement new initiatives to keep Science alive through motivating students.
Highlights of the Year
1. The focus on sustainability and Waste-Wise has seen a significant attitude shift in students
and staff, with all classes enthusiastically embracing the concepts and promoting it in their
classrooms.
2. The Esperance Energisers continued to promote sustainability in the school community,
through battery, paper and mobile phone recycling and worm castings and fortnightly garden
produce stalls.
3. The sustainability focus on identifying ways to reduce our ecological footprint and increasing
our social handprint continued to evolve in 2014. A new shade structure was built to provide
an outdoor learning area in the sustainability garden. Water harvesting continues to be
implemented and supply water to the school’s vegetable gardens. By examining our social
handprint, it has encouraged us to focus on cultural awareness and global issues, such as the
plight of orang-utans.
4. Sustainability links have been added to the whole school Science Scope and Sequence and
this will be a strong focus for planning in 2015.
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5. Scitech came to the school and conducted six hands-on workshops for students and staff
across the school. These workshops were thoroughly enjoyed by students and provided
valuable professional learning to build staff capacity and confidence to plan, teach and assess
in Science.
6. 11 staff participated in an after school professional learning opportunity by Kathryn
Sutherland, from Scitech, focusing on Science as a Human Endeavour and Science Inquiry
Skills.
7. Achievement in Science was reported to parents and carers through quality annotated
samples in students’ Progress Packs in both Semester 1 and 2.
8. Staff reported in all strands of the Australian Curriculum Science (Science Inquiry Skills
Semesters 1 and 2, Science Understandings and Science as a Human Endeavour Semester
2).
9. With the Education Department no longer implementing standardised testing for Science, the
school elected to ascertain Years 5 and 7 student achievement in Science using a random
(2012) Western Australian Monitoring Standards in Education (WAMSE) paper. This data
demonstrated a strong school performance in Science concepts and investigating in both
Year 5 and Year 7, with student achievement above expected predicted school mean when
compared to the 2012 data.
10. The School was acknowledged and congratulated on receiving Waste-Wise Accreditation for
five consecutive years.
Student Performance – WAMSE – Relative Assessment
With WAMSE no longer being conducted Statewide by the Department of Education, Esperance PS
elected to test its Years 5 and 7 students using a previous year’s test to obtain standardised
comparisons of student performance. The 2012 paper was selected as the questions were
constructed to suit the Australian Curriculum in Science. The following statistics compare this year’s
cohorts with standardised data from the Statewide cohorts who sat the test in 2012.
The data indicates that school achievement in Science continues to be extremely positive, with Years
5 and 7 students performing significantly above State mean. The group mean of Year 5 students in
2014 was also higher than Esperance PS Year 5 students in 2012 (438 compared to 407), and Year
7 mean this year slightly lower (461 compared to 472 in 2012).
Top
Science
School
20%
25%
Middle
Bottom
60%
20%
Year 7
State
State Mean:
443
62%
13%
School
Mean: 461
Year 5
Difference
State
5% more than other
public schools
Similar (2% more)
7% less than other
public schools
Top
20%
Middle
Bottom
60%
20%
+ 18
State Mean:
406
Science
School
Difference
11%
more
than other
31%
61%
8%
School
Mean: 438
public schools
Similar (1% more)
12% less than other
public schools
+ 32
Areas to focus on in 2015
Science is a School Priority in 2015 as part of our implementation of Phase 1 of the Australian
Curriculum.
• Esperance PS will provide and research professional learning opportunities for staff to
continue to build their capacity to plan, teach, assess and report using the Australian
Curriculum in Science, including transition of a double cohort of students into secondary
schooling.
• Esperance PS will continue to provide staff with opportunities to plan collaboratively to
integrate and embed Science across the curriculum.
• The school will continue to use Primary Connection resources and the school’s Science
Scope and Sequence, aligned to the Australian Curriculum, to deepen students’
understanding and passion for Science.
• Miss Erin Kinson will lead Science in 2015 with the assistance of Deputy Todd McElroy.
• The school will look for an alternative standardised testing opportunity to obtain quality
information related to student achievement in Science.
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•
•
•
Esperance PS will continue to look at developing and strengthening new and existing
partnerships with local agencies including Climate Change South Coast NRM and DEC.
Moderation will again form an integral part of the Science focus to ensure that all staff are
making valid and consistent judgements about student achievement and using this data to
improve their planning, teaching, assessment and reporting of Science.
The Esperance Energisers, under the guidance of Miss Amber Lewington, will again lead the
school in Waste-Wise activities and other science based initiatives. This student voice and
leadership will enable Esperance PS greater opportunities for sustainable practices and
Australian Curriculum general capabilities to be embedded in cross learning opportunities,
both locally and globally through Science.
History – Australian Curriculum
In 2014, staff at EPS will plan, teach and assess using the Australian Curriculum in History to inspire
Personal Excellence in students.
The Australian Curriculum: History aims to ensure that students develop:
* an interest in, and enjoyment of, historical study for lifelong learning and work, including their
capacity and willingness to be informed and active citizens.
* knowledge, understanding and appreciation of the past and the forces that shape societies,
including Australian society.
* understanding and use of historical concepts, such as evidence, continuity and change, cause and
effect, perspectives, empathy, significance and contestability.
* capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in
explanation and communication.
DPA Target
Meet the Department of Education expectation of full implementation of Phase 1 of Australian
Curriculum by Semester 1 2015.
Student Improvement Milestones / Targets
By December 2014 all staff are competent and confident in planning, teaching and assessing
in History using the Australian Curriculum.
Staff have reached the Target to be competent and confident in planning, teaching and assessing the
Australian Curriculum: History.
Highlights of the Year
1. Staff confidence in teaching and assessing History has grown over the year. This has
resulted from increased staff knowledge of the History curriculum. Staff have become more
aware of what is in the curriculum at each year level and are developing best practice ways to
teach the content.
2. Collaborative planning by staff in History has significantly increased, promoting a sharing of
ideas and shared interpretation of curriculum expectations.
3. Learning Teams have regularly moderated History knowledge and skills, with this moderation
building teacher confidence in assessing student performance in History.
4. The implementation of Discovery and Inquiry Learning across all year levels to drive History
teaching and learning. Themes taught have included Ancient Egypt, Water, Local Esperance
History, Migration Stories, Transport and First Fleet.
Areas to focus on in 2015
• Australian Curriculum: History is a school priority area in 2015. The focus is to consolidate
staff knowledge and understanding of the curriculum through Professional Learning to ensure
that Esperance PS is well placed to fully implement the Australian Curriculum in History in
2015.
• Timetabling to ensure that Learning Team collaborative NCT is resourced to strengthen
collaborative planning, teaching, assessment and most significantly, moderation in and across
year levels.
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•
•
•
•
•
•
•
•
Continued moderation of History in and across Learning Teams to ensure teachers can
effectively report on the Australian Curriculum: History in Semester 2.
Further investigate the use of resources on the Department Portal and Western Australian
Curriculum and Assessment Outline to assist staff with the delivery of the Australian
Curriculum.
Provide ongoing support to parents and carers to increase their understanding and
knowledge of the Australian Curriculum in History through various mediums, including
information sessions and newsletter inserts.
A whole school event is planned for Term 2 to link in with the 100 years of the Gallipoli
landings by ANZAC troops. This event will focus on raising awareness of the event and
consist of a number of hands on activities.
Further implementation of the Discovery and Inquiry Learning process across all year levels.
Collection of ICP (Investigation, Communication and Participation) and SAIS data of students
over Semesters 1 and 2.
Investigation of a standardised assessment to compare student outcomes now that WAMSE
is no longer funded by the Department.
Further investigation of reporting requirements in the Australian Curriculum: Humanities
(History, Geography, Citizenship, Economics) from WA Curriculum Council.
Information and Communication Technology (ICT) Competence
As part of the Australian Curriculum, students develop ICT competence as a general capability to
assist them to live and work successfully in the 21st century.
It has been an incredible year in the school’s evolution as an ICT rich environment. The move into
our contemporary buildings has really enabled students to enrich their understanding and
competence in this key area of learning.
As well as ensuring that the classroom is a place of innovation and creativity, the school has
continued to see ICT as a means for strengthening links between school, home and the global
community.
Highlights of the Year
1. Esperance Primary School continued as a Leading School in the Microsoft Partner in
Learning (PIL) initiative.
2. The School Website has been a fantastic showcase for the school and great vehicle for
spreading the message
• The school website www.esperanceps.wa.edu.au is jam packed with relevant
information. The Homepage, as well as giving brief information on EPS, also provides
quick links to events occurring or coming up. There are also links to some student
created podcasts and an EPS innovation blog that showcases the work of students.
Newsletters, School Handbooks, policies and term planners are communicated, along
with Class Pages having links to homework.
3. The recent introduction of the EPS phone app has been a great step, highlighting the school’s
positive approach to keeping the community informed and updated. SMS messaging for
absences; uniform orders and canteen menus are some of its functions. We commence 2015
with the app being available on Android (not just iPhone).
4. A major change for the school has been the introduction of The Standard Operating
Environment 4 (SOE4). This operating system allows the school to make use of any wireless
devices, tablets, laptops or PCs, with the system simplifying the hardware needed in school to
enhance teachers' delivery of e-learning for pupils. (The new SOE4 system resulted in a
reduced number of servers in school, reduced the need for extensive cabling, lessened
support costs and improved security.) Our ICT expert, Mr Geoff Chambers, was instrumental
in enabling a smooth transition into the SOE4 environment last year and continued to support
staff in 2014 to accommodate any necessary changes.
5. Obviously the school’s ICT infrastructure is extremely new. The school ensures that software
and hardware is continuously up to date and the ratio of laptop/PC to student is as low as
possible compared to the WA average 1:10. At present the figure is 1:4, which is remarkable.
Each cluster has a trolley of laptops plus a number of desktops. Each cluster also has a
printer/scanner and a number of peripherals, such as visualisers, cameras and digital
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microscopes. All classrooms have interactive whiteboards and their impact has been huge in
terms of teaching and learning. They also have an impact on the amount of paper the
classroom uses, especially when used in conjunction with laptops, peripherals, mini
whiteboards and manipulatives. Our aim in 2015 is to be as paperless as possible.
6. Professional development has been key in the advancements that the school has made. EPS
has looked at best practice within the State and nationally, also tapping into the knowledge of
a growing number of staff. There are seven staff members now trained and accredited as
Microsoft ICT Peer Coaches. A further group of staff have been trained in co- coaching. This
will benefit the school in terms of building a culture of ongoing professional development in
not only ICT, but all areas of learning, especially the key 21st Century Learning Skills.
Internal professional development led by a range of staff (staff directed according to need),
has made a strong impact on having whole school approaches to Discovery and Inquiry
Learning, global awareness, ActivInspire and using class webpages.
7. Cyber bullying partnerships with parents and carers were strengthened when Mr Leigh
Westcott, Year 7 teacher, provided workshops that helped participants identify what digital
tools and activities students may be engaged in (in and out of school). Leigh also provided an
overview of the program he and other Years 6 and 7 staff teach their students.
8. Examples of ICT use in 2014:
• Years 4 – 7 students: silent movies, Word and Publisher creations, assembly videos,
green screen videoing, quiz creations, image editing, creative digital photography,
Murder Under The Microscope (online science), using OneNote to produce text
incorporating audio, still images and video, hyperlinked power points and videos,
using attachments when emailing, interactive sites (virtual manipulatives), podcasting,
web2.0 collaboration tools.
• Years 1 - 3 students: photo slide shows, use of Microsoft Autocollage, movies writing, producing and directing their own plays (some have skills to take the video
they captured and use ICT knowledge to produce DVDs that they could take home),
music videos, documentaries, talking books, Excel graphs, PowerPoint, Wordles,
sending and receiving emails from buddy classes, continuing Skype communications
with Olympic stars.
• Pre-Primary students: have recently been using digital cameras, inserting and
resizing photos and putting them onto Word documents and creating online narratives.
They have also commenced Discovery Learning, expanding on their use of search
questions.
9. The school continues to provide Online programs that are used in school and accessible at
home – Reading Eggs, Literacy Planet, Study Ladder, Class webpages.
10. Students applied ICT Competence in 2014 Australian Curriculum areas, including English,
Mathematics, Science and History priorities, enabling realistic and purposeful opportunities to
apply their skills.
11. Resourcing for ICT specialist teaching time was generated.
12. Reviewed and shared an inventory of available school software and hardware, with a five
year replacement schedule generated to accommodate requirements of our new learning
environment (Replacement School).
Areas to focus on in 2015
The staff have been amazing in achieving many outcomes in ICT. It truly has been a great journey for
both staff and students. From Kindergarten to Year 7, the willingness to develop and the expertise
that has come from this, has been incredible.
• Our focus in 2015 is to strengthen processes initiated and developed over the past four years,
with a clear aim being to enable all staff and students to be comfortable, confident and
capable of using the facilities and opportunities offered in our Replacement School.
• ICT Competence is an Australian Curriculum General Capability. As part of our 2015
Australian Curriculum priority, we are ensuring Esperance PS is well placed to fully implement
this capability next year.
• Although effective, our school website is being upgraded to expand communication about
what it happening in the school and to generate a “fresh” look.
• Strengthen Discovery and Inquiry Learning across all year levels.
• Expand the parent and carer Cyber Bullying workshops to include Years 4 and 5.
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Building Inclusive Schools
All Esperance Primary School students will be educated in a supportive, student centred
environment. We will:
§
provide all groups of students, irrespective of educational setting, with access to a wide and
empowering range of knowledge, skills and values.
§
recognise and accommodate the different starting points, learning rates and previous
experiences of individual students or groups of students.
§
value and include the understandings and knowledge of all groups.
§
provide opportunities for students to evaluate how concepts and constructions such as culture,
disability, race and gender are shaped.
After three years as a priority, Building Inclusive Schools moved into maintenance in 2011. The
auditing of existing programs in 2008 and the initiation of some whole school processes in 2009-2013
resulted in strong gains in including all students in a full and engaging learning program.
Highlights of the Year
1. Staff again reviewed the shared set of inclusive beliefs about how students learn best and
teachers teach best. The addition of global partnerships to enhance student learning, global
connections and global citizenship highlights the school’s focus on wider community
partnerships using technology. Having over 40% of change to programs, strategies and
practices also highlights the dynamic and fluid nature of teaching practice in the school.
These beliefs will be tabled at School Board and P&C Meetings, further strengthening and
embedding them in daily practice.
2. Individual student and class profiles have been strengthened to provide an overview of each
child’s academic performance and factors that impact on their learning progress from
Kindergarten to Year 7, eg NAPLAN data, attendance, disabilities and whether engaged in an
individual learning or behaviour plan. Kindergarten and Pre-Primary students had profiles
developed in 2011 with further refinement occurring in 2014 to capture on line entry data.
These K-7 profiles enabled appropriate staff to have an immediate overview to help them plan
and progress each child’s learning. It enabled the Principal to ensure resources were
allocated appropriately and whole group or collective need programs established, eg Speech
for K-1. Letters and Sounds and Sound Waves achievement is now included in pofiles.
3. The strengthening of an oral language program for students in Early Childhood. All
Kindergarten students were tested in TAC (Teacher Assessment of Communication), with
their results enabling staff to implement a quality, targeted program. Through a partnership
with the local speech provider, education assistants accessed quality training to implement
targeted speech programs for students at risk. Post TAC testing of Kindergarten students in
November demonstrated significant growth in receptive and expressive areas.
4. Esperance PS’s Behaviour Management in Schools (BMIS) policy was operational for the full
year in 2014, with strong gains made in parent/carer communication, peer support, peer
coaching and Individual Behaviour Management Plans for identified students. Our three CMS
(Classroom Management Strategies) coaches provided a service to EPS staff and also three
other schools in the Goldfields Region.
4. Processes and strategies were modelled and shared at School Development Days and in
Learning Teams to build the capacity of staff to differentiate the curriculum for all students.
5. The Consultative model approach initiated in 2009 continued with our School Psychologist.
This enabled all parties to be aware of factors that may impact on a child’s learning and plan
for a collaborative approach to address and meet needs and interests.
6. Learning Support Coordinator position continued to promote inclusion of students with
learning disabilities and learning difficulties. Staff were supported to better meet the individual
needs of these students. Schools Plus applications were collaboratively developed, with
resourcing to meet the necessary teaching and learning adjustments being achieved.
7. On-Entry Pre-Primary assessments added to student profile data, enhancing the school’s
early identification of students with potential literacy and numeracy problems and tools for
identifying progress of students according to national expectations. In 2014, students in Years
1 and 2 also participated in online interviews, enabling student tracking of performance and
early intervention.
8. PEAC – Primary Extension and Challenge opportunities promoted inclusion of academically
gifted and talented students by supporting staff to better meet the individual needs of these
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students. External programs were highly successful, as detailed throughout this report, eg
Tournament of Minds, Energisers and Waste-Wise.
9. An Aboriginal Education focus promoted the inclusion of Aboriginal students by supporting
staff to better meet the individual needs of these students through AIEO (Aboriginal and
Islander Education Officer) support, developing individual student and subset profiles of
student performance and implementing a Scope and Sequence for Aboriginal studies across
the curriculum.
10. Implemented programs to improve student attendance and support families to ensure a
regular education is achieved, with these having positive outcomes for targeted students.
11. Although PCAP, Priority Country Areas Program, funding ceased in 2013, strong community
support enabled many programs to continue, helping provide educational learning
opportunities for students to address geographical isolation.
Areas to focus on in 2015
Our student centred focus for 2015 is to:
Ø Maintain and use individual student and class profiles to improve student learning.
Ø Share our reviewed set of inclusive beliefs about how students learn best and teachers teach
best with new and existing staff in February 2015 and our wider community throughout the
year. These beliefs will be shared with the whole community, negotiated and then embedded
in daily practice.
Ø Implement and strengthen an Early Childhood intervention program in Speech.
Ø On entry testing of Modules 1, 2 and 3 for students in Years P, 1 and 2.
Ø Continue to capacity build staff on differentiating the curriculum for all students using the
Australian Curriculum. This means planning a program of learning that will cater for each
child’s needs and interests, enabling them to achieve success in their learning. We aim to
increase teachers’ confidence in using ability groupings in teaching English and Mathematics
and to increase teachers’ confidence and ability to differentiate the curriculum in other
learning areas.
Ø Continue implementing an effective and explicit Behaviour Management in Schools Policy.
We will:
o Review further areas of our Behaviour Management in Schools Policy and develop
policy and procedures for 2015.
o Use staff credited coaches in Classroom Management Skills to strengthen a whole
school approach to positive behaviour.
o Continue to provide professional learning so staff have the capacity and confidence to
implement effective behaviour management strategies, eg CMS (Classroom
Management Strategies), Tribes, Restorative Justice.
o Strengthen the Peer Support Program.
Ø We will use our 2008-2014 audits of existing programs to strengthen learning opportunities for
Students At Educational Risk, including PEAC/TAGS, Learning Disabilities and Difficulties,
Attendance and Aboriginal Education. For example,
o With a strong Federal and State focus on Aboriginal Education, Esperance PS will
continue to develop programs to close the gap between Aboriginal and non-Aboriginal
performance in Literacy and Numeracy.
o PEAC/TAGS – as well as being supplemented by external programs, talented and
gifted student needs will be met in the classroom through differentiated learning
programs.
Esperance PS has achieved strong gains in building an inclusive school in 2014. We will continue to
have this area in maintenance and aim to sustain meeting the needs and interests of every student in
our school in 2015 and beyond. Given further reduction in funding for school support programs in
2015 and our increasing student population in Years K-6, it is essential we maximise our resourcing.
Independent Public School Transition
Strengthen being a highly effective and responsive Independent Public School.
The award winning Independent Public Schools initiative has revolutionised the way public schools,
such as Esperance PS, operate in Western Australia. Launched in 2009, the Independent Public
Schools (IPS) initiative is a State Government commitment to empower school communities by giving
them greater capacity to shape the ethos, priorities and directions of their schools. As one of only 34
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schools in the First Intake, this was the fifth year Esperance PS operated as an IPS. This status
recognised that our school is best placed to make the best decisions for our students in consultation
with our community. We have assumed greater responsibility for our own affairs and have greater
flexibility to respond to our community and the needs of our students, creating strong foundations for
future improvement in student achievement.
IPS status has enabled our School Board to set a long term strategic direction that recognised and
acknowledged Esperance Primary School as a distinctive school. In 2014, positive outcomes for
students were created, strengthened and achieved as timely decisions were made, targeting the
needs and interests of our students and whole school community. Often, these key moments and/or
outcomes may not have been visible to our school community, such as selection of staff, however,
the increased flexibilities enabled a stronger focus on teaching and learning.
Highlights of the Year
1. Having the school affirmed as a high functioning IPS by Independent Reviewers.
2. The vision Inspiring Personal Excellence for Esperance Primary School embedded in
strategic planning and daily practice.
3. Consultation with the whole school community to implement a clear and distinctive long-term
vision for the school, as documented through a Delivery and Performance Agreement and
Business Plan.
4. Refining the 2013-2016 Business Plan targets to include milestones, responding to the
enablers of successful students (Leadership, Resourcing, Relationships).
5. Comprehensive School Self Assessment to build on the baseline data in preparation for long
term planning (3 years). This document formed the basis of our second DPA/Business Plan
cycle and targets.
6. Strategic and responsive development of our Delivery and Performance Agreement, Business
Plan and Work Force Plan (available online through our school’s website).
7. A planned and proactive strategy to implement Phase 1 of the Australian Curriculum.
8. Operating a one-line budget, enabling financial flexibility to increase staffing levels which
enabled smaller class sizes and/or support.
9. Approving staff long and short term leave, enabling timely recruitment.
10. Local selection of quality teaching and school support staff.
11. Establishing and maintaining direct lines of communication with key departmental staff,
enabling important questions and enquiries to be answered promptly so that timely decisions
could be made at a school level. This certainly helped us achieve our aim of a replacement
school.
12. Increased interest in the actions and outcomes from our School Board. It is affirming of
greater parent/carer interest to share the IPS journey so far and discuss plans for the future.
13. Interested parents and carers attended our Paving the Way information session in
September. The purpose of this public Board meeting was to enable our school community to
be more informed about opportunities their children and families are being offered while they
attend Esperance Primary School. Members of the School Board gave brief presentations on
aspects of the school including:
• the role of the P&C Representative and School Board – how parents and carers can
be more involved in all aspects of the school and their child’s learning;
• an update on the replacement school, with specific reference to planned ground
updates;
• the progress EPS is making towards implementing Phase 1 of the Australian
Curriculum, with specific reference to the school’s 2014 learning achievements in the
priority areas of English, Mathematics, Science and History.
• EPS as an Independent Public School and the new Delivery and Performance
Agreement and Business Plan targets; and
• 2014/15 budget reductions and how the school is working towards ensuring adequate
resourcing for all children to enable them access to quality education.
Paving the Way was organised by the parent/community representatives of the School Board
and enabled a valued opportunity for information sharing and an opportunity for Board
members to respond to any comments, questions or concerns. It was rewarding to have such
keen parent/carer interest and affirms the strong relationships between members in our IPS.
14. As part of our strong focus on social and emotional learning through the CHAT (Changing
Health Acting Together) program, our school received recognition for the drug awareness and
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road safety curriculum offered in our school through being awarded a Silver Medal in
September. Through increasing our focus and working with Mick Jackson-Pearce and Jill
Fitzpatrick from SDERA (School Drug Education and Road Awareness), we aim to achieve a
Gold Medal in 2015/16.
15. School Board members have led the Buildings Fund initiative and have been proactive in
supporting school staff to develop plans for the replacement school grounds to enable
outdoor learning, including water harvesting as part of our sustainability focus.
16. The School Board has certainly transitioned from its 2009 School Council. The Board has
strengthened its representation of the school community and proactively achieved outcomes
in each portfolio. The Terms of Reference were again reviewed in 2014 and the Code of
Conduct established in 2012 demonstrated. The Dress Code now supports the new uniform
initiated by the school’s proactive P&C, and strategic consultation occurred with the school
community as we seek to find affordable and effective learning programs, including in term
swimming lessons. As stated by our Chairperson when describing our effectiveness, “…we
all bring a different perspective with a common goal”. (our students’ education).
17. Regular feedback from Department of Education personnel on the school’s effectiveness as
an IPS.
18. The Principal is an IPS Advisor, supporting a number of schools during the 2014
Development Program.
In summary, we have a ‘Can Do’ attitude, are strategic, make timely decisions, embrace greater
accountability and responsibility, have strengthened our communication and collaboration, have a
proactive School Board and maximise the flexibility and opportunities a One Line Budget enables.
We focus on teaching and learning.
Areas to focus on in 2015
Implementing our 2013-2016 Business Plan. With our second Delivery and Performance Agreement
in operation and changing expectations with resourcing, the School Board is using the Independent
Review findings and our school’s 2014 self-assessment to lead effective and efficient strategies to
achieve targets and milestones in a climate of less. Targets will continue to be challenging and
aspirational, yet achievable.
•
•
•
•
A thorough self-assessment for the Independent Review in February 2016 will be prepared,
highlighting the targets and milestones the school has achieved since 2012.
The School Board will continue to represent our school community, strengthening
relationships and communication. Their priority will be on supporting the school to focus on
teaching and learning to achieve successful students.
Esperance PS continues to support other schools in their transition into IPS. After five years,
the School Board considers the school is no longer in transition – it has achieved its goal. We
have assumed greater responsibility for our own affairs and have greater flexibility to respond
to our community and the needs of our students, creating strong foundations for future
improvement in student achievement.
The Principal continues in her role on the IPSPG (IPS Principals Group), a group that
supports the development, improvement and promotion of successful relationships, policy and
practice in relation to the transition, consolidation and enabling of Independent Public
Schools. There are currently 264 Independent Public Schools with another 178 coming on
board in 2015. That means, from 2015, about 70 per cent of students and teachers in
Western Australia will be learning and teaching in Independent Public Schools.
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Highlights of 2014
Official Opening of our Replacement School
What a celebration! Thank you so much to everyone who joined us in witnessing the Hon Peter
Collier MLC, Minister for Education, as he officially opened Esperance Primary School on 9 June
2014.
A wonderful skit was performed by our students as they took us down memory lane in transforming
our buildings. Thanks, Director Todd McElroy and students!
Karl Gurney used his technology gifts and created a video of What inspires Personal Excellence at
Esperance PS? Through capturing footage of students learning, staff teaching and recording
feedback from past and present students, staff, parents, carers, School Board members and our P&C
President, we showcased Esperance PS with a broad perspective of a typical week at EPS.
Celebrations included memorabilia, a seahorse for the rocks each child brought with their name and
year they started at the school and a book created by every student in Years K-7 (that is a delight
and is on display in our School Office).
Our Principal received a medal and photos that are proudly displayed in her office as a reminder of
how our amazing students, parents, carers and staff created not only a new school, but also a culture
of excellence, inclusion and community.
There are so many people to thank in helping us organise the day in such an incredibly short time,
especially our versatile school office team (Ross Tamlin, Todd McElroy, Jodie Cobden, Naomi
Kipling, Rachael McLean and Tammie Florisson), memorabilia guru (Annette Grundy and thanks for
your support Ruth McIntyre and Sharon Vermeij), ICT experts (Karl Gurney and Geoff Chambers),
Heartbeats and Energisers, students and staff, catering masterchefs (Karina, Kodi and P&C), the
talented creator of our seahorse form for the rocks (Helen Staer) and all staff, students and friends
who had a role in making this such a special event.
Ministers Student Forum 9 June 2014
Our student councillors, along with student leaders from OLSOTS and Scaddan PS, asked the four
visiting State Cabinet Ministers some very thought provoking and relevant questions about these
politicians’ Government portfolios. Visiting principals and parents joined our Years 6 and 7 students
at the forum as a very attentive audience, always displaying the Tribes Agreements. Ministers
Baston, Day, Nalder and Nehan were impressed with the questions asked and typically responded
with a detailed explanation. Our Student Councillors found it an awesome opportunity and
experience.
Minister’s Visit in March
In March, our school had the wonderful opportunity to share some of our teaching and learning
programs with Hon Peter Collier MLC, Minister for Education, and Dr Graham Jacobs MLA, Member
for Eyre.
Patrick Quinlivan and Claudia Parker, our Head Boy and Head Girl, greeted our guests and
explained how Aquarius the seahorse was named. After introducing Minister Collier and Dr Jacobs
to Casey Rowe, Kia Buckley and Cooper Tamlin, all five informative, articulate student councillors
treated their guests with a tour of the school.
So what were our students learning during the visit? Students in:
• Dolphin Cove were engaging in rotational spelling activities.
• Twilight Cove were practising for the Athletics Carnival.
• Hellfire Bay and Lucky Bay were active in Discovery Learning, Health and ICT.
• Blue Haven were participating in Literacy, Numeracy and The Arts.
It was rewarding to find that Raechelle Lee, our Microsoft Innovative Schools contact person for 2011
to early 2013, was accompanying the Minister. Raechelle was amazed at the transformation of not
just our buildings, but also the innovative and integrated way we now teach our students using digital
technologies. It was very rewarding to showcase our school to a person who helped inspire us to
think about what 21st century learning could be.
Thank you to Mrs Karina Walter, School Board Chairperson, and Mr Brendan Nicholas, P&C
President, for joining our school leaders and speaking with the Minister and Dr Jacobs.
Huge appreciations to Claudia, Kia, Casey, Patrick and Cooper, for their leadership and hosting of
Minister Collier and Dr Jacobs, and to all students and staff for doing what you do so effectively every
day – learning and teaching.
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Tournament of the Minds
The Esperance PS community was extremely proud of the wonderful achievements of our
Tournament of Minds teams in 2014. We had much success in the 2014 competition, with three
teams performing at the regional final in Esperance: Social Science, Language Literature, and
Applied Technology teams.
Applied Technology
Facilitator: Karl Gurney
Taylor Harris, Chloe Hockley,
Reuben Smith, Cooper Tamlin,
Denham Rooney, Ryan
Quinlivan, Samuel Jefferies
Language Literature
Facilitator: Melissa Wolfenden
Jesse Marshall, Hudson Staer,
Keely Barter, Islay Reichstein,
Will Luxton, Eloise Lochowicz,
Ben Murray
Social Science
Facilitators: Hayley Clark
Lisa Helenius
Elise Quinlivan, Jai McElroy,
Meg Kirchner, Lisa Warne,
Sophie Ferguson, Mia Helenius,
Chelsea Ryan-Galloway
Language Literature and Applied Technology teams won their respective divisions. The Applied
Technology team was also awarded highest points for a Primary team at the Esperance Regional
Final.
The two teams travelled to Perth on 14 September and competed in the State Final three hour
challenge held at Edith Cowan University, Joondalup. The Applied Technology Team won their
category and began possibly the biggest challenge yet, fundraising for an Australasian Pacific Final
in Melbourne! The team felt privileged to travel to Melbourne to represent Western Australia in the
final held on Saturday 18 October 2014.
It was an amazing journey with all teams demonstrating growth in their creativity, problem solving
and collaborative skills. The entertaining and creative messages were repeatedly conveyed in
moving performances by all. Judges identified fantastic voice projection and obvious creativity in how
the teams represented their problem solving skills. The feedback from the parents and carers really
highlighted their appreciation for the time and effort given in enabling their child(ren) to achieve such
amazing outcomes, both in the performances and the “life skills” acquired along the way during the
process.
TOM continues to thrive in our school, giving students real life skills to help solve problems and think
creatively. Teamwork is such a large part of our school’s success and the bonding that the students
experience is a real highlight. The time and dedication our facilitators give to enable the students the
opportunity to gain these skills is also key to the program’s success.
We would like to congratulate all students and facilitating staff on their outstanding success.
Gifted and Talented
Throughout 2014, 72 students, including 1 student from Cascade PS and 1 student from Nulsen PS,
were given the opportunity to be involved in a diverse range of PEAC/TAGS courses outside their
normal classroom setting. Courses included Critical and Creative Thinking – a thinking skills course,
Movie Maker, Math Olympiad, Intriguing Inventors, Inquisitive Minds, Photography, Apple Art and
TOM (three teams). These courses were run by 7 different staff, which reflects the expertise and
passion that the staff at the school has for maintaining and strengthening PEAC/TAGS opportunities
at the school.
Tribes Creates our Positive School Culture
Tribes Learning Communities (TLC) is a process that maximises learning and human development.
Through engaging in the Tribes (TLC) process, all students experience opportunities for healthy
development so that each one has the knowledge, skills and resilience to be successful in a rapidly
changing world. The Principal and a teacher, Kellie Colquhoun, are trained presenters and facilitated
the Tribes (TLC) 24 hour basic training at Esperance Primary School in February 2014 with 12
participants from 3 different schools within the district.
To strengthen our Tribes culture, Esperance Primary School began the year with a weekly focus for
classes on each of the Tribes (TLC) Community Agreements: Mutual Respect, Attentive Listening,
Personal Best/Personal Responsibility, Appreciations/No Put Downs and Right to Participate/Right to
Pass. The agreements were explicitly taught and have been displayed in poster form in classes
throughout the year and the language of the agreements has been modelled by all staff. In Term 4,
all classes have been revisiting the agreements in order to consolidate student understanding.
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In 2014, Kellie was employed in a half day role as a Tribes leader. As part of this role, she provided
support to new staff as they began to implement the Tribes process. This was completed through
collaborative planning sessions, providing staff with induction documents and ongoing class visits.
She worked with existing staff to further develop their understanding of the effectiveness of
energisers and the role they can play in maximising students’ learning, through weekly emails and
also modelling of strategies.
Tribes (TLC) promotes a safe, supportive and inclusive teaching and learning environment at
Esperance PS.
Feedback Principle
As part of our focus on implementing the General Capabilities of the Australian Curriculum,
Esperance PS continued to strengthen opportunities for Student Voice, where students have greater
autonomy in their learning. To enable students to increase, improve and reinforce their literacy,
numeracy, critical and creative thinking skills, ICT Competence and social/personal skills, we
developed a Feedback Principle across the school. Each Learning Team developed a visual
representation of how to give and receive feedback, encouraging students to take responsibility for
learning improvement.
Discovery and Inquiry Learning
Discovery Learning (P-3) and Inquiry Learning (4-7) have strengthened to a level beyond
expectations this year, with students across many year levels embracing this style of learning.
Discovery Learning allows students to become autonomous learners who problem solve,
demonstrate creativity and develop a range of skills while using teacher support with the new skill
development. Discovery Learning is a three-step process. Students need to do careful planning and
then use their planning to create their project and conclude their projects with a reflective sharing
session.
2014 has seen Discovery Learning emerging from all Pre-Primary to Year 3 classrooms. Staff have
been supported to begin implementing the Discovery Learning Process with assistance from
personnel, resources and professional learning. Students began to engage in critical and creative
thinking skills from the age of 5. It has been fantastic to observe the students in Pre-Primary to Year
3 enhancing and improving their research skills by utilising books, the internet, fact sheets and
pictures.
With Inquiry Learning taking off in the upper primary years it has been important to develop a strong
connection between Discovery and Inquiry Learning. After in-depth discussion with the Year 7
teachers, the Year 2s have begun to explicitly teach a range of graphic organisers to their students to
develop the skills needed to organise information. As teachers we believe that it is important for there
to be a natural progression from Discovery to Inquiry Learning. 2014 has been a year where students
have created amazing projects. Through Discovery Learning students have produced mind maps,
puppet shows, art collages, 3D constructions, PowerPoint presentations, research projects, talking
books and movies which have all led to them becoming proficient 21st Century Learners.
Esperance Primary School’s Inquiry Learning continues to support students in developing 21st
Century Learning skills, including digital literacy, collaboration, innovation, a love of learning, global
connections and skilled communication. Students negotiate their learning through completing
research based projects where they are able to align their learning with their talents and interests.
Students are becoming more confident in asking questions, analysing data, finding solutions, making
decisions and drawing and sharing conclusions. Inquiry Learning has supported teachers and
students with a repertoire of strategies, including reflection and goal setting, self-monitoring and
planning, cooperative learning, the multiple intelligences, feedback and differentiation.
Phonics and Spelling
Letters and Sounds: With Esperance Primary School’s renewed enthusiasm for spelling and our goal
to enhance our NAPLAN spelling results in 2014 and beyond, the teachers in Kindergarten to Year 3
have worked collaboratively to implement the Letters and Sounds program with growing success. As
this was a whole school priority, Miss Kylie Green attended professional training in Perth, and then
offered professional learning and up skilling for teaching and support staff. Teachers within Learning
Blocks grouped students according to spelling ability allowing the program to be implemented with
ease and students to be taught specific sounds at their developmental level. With additional
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assistance from support staff all students took part in 30 minute spelling sessions, four days a week.
All teachers are extremely proud and amazed at the improvements students have made throughout
the year in Reading, Spelling and Writing.
This year saw the implementation of a differentiated spelling program based on Sound Waves
Spelling and Letters and Sounds for Years 4-7. Following professional learning by Miss Hayley Clark
and Mrs Sarah Edwards, Twilight Cove and Dolphin Cove utilised support teachers and education
assistants during four spelling sessions a week. Students were in similar ability groups that focused
on one sound a week. They were explicitly taught phonics rules, suffixes, prefixes, vocabulary, verb
tense and word origins. Teachers found the program to be highly beneficial and saw improvement
across all spelling groups over the year.
Science
As detailed in the 2014 Our Progress Summary, Esperance PS has experienced gains in the Science
learning area this year, especially in planning, teaching, assessing and reporting in the Australian
Curriculum Science. Staff confidently planned, taught, assessed and reported in all strands of the
Australian Curriculum throughout the year. Through regular moderation and collaboration, staff
continue to make a difference in the way Science is embedded and integrated across the curriculum.
Strong performance results highlight the innovations and reinforce how Esperance PS is keeping
Science alive through motivating students.
Esperance Energisers
This year, the Energisers comprised of 25 students in Years 6 and 7. It has been a huge year for the
Energisers. Relocating to the new school required ensuring that all programs that were already up
and running continued, albeit with new systems in place. Amber Lewington and the student team are
congratulated on making such a seamless transition to our whole new environment.
The respect and prestige of the Esperance Energisers continues to grow, with all students awarded a
badge in recognition of their leadership. These dedicated students have worked tirelessly, often
spending their lunch and recess maintaining the vegetable garden, turning the compost, feeding and
harvesting the worms and generally keeping things neat and tidy. It has been wonderful to see such
a large number of students across the school show an interest in sustainability. The garden is truly a
hive of activity with kids of all ages getting their hands dirty as well as building healthy relationships.
The Energisers have continued to expand on all the programs that have been running over the past
five years. The expansion of our vegetable garden and worm farms has enabled us to sell produce
for a profit. As part of our ‘Global Citizen’ program, we have used our income to support third world
countries. Substantial plans were made in preparation for the Replacement School, including
outdoor learning areas, seating, sheds and water harvesting tanks. The sustainability structure was
constructed this year, with further plans for completion next year. Here are some of our highlights:
Waste-Wise: Workshops were held for teachers in the South East Coastal Network. At these
workshops, the Energisers were responsible for explaining the role that they play in sustainability and
demonstrating the many programs that they are responsible for across the school.
Recycling: Esperance Primary school continues to be dedicated to recycling. This year we sent 120
metres of mostly paper and cardboard to be recycled.
Battery Recycling: The recycling efforts of the school community continue to improve. This has
once again been demonstrated, with the mass of batteries collected not subsiding. This year alone
we prevented 356kg of batteries, containing dangerous chemicals, from ending up in landfill. The
battery recycling team designed and made a battery mascot. This was awarded each term to the
class who recycled the most batteries. Students were given the opportunity to name the mascot who
is now known as Bazza the Battery Guy.
Mobile Phones: We continue to collect mobile phones this year, with a record 22kg being recycled.
Through Mobile Muster, we raised $40 for the Salvos Christmas Appeal.
Vegetable Garden: We continue to reap several bumper -s this year. Fortnightly stalls have enabled
us to raise $675. This outstanding effort has meant that we have been able to strengthen our support
for OXFAM. It also enables us to maintain existing structures and ensure that the garden is ongoing.
A number of classes have used it for cooking healthy and nutritious meals, Science investigations
and art. Students can be seen tending to the garden before school and during their lunch breaks. Not
only does it provide us with food, it brings students together and helps to build positive relationships.
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Worm Farm: The worm farm continues to provide us with the best organic fertiliser that has allowed
us to produce a marvellous vegetable garden crop this year. Word about the quality of our worm
castings has spread, with sales increasing.
OXFAM: This year our sustainability projects have enabled us to raise funds for OXFAM. The
students are delighted to know that their efforts not only have an impact by reducing our ecological
footprint, but they are increasing their social handprint by supporting communities in third world
countries. Our commitment to being active global citizens has strengthened, with the vegetable
garden profits purchasing 3 goats, 2 ducks, a pig, orphan care, food for a family for 2 years, water for
a school, a well and a vegetable garden.
Outdoor Seating in Sustainability Garden: The Waste-Wise Team have successfully applied for
and received funding for seating in the ‘Outdoor Sustainability Classroom’. The purchase of 4 sturdy
wooden picnic benches has enabled whole classes to engage in learning activities in an outdoor
environment.
Literacy and Numeracy Week
This year we again ran both Literacy and Numeracy activities across the school to acknowledge the
importance of Literacy and Numeracy in our everyday lives.
• Literacy: This year we combined Literacy Week with our Book Fair and held a Book Character
Dress Up Parade. Students were encouraged to dress as their favourite character from their
favourite book. Poem in a Pocket was a motivational activity that encouraged figurative language
and rich vocabulary.
• Mental Maths Challenges: In 2014, EPS experimented with a new numeracy challenge format
during Numeracy Week. Students were set a variety of worded problems (age appropriate) to
solve. These problems were emailed to teachers and students could complete them individually,
in small groups or as a whole class. This proved to be a success, with staff and students enjoying
the sessions. This format will be continued in 2015 and has been written in as a strategy to
continue to expose and teach students the Proficiency strands of the Australian Curriculum.
Individual students and classes were acknowledged for improvement and achievement.
Maths Olympiad
Maths Olympiad is an Australasian wide competition where students engage in five problem solving
challenges of five questions in each assessment. A talented team of 30 Years 5, 6 and 7 students
participated in this competition over three terms during 2014. Impressive results were achieved by
the students with seven students placed in the top 25% of all student competitors.
Information and Communications Technology (ICT)
This year has seen a continuation of ICT being integrated into an already rich ICT environment. A
class set of iPads were purchased along with a charging and sync station. They have met the needs
of our students as they continue Discovery and Inquiry Learning. This technology has also assisted
our Special Needs students in achieving Literacy and Numeracy goals.
With a continuing focus of integrating ICT throughout the whole school, we have also implemented a
policy of providing an iPad for each of our administration team. As demands on time increase, it has
proven to be one way of streamlining daily practices.
In line with our 5 year ICT Purchasing/Replacement Schedule, we purchased another set of Laptops.
This brings our total to 83, and combined with the 16 iPads, we are able to provide our students with
the mobile technology that they need to meet the challenges they face. Each cluster has also been
provided with at least 10 desktop computers and a networked printer / copier. We are very well
provided for, thanks to forward planning and ongoing support from our Admin team, P&C and our
school community.
We continue to see an increase in the way that multimedia and multi modal texts are being used by
staff and are being created by students. Additional Audio Visual equipment has been provided by the
P&C and has been welcomed by all. One of our TOM teams has shown very clearly what can be
achieved using ICT.
Many workshops have been run by staff members for their peers throughout the year in a wide range
of ICT areas. Some have been software specific and some have been part of an ongoing
Professional Development program on using Interactive Whiteboards, Cameras and iPads.
Our staff continue to provide opportunities for students to extend their learning beyond the classroom
and into the global arena. Collaboration and video conferencing with schools in Cambodia,
participation in the Chat to A Champ through the Australian Olympic Committee and our students
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establishing epals links with overseas students, are just some examples. As part of the Years 6 and
7 Bookclub, the students reading Someone Like Me skyped with the author, Elaine Forrestal.,
discovering her motivations as an author and specific aspects of the book.
We have continued our involvement with Microsoft as a National Leading School and are working
towards gaining further international status with the Partners in Learning program.
In response to internet improvements, we are in the process of commissioning a new purpose built
Web Server and are also overhauling our present web site. It is expected to be finalised this year and
hope it will offer a more user friendly access point to our school.
Although we face challenges with NAPLAN transitioning from paper to an online assessment, and
with an increasing demand on our ability to provide adequate broadband access for our students, we
are sure that we will continue to meet the needs of all.
Chat to a Champ
All the Year 3s took part in an amazing learning and life experience when they connected with Greta
Small in Sochi, Russia, live from the Winter Olympics. We connected to Greta through Google
Hangout, with students asking Greta questions and receiving detailed answers. Greta Small is such
an inspiration to all. As a young athlete she took on a gruelling schedule at the 2014 Winter
Olympics, being the only Australian ever to participate in 5 events in the one Games. She educated
the students on the importance of having a positive attitude and never giving up. Medals were not
Greta's focus in the Winter Olympics, beating her own personal achievements and making the top 20
were her goals. She succeeded and came 15th in one of her events. Greta told the students of her
adventurous trip down the mountain the day before through torrential rain and unforgiving snow.
Students felt extremely fortunate and lucky to be part of a once in a life time experience.
Incursions
Pre-Primary to Year 7 students enjoyed a diverse range of cultural and artistic visits to the school.
With Esperance PS no longer receiving PCAP funding in recognition of its geographical isolation,
students paid for all incursions via Contributions and Charges. Years 4-7 students enjoyed modern
and contemporary dance with Humphreys Dancesport Program.
Our Pre-Primaries to Year 3 classes enjoyed the following incursions:
‘A Swag of Tales’ allowed our students to learn about history, starting in England through to the
convicts coming to Australia, early settlement, the Gold Rush, Bushrangers, Squatters and the
Swagman. ‘Pete the Sheep’, tied in with the children’s book that a number of classes studied. ‘Out of
the Bag’ was a puppet show exploring career options and finally, ‘It’s a Mad World’ entertained
students with circus skills with an underlying message of instilling persistence and confidence.
Excursions
The value to students experiencing practical, hands on experience is again very evident in the
excursions undertaken by classes and groups during the year. This year a total of 38 excursions
covering a diversity of sites where visited in and out of town.
Again this year saw students from various year levels attend the Greater Sports Grounds for
numerous sporting events including, Clontarf football and basketball matches, Eagles and Dockers
Cup Football and the Milo Cricket Carnival and our Years 4-7 students enjoyed the Foreshore Fun
Run, on the newly developed town foreshore. Our twelve Student Councillors visited the other town
schools as part of their leadership development and a leadership conference hosted by Grip
Leadership. This year many of our senior students visited Esperance Senior High School in
preparation for their transition and as a part of a PEAC photography course while our Years 2, 3 and
4 students visited numerous sites in and around the Esperance town site. All our Year 1 to Year 7
students attended the town Remembrance Day service at the RSL Park in November.
Out of town excursions were held with children going to Lake Monjingup, The Bird and Animal Park
and Cape Le Grand National Park, while both the Years 6 and 7 groups attended Nanga Bush Camp,
near Dwellingup.
Years 6 and 7 camps had students participating in a range of activities designed to build selfconfidence, resilience, teamwork and leadership. Some of the activities students engaged with were:
canoeing, raft building, zip line, rock wall climb and low ropes course.
Double Cohort Transition
In response to Year 7 students moving to secondary schooling in 2015, a committee was established
by the local school network and Esperance Senior High School to plan for a smooth transition to high
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school for our Years 6 and 7 students. All Government schools in and around the Esperance townsite
provided membership to the committee. Sarah Edwards, Matt Colquhoun and Todd McElroy were
active members of this Double Cohort Transition group since mid-2013. The group met termly
throughout 2014 at Esperance Senior High School and engaged in strategic planning for 2015.
As part of this plan, ESHS staff visited EPS to view both Year 6 and 7 students working and to talk
with staff about student learning. EPS students also had an opportunity to participate in a Science
lesson at ESHS during their Friday leadership program.
Year 6 and Year 7 students also had a Transition Day in Week 8 to familiarise themselves with the
layout and organisation of the school.
The committee was successful, with both ESHS and EPS staff feeling comfortable and confident that
the double cohort transition will be smooth for our students.
Student Leadership/Decision Making
Leadership Program: Building the leadership of our senior students has been a focus of 2014. Along
with class activities, Year 6 and 7 students had the opportunity to participate in a Leadership
Program on Friday afternoons during Terms 2 and 3. The program enabled students to complete a
First Aid session with St John’s Ambulance volunteers, complete a series of team building activities,
develop their public speaking skills and complete a practical science experiment at Esperance Senior
High School. Designated student leaders, Student Councillors, Energisers and Faction Captains, also
had time to perform their responsibilities and develop their leadership skills through targeted lessons
and activities.
The Student Councillors provided effective, visual leadership to the student body. The council was
made up of 12 students, six each from Year 6 and 7 in recognition of the double cohort transitioning
to high school. We conducted a leadership and team building session and through their numerous
duties and collaborative guidance, they were wonderful role models to all students. Throughout the
year, they performed their many duties (bus, certificates, rolls, flag), had weekly meetings and read
Honour Certificates at assembly, whilst also providing a Student Council Report and awards. These
councillors also represented our students at other school interaction days, including Leadership
Days. A strong student voice was provided through this dynamic team as they hosted or were
participants at a number of formal events throughout the year, with highlights being: greeting and
asking question of State MPs as part of the regional parliament and MCing the school’s formal
presentation and celebration ceremonies.
The councillors were successfully assisted in their role by Leigh Westcott, Karl Gurney, Matt
Colquhoun, Ross Tamlin and Lisa Helenius.
The Faction Captains (Years 6 and 7) have provided important leadership through their involvement
in Faction Athletics training sessions and carnivals, as well as their management of the school recess
and lunchtime sport equipment. Their leadership provided many benefits to students.
The Heartbeats also promoted student leadership through their role modelling of an active, healthy
lifestyle, skipping workshops and demonstrations. The Heartbeats performed an innovative routine
at both the Years 1-5 and Years 6 and 7 Graduation and Presentation events.
Peer Support Program, now in it’s fifth year, commenced in Term 3 this year with 64 Year 7 students
successfully presenting the program across the school. The students participated in a number of
training sessions before being placed into pairs or threes. They then were responsible for a group of
16 students from Years 1 to 6. They presented a 30 minute weekly lesson to their group. This year
the theme was ‘Keeping Friends’ which focused on teaching positive friendship skills and building
mutually respectful relationships.The theme for 2015 will be ‘Speaking Up’.
Music/Drama Program, Choir and Bands
2014 saw a broadening of music, drama and art in our school.
• Our Music Specialist, Mr Peter McMahon, conducted one-hour music lessons with students in
Years 1-5, with a strong focus on percussion, guitar and fun.
• Mr Peter Blair provided a specialist Art program for upper primary students in Years 6-7.
• Mrs Gabe Spencer conducted one hour dance and drama lessons with students in Years 1
and 2, with a strong focus on teamwork.
• Our wonderful Choirs performed at the Esperance Music Festival, representing Esperance PS
in a sensational way. They were truly brilliant ambassadors for our school, not only singing
beautifully but also demonstrating Attentive Listening and Mutual Respect when others were
performing. We congratulate our Senior and Junior Choirs on gaining Second Place–
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awesome achievements! We thank Miss Erin Kinson and Mrs Irene Melbourne for their
support with our Senior Choir, and Mr Peter McMahon for conducting the Junior Choir.
Instrumental Music
Thirty students in Years 6 and 7 were involved in learning to play musical instruments from the High
School Music Teachers in Guitar, Clarinet, Flute, Percussion and Brass.
Year 6
Year 7
Year 6
Year 7
Guitar
5
4
Flute
4
4
Clarinet
4
4
Brass
5
Heartbeats Skipping Team
The Heartbeats team of 2014 has again had a busy year promoting and supporting the Heart
Foundation. We support our cause of the healthy heart message and the awareness of heart disease
and its impacts on our lives. The Heartbeats have performed at, and inspired students of, Esperance
Primary School, but also Castletown and all the Mallee Primary Schools, through assisting in jump off
days and workshops of skipping skills.
Esperance Primary School has been an extremely strong supporter of the Heart Foundation’s Jump
Rope for Heart for many years and our support dates back beyond the Heart Foundation database
records (pre 1991).
Through excellent fundraising efforts by our students and dedication to support the foundation,
Esperance Primary School this year joins an elite group of schools across Australia by moving to a
platinum loyalty level. This means that our school has participated in JRFH twenty or more times or
have raised over $100 000. Esperance PS has done both! Esperance PS now is the highest
fundraising school within WA since the inception of Jump Rope for Heart and are in the top 10
nationally!
In 2014, Esperance Primary School raised its highest ever amount ($8 383.50) showing that their
passion and dedication has not dwindled over the years. This is a phenomenal effort and hopefully
the partnership continues well into the future.
Within the Heartbeats team, there is an absolute commitment towards giving time, and the leadership
towards raising funds, to assist others. We thank our Heartbeats team and their dedicated facilitators,
Mrs Emma Andrews, Mrs Sasha Vooght-Simpson and Mrs Chris Blair, for their commitment towards
this program.
Minibeats Skipping
2014 was a successful year for the Esperance Primary School Minibeats (Years 4 and 5). The team
of ten students developed endurance as skippers and learnt a range of new skills in their weekly
sessions. The skippers developed an energetic routine to showcase their learning that was
performed at an assembly and to parents and carers at our Learning Journey. The Minibeats worked
hard to promote the heart smart message by assisting on the Jump Off Day and running skipping
rotation sessions for the Year 3 students. In these rotations, the Minibeats developed their leadership
skills while teaching a range of skipping skills to enthusiastic participants.
Sporting
Physical Education Lessons What a year for sport! The new grounds are complete and have
added a whole new dimension to sport at Esperance Primary School. The new Undercover Area,
oval space and hard courts enable basketball, tennis, netball and other sporting games and activities.
PE lessons this year covered the following sports:
PE lessons this year covered the following sports:
Term 1: Athletics and Cricket
Term 2: Badminton, Netball and AFL
Term 3: Volleyball and touch rugby
Term 4: Basketball and Tennis
Students also measured and assessed themselves in fitness testing at the beginning of Term 3 and
the end of Term 4.
The structure of the lessons each week is a to focus on a key skill needed in the sport,
implementation of that skill into a small game, then learning the tactics and strategies used through
game play. Variations in lessons occur from year to year, and also depend on general skill ability of
each specific class. By challenging individual classes to perform tasks specific to their skill ability, we
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are aiming to progress all students in their skill development in a wide range of motor skills. Physical
activity should be challenging, fun and active!
Faction Athletics Term 1 The Athletics Carnival was for the first time held on site at our new school.
The bottom oval was an ideal space to provide students with a wide range of events. The carnival
combined both participation and inclusion, but also gave athletic and competitive students a chance
to compete for champion in their age group.
Interschool Athletics Term 1 This year’s Interschool Carnival was hosted at Esperance Primary
School. The carnival was a huge success, showing Esperance Primary School is once again
equipped to host such events on site. Esperance Primary School finished 1st overall in both the
Champion and Meritorious Awards, a rewarding outcome for the time and effort put in to athletics as
a whole school.
Term 2 Swimming Lessons and Carnival In Term 2, Years 5-7 students participated in two weeks
of swimming lessons, targeting individual student abilities. The final day of the lessons was
celebrated with a swimming carnival. There were some outstanding individual performances, with the
overall winning faction being the Golden Knights. It was good to see the Green Dragons take home
the Meritorious Shield, supporting the theory that their time with the overall trophy is near!
With Esperance being a coastal town, swimming competence is so important. The inclusion of
swimming lessons, and a competitive carnival helps maintain interest in swimming amongst school
aged students.
Clontarf Football Carnival The Clontarf Football Academy held several AFL carnivals at the Greater
Sports Ground in 2014. These carnivals provide students with organisation skills, socialisation and
interaction among students of other schools. The skills and sportsmanship were of an exceptional
standard, which these carnivals are well known for. Thanks to the carnival organiser, Ray Davis, for
all his efforts in making these days enjoyable one.
Clontarf Basketball Carnival The Clontarf Football Academy also run a basketball carnival with the
same concept as the football. This year the event was held on two Friday afternoons, and we sent a
Year 6 group, followed by a Year 7 group over to compete against other schools. At the same time,
Esperance Primary School hosted a girl’s interschool basketball competition at our school courts.
The interactions between students during these events make them a valuable experience.
Milo Cricket Carnival Year 4 and 5 students had the opportunity to participate in a coaching clinic
and round robin style tournament with all schools in the area fielding teams. Esperance Primary had
various teams and was well supported by parents and carers. We would like to thank all of those
people who gave their time to allow us to supervise and support the carnival to this level.
EACS Cross Country Relay Term 3 On Friday 1 August, Esperance Primary School, along with
surrounding schools, participated in the 2014 Esperance Anglican Community School Cross Country
Relay. The Cross Country Run venue this year held at Twilight Cove running trail, an ideal venue for
the event. The concept of the relay was teams of six students in a team, each running 1.5km before
tagging the next student. Each student was also individually timed and recorded by the EACS
students. It was awesome to see some of the ex-students of Esperance Primary School showing
leadership and assisting in the organisation of the event. Esperance Primary School nominated both
a boys and girls team:
Boys
Girls
Hudson Staer, Ryan Quinlivan, Jesse Marshall,
Kia Buckley, Casey Rowe, Jessica Smith,
Thomas Knight, Christian Smith and
Layla Johnson, Zoe Maccan and Willow Spicer
Joseph Buckley
Congratulations to all of the students who were selected to represent your school. The students
displayed exceptional sportsmanship and behaviour.
Years 4-7 Fun Run Term 4 The 2014 Fun Run was held along the Esperance Foreshore. The
location allowed for a safe, flat path along what really is a beautiful and special place to be. We had
perfect weather conditions, allowing all students to enjoy the run at their own pace. Hudson Staer
was the first student across the line, with Ryan Quinlivan not far behind in 2nd place. The first girl to
cross the line was Kia Buckley in 4th overall position. The Fun Run is an important event in promoting
fitness to the middle and upper students, and encouraging a balance of participation and competition
in sport.
School Squash Championships Esperance Primary School sent a team of competitive Year 6 and
7 students to compete in the 2014 School Squash Championships. Eight boys and eight girls were
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selected from each school to play a squash match against students from surrounding schools at the
Esperance Squash Club courts. It is fantastic to see sports such as squash having such an impact in
Esperance. We hope that events such as this will help develop youth interest in squash to continue
the success we are currently experiencing.
Well done to Esperance Primary School for winning the Boys team division, Girls team division, and
the Overall school trophies.
Incursions Incursions to our school in 2014 included visits from:
• Squash WA coaching clinic
• Western Australian Cricket Association
• MyGolf coaching clinic
• Athletics WA
The incursions are an economical way to bring expertise into the school for the students to access. It
also brings specialised sports such as golf and squash that are otherwise not available to the regular
Physical Education program. The sporting organisations benefit by attracting attention to their sport.
The school benefits through quality programs coming in to the school, giving students a taste of new
recreational activities available to them in the community.
Bringing these programs into the school has also been a great way for staff at Esperance Primary to
professionally develop in teaching a wide range of sports without the cost of travel. An example of
this professional development has been GolfWA incursions, which have led to development of
teaching staff to the point that golf is now teachable in regular PE lessons.
VET- Workplace learning and Prac Students In 2014, our link with the Esperance Senior High
School workplace learning and practicum students continued, with quite a few students experiencing
PE teaching at Esperance Primary. Olivia Morris completed workplace learning for the year and
contributed to PE lessons each Tuesday, as well as helping out with Friday excursions to various
sporting opportunities. This course continues to allow high school students an opportunity to
experience teaching in a school, and help decide on their future career paths.
Focus for 2015
The main focus will be exposing students to the range of opportunities in Physical Education
available for them. The Physical Education lessons offered to students will continue to be sports
selected in season, teaching five week blocks to expose students to the skills required to play the
selected sport.
The general opinion of Physical Education in the school is that it is an enjoyable experience to
attend. It is important to maintain this image so that students look forward to the opportunities to
participate in physical activity, providing them with the benefits of exercise in ways that are enjoyable.
This will hopefully make them lifelong lovers of physical activity and provide long term benefits.
Esperance Primary School’s link with community sporting clubs has provided us with high level
sports education, and we will continue to seek coaching from a wide variety of sports. Thanks to Mr
Karl Gurney, our Physical Education Specialist, for constantly sourcing quality experiences for our
students and providing such a specialised learning program.
Swimability Lessons
Four special needs students were able to access weekly swimming lessons that have been modified
and designed for students to progress to a stage where they are competent in the water.
Students are transported by minibus to the Bay of Isles Leisure Centre, thanks to Goldfields
Individual and Family Support Association (GIFSA), and accompanied by Special Needs Education
Assistants. Swimability provides a wonderful opportunity for the children to develop and achieve
success in a physical activity. The students have made amazing progress in their swimming ability
and enjoy the social interaction with students from other primary schools. The program is funded by
CLIFFS International, allowing students to have access to small classes and fully trained instructors.
Healthy Eating
• The Crunch and Sip Program is now in its sixth year, with Esperance PS being a certified
Crunch and Sip School. This daily intake of extra fruit or vegetables and drinking plenty of
water has become a ritual amongst many students, with our older students now more likely to
consume fruit and vegetables and hydrate with water in 2014 than before. This set break
enables students to refuel their brain, which enhances concentration and academic
performance. Also, with results of government research on primary school aged children in WA
finding that the proportion of overweight and obese children has tripled in the last 30 years,
with one in four Western Australian children now overweight or obese, EPS is focused on
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•
•
establishing good eating habits in childhood to promote our students growing well and
protecting them against disease later in life.
2014 was our 5th annual Whole School Breakfast and Fun Run. The event was held as
part of ‘Walk Over October’ and ‘Fruit and Veg Week’. This year we ran a different course
because of the foreshore developments. Students, parents, siblings and teachers completed
laps of the oval before sitting down to a healthy fruit salad with yoghurt. Each year, the
numbers attending this wonderful community event continue to grow, with over 280
participants gathering for a morning of health and fitness.
Healthy Lunch Raffles were also conducted at times through the year.
School Community Involvement
• Student Support Group
Six volunteers committed their personal time to provide weekly literacy support to various
students/small groups via teacher-generated programs. The volunteers undertook a learning
program to enable them to deliver appropriate literacy skills for the students they work with.
• Parent Support Group - all year
Many parents and carers have been involved in different ways in the classrooms throughout
our school this year. These parents have provided support to small groups and individuals,
participating in activities such as Discovery and Inquiry Learning, excursions, sight words,
library, 2 minute reading, cooking, maths and language activities. Their value adding to our
learning programs is enormous.
• In-class Activities
A huge range of activities and opportunities enable parent involvement, including parent/carer
helpers, Mothers/Fathers days, parent/carer evenings/days and excursions. Such
opportunities, encouraged high involvement and interaction from parents with students in
Kindergarten to Year 7.
• Three-Way-Conference – Term 2
Strong attendance (97%) by students and their parents and carers enabled individualised
conversations about a child’s learning progress to be discussed with the people who are
significant in their learning.
• Learning Journey – Term 3
Again outstanding attendance (86%) by parents, carers, family and community members saw
a highly productive and engaging evening of celebrating student achievements. Kindergarten
and Pre-Primary students also led their Learning Journey in Term 2 when Years 1-7
conducted Three-Way-Conferences. As part of our CHAT -Changing Health Acting Together
- initiative, the Local Drug Education Group presented a highly informative display.
• Information Sessions
These were held during the year, focusing mainly on targets set in our Delivery and
Performance Agreement and Business Plan, including School Board, Tribes, Three-WayConferences, Learning Journeys, Cybersmart, Information and Communications Technology,
Mathematics, Home Reading, Peer Support and Behaviour Management. Sessions enabled
parents and carers to be exposed to current strategies and aspects of education.
• P&C
There are so many ways our P&C have supported us this year. President, Brendan Nicholas,
has led this team of passionate parents and carers so effectively, with new uniforms, healthy
and almost profitable menus, fundraising and general support of our teaching and learning
program. What generous people our P&C are!
• SDERA and Roadwise
The support of SDERA is appreciated, especially in helping us strengthen our curriculum
offerings in drug and road awareness. This year, Jill Fitzpatrick strongly supported us to
create safer entry and exit processes for our students. Relocating to the new buildings
enabled us to move heavy pedestrian and motor traffic away from the buses, however it also
resulted in increased use of Windich Street. Through Roadwise, Jill and staff communicated
the needs of our school and increased traffic management signs and processes. Thanks, Jill!
Our Second Year with a Chaplain
What an exciting year 2014 has been. Mrs Chris Blair, our inaugural Chaplain, was funded through
YouthCARE and our school. In her annual report, Chris highlighted the following:
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After assisting staff to run PATHS (Promoting Alternative Thinking Strategies Program), we
have been able to offer two group of students the Drumbeat Program thanks to Carolyn
Hockley and Nicki Reinke (BOICO). In Term 3 and Term, Carolyn facilitated two groups of
students through the DRUMBEAT program. The program helps participants to reflect on their
relationships, whilst providing cognitive behavioural therapy which helps them transfer the
lessons learnt from the drum circle to their everyday lives. Throughout the program the
students look at social issues such as peer pressure, bullying, dealing with emotions,
tolerating diversity, identity and social responsibility. Their final session was a performance at
the final assembly. We also appreciate the generous purchase of drums by our P&C in
August - these drums are much easier for the students to carry, they are really colourful and
they produce a fantastic sound.
• I have been involved with The Heartbeats skipping team who are associated with the Heart
Foundation. It has been a joy to watch them work on their routines over the year and to play a
part in supporting them.
• Amber Lewington, Ashleigh Sharpe and myself were able to connect with a Cambodian
School. The school has two classes of 50 students and students in two of our classes are
busily writing letters to send to Mollydooker One. We also had the opportunity to Skype with
the students. If you are unaware of what Skyping is, it is when you can ring up and not only
talk to the other party but to see them as well. It has been an exciting experience for our
students to partner with these students and we are currently organising gifts to send over to
them. Many of our students realise that their giving will make a difference to someone else’s
life. Our knitting group want to send one of our blankets to these students to reinforce the link
between our two schools. It is planned for the blanket to be taken over to Mollydooker One
next year.
• Along with our sustainability teacher, Amber Lewington and Karl Gurney, our Physical
Education specialist, we organised a Healthy Breakfast and Fun Run.
• Earlier in the year I took the opportunity to become an instructor in Zumba. This is a program
which incorporates fitness, dance and coordination. It also encourages self-esteem and
overall well-being. I started with a small group of volunteer students and then began teaching
Zumba to our Pre-Primary students. This culminated in their showcasing their dance skills at
their Pre-Primary concert on 4 December.
• The other program I am very proud of instigating is the Knitting Group which met every
Monday and Thursday lunchtimes. Parents/Grandparents and Senior Citizens from
Esperance volunteered their time to teach knitting. The aim was to teach a skill that the
students can use to make squares that will be made into blankets to be given to people in
need. The Australian Spinners and the Bendigo Wool Mills donated the wool and needles to
us. A by-product of running this course is the interaction between the students and the older
women from our community. It is an exciting project that has enhanced our humanitarian arm
at Esperance Primary. As a result of this project, our students are able to donate two blankets
to Esperance Aged Care. Some of our knitting group personally took the blankets to the care
facility, which was a meaningful, and touching time enjoyed by all. The older members of our
Knitting Group are keen to continue the group next year and to offer the students the
opportunity to learn to crochet as well.
• Throughout the year, I have been able to support the Esperance Primary School community
in the areas of social, emotional, spiritual and physical health. I have talked to staff, parents
and students before school, during recess, lunchtimes and after school. It is great to have
conversations that encourage and nurture people at their point of need. I have learnt giving
time is such a valuable commodity that we have sometimes lost in the midst of our busy lives.
• I have been encouraged in my role by the support of staff and parents this year and I am
grateful for the words of reassurance that they have given me. Thank you for all those who
helped to make this an exciting and challenging year.
Our school community sincerely thanks Chris, Meredith and YouthCARE for enabling such a strong
introduction to our chaplaincy program this year.
•
Involvement in our Community
- ANZAC Service Our Student Councillors hosted an ANZAC service at school, with our Head
Girl, Claudia Parker, and Head Boy, Patrick Quinlivan, representing our school at the town
ceremony.
- Esperance Agricultural Show Esperance PS provided a display at the 63rd Annual Show with
exhibits being examples of the creative work our students have created this year.
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Supporting the Local/Wider Community
Successful fundraisers included:
• the Heartbeats’ Jump Rope for Heart Day raised a very generous total of $8 383.50.
• fundraising to assist the Year 7s going to their Dwellingup camp.
• TOM fundraising to assist our winning teams participate in the Australasian Pacific finals in
Melbourne (over $20 000 in five weeks)
• The Orangutan Project: Go Orange!: Esperance Primary School has long been supporters
of The Australian Orangutan Project. In 2014, Lucky Bay 3 and 4, along with the Year 3s of
Twilight Cove 4, studied palm oil plantations and the devastating effects they have on
orangutans as part of our global awareness and the Asia cross-curricular priority. In Term 4
we held ‘Go Orange’ Week. The students wanted to educate and in some cases, re-educate,
the school community about palm oil so they set up a display of products that did/did not have
palm oil and made wallet cards to give out to parents. Each day they shared information over
the PA system. A student also conducted an interview about palm oil on the local radio. On
the Friday of ‘Go Orange Week’, the students from Years K-7 wore orange clothes for a gold
coin donation. This raised $591. They also had a ‘Palm Oil Free Lunch’, where the students
were encouraged to bring palm oil free foods to school.
The school community also generously supports The Orangutan Project through the purchase
of art calendars, cards, notebooks, diaries and phone covers. This year we expect to gross
$1340 from this activity.
Last year, we raised $2021 towards the Australian Orangutan Project, and we expect the total
to be similar for 2014. With the exception of one year, we have been the highest fund-raising
school in Australia for a very long time!
Celebration Events
• Our School Opening, the Ministers’ Forum and the Minister for Education’s were highlights.
• Graduation Evening is always an entertaining, with 2014 seeing our Years 6 and 7 students
perform Inspire Excellence as a double cohort. Congratulations on a wonderful performance,
students, and to Mr Leigh Westcott, Mrs Sarah Edwards, Miss Amber Lewington, Mrs Mel
Wolfenden and Mr Matt Colquhoun for their artistic direction. The challenge for 2014 in
accommodating the needs of a double cohort of students graduating was certainly overcome.
• We again held a separate celebration for Years 1-5 students this year, enabling a greater number
of school community members to attend and support their children. This also created more
opportunities for performances by our Heartbeats Skipping Team.
• The Pre-Primary and Kindergarten Concerts were sensational evenings, with our clever students
performing songs, dances, tapping with musical instruments, plays and poems.
We thank our school community for supporting our presentations and being a wonderful audience.
Buildings, Grounds and Infrastructure Improvements
To enable a safe, inclusive, supportive and more aesthetically pleasing learning environment, we had
some upgrades to our buildings, grounds and infrastructure. Obviously the biggest one is our full
replacement school last year, however we have also initiated many projects to make our school more
“local”.
o Sustainability Structure – we now have a permanent, shaded structure erected to
strengthen our sustainability area (and protect our worms!) and watch our Energisers and
Miss Amber Lewington create an awesome space for our projects. There are still plans to
further improve this space in 2015.
o Early Childhood space – Mr Steve Bungert was an absolute champion, giving up four
solid days of his holiday to dig out soil from the Pre-Primary play area and replace it with
sand. Our buggy was then installed, creating a fantastic space for our ECE students.
Again, appreciations to Mr Tim Buckman for his cubby skills. A shaded sail over the top
of the equipment was then installed.
o Sharing Circle – seats have been installed under an existing shade structure near our
new courts in the shape of a circle, with brick paving flooring. This area can be used as
an outdoor teaching and learning space, or as a passive space for students during recess
and lunch. We have also had our brick paved seahorse that was at the entry of our “old
school” reinstalled in the centre of the sharing circle – it looks great!
o Boat – Wow! Brendan Purchase, Warren Davies, Lachlan Simson, Jay Gordon, Darren
James, Owen Luxton, Nigel Ratcliffe and Drew Brett, you guys are incredible. On the
32
weekend before students started school in 2014, and then after school on most days, you
have worked so hard to bring our boat to life. We have a few more tweaks to add,
including it’s name.
o Existing Undercover area – being the only remaining building from our “old school”, we
are keen to make this blend in with our new school. So far we have improved the internal
ceiling and replaced damaged alsynite sheets. Next task is to secure the area and
hopefully look at replacing the tin roof with blue!
We hope to continue improving the learning and teaching facilities that we offer students and staff,
especially through progressing our Planned Staged Redevelopment (new school grounds) designs.
We certainly will need our community’s help to realise these visions over the coming years.
School Community Satisfaction
National School Opinion Survey
As part of the National School Opinion Survey expectations, the School Board conducted a survey of
parents and carers, staff and students in Years 6 and 7.
Number of Responses
Parent Satisfaction Survey
Staff Satisfaction Survey
Student Satisfaction Survey
94 participants
39 participants
114 participants
Of those, 100% of parent, carer and staff respondents answered positively in stating this school is
well organised and runs smoothly, strives for high academic standards, encourages a sense of pride
in achievement and a sense of self worth, has clear goals and a positive school identity and values
the role of parent/carers. 99% stated they were happy with their child’s progress and nearly all felt
they were made to feel welcome. Almost all parents felt that staff are approachable and provide a
stimulating learning environment. In summary, the positive areas identified by students, parents,
carers and staff included:
Well organised, pride in achievement and self worth, enjoy being at school, clear goals and positive
identity, safe and secure, high standards of student behaviour, strives for high academic standards,
realistic educational expectations, helpful teachers, professional, committed and enthusiastic
teachers, stimulating learning environment, students are encouraged to achieve to the best of their
ability, teachers understand what they teach, caring teachers, approachable staff, develops problem
solving skills to make decisions, motivating students to want to learn and educational savvy staff.
Statements about bullying, racism and consistent consequences for behaviour attracted the least
positive responses by the community, with all areas having a higher rate of parent (21-41%) and
student (6-19%) respondents saying they were unable to comment. It must also be noted that
“Unable to comment” on the racism, bullying and behaviour consequences questions is that a
respondent can not give a definitive view on the aspect, because they have not experienced an issue
with that matter at Esperance PS; ie can’t say the school response to racism is adequate, because
hasn’t experienced or noted racism at the school.
This information has resulted in the school reflecting upon practices involving racism and the
education of students and the wider school community. The school annually reviews its BMIS plan
and continues to look for avenues to increase parent/carer perceptions of what bullying is. To
support the effectiveness of the Esperance PS BMIS policy, suspensions in 2014 have reduced.
Some parents (9%) didn’t feel they received helpful information about their child’s progress and
achievement levels, which was a higher number than expected given the feedback on Three-WayConferences and Learning Journeys surveys – feedback demonstrated strong support for these
reporting initiatives, especially in providing individualised feedback. Further investigation has shown
some parents and carers would like personal interviews with teachers – which they can already
initiate at any time. Reporting to parents continues to be a priority as we move towards full
implementation of the Australian Curriculum.
In summary, a significant majority of survey comments and responses were very positive, with 99%
of parent, carer and staff respondents stating they were satisfied with the teaching and learning at
Esperance PS. Results reflect the strong relationships and partnerships that exist between the
school and the community and reinforce the high regard in which the school is held.
33
Selection of comments from the Parent, Student and Staff surveys
Parents
• I love how Esperance Primary constructs an education to meet the needs of every individual
student, the school maintains that every student is unique and has something positive to give
to a class.
• Esperance Primary has an excellent and well-founded reputation, exceeding the other
primary schools in the same district by far. Its duty to educate the kids cannot be faulted in
any way. They are taught in a fun relaxed manner. The teachers there are outstanding in their
knowledge, patience, and approach to the children.
• The students are given such a large, broad range of opportunities and are always busy doing
exciting things that contribute to not only their education but their wellbeing. All the kids seem
happy and positive all of the time. Best school ever!
• School is very inclusive, has strong leadership and is a vibrant place to attend for both
students and parents
Students
• All of the teachers care about our progress and wellbeing. All of the kids are responsible and
caring. If you need help the teachers will help you.
• That we’re in a safe environment and problems are sorted out quickly. I also like how
teachers encourage you to learn.
• I like most is that majority of the kids are nice, easy to talk to and easy to make friends with. It
has modern buildings. All staff are really nice.
• The teachers help you achieve your goals
Staff
• There is a caring and positive attitude at this school - from the administration staff down to the
students. You feel appreciated by those around you and it is a wonderful 'vibe' for students to
be involved in. The teaching staff are friendly and supportive of each other. A great school to
work in!!!!
• The well run administration team, allows for staff and students to deal with the day to day
'teaching'. The Principal is highly professional, well informed and up to date with current
trends in education. She has a clear vision and the personal drive to guide her school in a
positive direction. She has clear plans for the future and forward planning is one of her
assets. As a whole staff we are very collegiate and have a real coaching/feedback ethic.
• I feel comfortable in approaching any/all staff members to discuss any ideas/issues that I may
have with regards to both my work and/or students that I work with. This school has a high
level of professionalism whilst remaining friendly and welcoming.
• Leadership opportunities and the learning teams. Collaborative staff and supportive leaders. I
know what is going on.
The School Board thanks all students, staff, parents and carers who take the time to fill in these
comprehensive surveys. The feedback has helped identify future directions for our school, with the
input vital to the School Board doing its job successfully!
The Independent Review Report was a culmination of a team of external reviewers talking with,
observing and being part of our school over a period of three weeks in November 2012. This
included two site visits, with the final one being two days. The whole report can be accessed on our
website, with the following being the Summary.
Summary
Esperance Primary School has used its IPS flexibilities well to respond to its remote location and
students' learning needs. Student enrolments have grown significantly over the three-year period of
the Delivery and Performance Agreement (DPA). The construction of new facilities on the same site
as the current school has posed a number of challenges that have been well managed by the
school's leadership team. Despite the barriers presented by the current infrastructure, a high degree
of staff collaboration has been achieved. This has facilitated effective use of resources. The School
Board is clear about its vision for the school. It has made significant progress in engaging parents
and the broader community in supporting, planning for and reviewing the achievement of school
improvement.
34
Target setting is being used effectively to drive improvement in student learning (achievement,
progress and engagement). Data used for self-review is predominantly drawn from the National
Assessment Program - Literacy and Numeracy (NAPLAN); however, the school has broadened this
to include teacher judgements and on-entry assessment. Trends have been identified in the
performance of different age and gender cohorts. The school's thorough self-review process also
underpins evidence-based curriculum change.
The school has succeeded in creating an environment that promotes learning for all of its students.
The focus on socio-emotional development and relationships between children has contributed to
inclusive practice. Wide-ranging curricular and extra-curricular programs cater for students' diverse
learning needs. Whole-school approaches to building shared understanding of curriculum
expectations have shaped pedagogy and collaborative practice. The school also gives priority to its
relationships with parents and community organisations to enrich the learning environment.
Esperance Primary School is well positioned to sustain and improve its performance. Strong
foundations have been built through leadership structures and practices that have embedded robust
self-review. Student learning data analysis and conversations drive the review of curriculum,
pedagogy, staff performance management and professional learning needs. Quality planning
practices are in place. Planning for smooth transition to the new building is well advanced. The
school's capacity to sustain and further improve is also strengthened by Board achievements in
engaging the community, evaluating its own procedures, and oversight of school planning and
accountability processes.
Commendations
• Effective management by the school's leadership team of the challenges posed by the
construction of new facilities on the same site as the current school.
• Effective use of resources, achieved through a high degree of staff collaboration,
despite the barriers presented by the current infrastructure.
• The School Board is clear about its vision for the school and has made significant
progress in engaging parents and the broader community in supporting, planning for
and reviewing the achievement of school improvement.
• Inclusion in the 2010-2012 Business Plan of targets for improvement related to the
three aspects of student learning (achievement, progress and engagement) and for
their overall achievement.
• The wide range of strategies used effectively to build a safe and inclusive
environment that values and supports all students.
• The creation of learning teams to build shared ownership for analysing NAPLAN data,
using it for developing teaching/learning programs and conducting moderation activities
to build consistency of teacher judgements.
• Exemplary work by the learning teams in preparing for implementation of the first phase
of the Australian Curriculum, with overall instructional leadership provided by the School
Executive.
• The high degree of student, parent and teacher ownership of Three-Way Conferencing
and Learning Journey meetings that develop student social skills, confidence and
responsibility for their own learning.
• Effective leadership structures and practices that have embedded robust
self-review in the school, including the Principal led data triangulation process that helps
shape adjustments to curriculum and classroom practice.
• Building strong and sustainable Board leadership capacity through development of terms
of reference, a code of conduct, effectiveness survey procedures, succession planning
and an individualised induction process.
• Board initiatives to monitor student transitions to secondary school through analysis of
Year 9 NAPLAN data.
Affirmations
• Ongoing review and adjustment of the Workforce Plan to accommodate changing human
resource needs to suit local and system initiatives.
• Continued resourcing of teaching and learning adjustments to enable further
differentiation of the curriculum to meet student needs.
35
• Development of future targets for improving student learning that encompass the
achievements of Year 5 students (and 'growth' from Year 3); Spelling, Grammar and
Punctuation (relative to stronger performance in Reading, Writing and Numeracy); and
use of on-entry data to set progress targets for Year 3 achievement (particularly related
to improving performance of boys).
• Giving high priority to managing a smooth transition to the new school during the next
DPA period.
Recommendations
• That the target related to student progress ('value adding above expectation') be
retained, but in a revised form that more clearly defines how it is to be measured.
This had already been implemented in 2012 Annual Report.
• That the school simplify its future plans and targets for improvement by differentiating
those related to student learning outcomes from those related to inputs and processes.
2013-2015 DPA and Business Plan have Targets and Milestones.
• That analysis of teacher judgements in all learning areas be included in future selfreviews conducted by the school in order to increase the breadth of self-review and
enable the identification of future targets for improvement.
Data was available
• In the context of many indicators of outstanding school leadership, that a formal
survey of the staff and School Board also be conducted during the period of the next
DPA, based on a recognised standards framework such as that published by the
Australian Institute for Teaching and School Leadership (AITSL).
Actioned
• In the context of many indicators of effective classroom practice, that the AITSL
National Professional Standards for Teachers be used as the foundation for the
school's self-review of teaching effectiveness, during the period of the next DPA.
Actioned
Esperance PS was congratulated by the Department of Education and its school community on the
strong progress and achievement demonstrated.
Our next Independent Review will be in February 2016.
The school uses feedback thoughtfully and for improvement, with community feedback in Terms 3
and 4 guiding how we will effectively and sensitively manage improvements in 2015.
Value Adding
Overall Absolute Achievement and Overall Relative Achievement
A measure used for value adding is Overall Absolute Achievement and Overall Relative
Achievement. This complex data enables the school to measure the actual performance of students
as well as their performance relative to what is expected.
Summary
The overall NAPLAN performance of Years 3, 5 and 7 students at Esperance Primary School is
within the expected range of performance. This rating is made by the Department of Education
based on a composite measure of the NAPLAN absolute (trend and change), relative performance
and progress measures.
36
Within 1 SD of expected grade allocation (English, Maths and
Science)
Within 1 SD of expected performance (composite measure)
NAPLAN means for Reading, Writing and Numeracy across all year
groups tested(averaged and standardised) 0.5SD above
Little or no change over time (within 0.5SD) over 5 years
Little or no change between current and previous year (within 0.5SD)
NAPLAN mean scaled score for Reading, Writing and Numeracy, for
current and previous year, across all year groups tested in the school,
averaged and standardised against school’s SEI.
Expressed as a standard deviation from expected mean scale score,
based on SEI
Comparison of NAPLAN mean scale scores in Reading , Writing and
Numeracy, for the stable cohort of students tested in two test cycles,
across all year groups tested in the school, averaged and standardised.
Expressed as a standardised score.
A composite view helps monitor overall NAPLAN performance, ie using two consecutive years of data (NAPLAN relative
data) and ensures more school students are included in the measure. Two consecutive years is Years 3, 4, 5, 6 and 7.
Using two years smooths out cohort variance and avoids skewing data (results from one year, one year level or one test).
This NAPLAN data combines Reading, Writing and Numeracy and combines Years 3, 5 and 7 tested in two consecutive
years.
Overall Absolute Achievement: composite view (complex) mean scale scores, 2 years, all years tested, standardised,
averaged, no SEI
Overall Relative Achievement: mean scale scores relative to SEI, averaged, standardised
Overall Progress: change in mean scaled scores for stable cohorts, averaged, standardised.
Esperance PS does value add, as indicated in the summary and data following:
Overall Absolute Achievement
- The 2014 Overall Absolute Achievement is 0.5 Standard Deviation above State
performance.
- There is an upwards trend over the past 5 years (including current year) of NAPLAN mean
scale scores for Reading and Numeracy and 4 years for Writing across all year groups
tested in the school, averaged and standardised. It is expressed as a directional arrow
based on a standardised score.
- There is little or no change between the current and previous year (within 0.5 standard
deviation difference), supporting how our school continues to sustain high data.
Overall Relative Achievement
- The 2014 Overall Relative Achievement is 0.62 Standard Deviations above expected
performance based on our socio economic index (expected performance for our student
population). This is a celebration! Whilst it has reduced from 2013, it must be noted that our
school is now compared against a different set of like schools who perform much higher than
previous years.
- Years 5 and 7 performed above expectations, with Year 3 performing against trend.
Overall Progress
- The progress of our students is within one standard deviation for our stable cohort (students
tested in two cycles) in Numeracy, Reading and Writing.
Value Adding to Student Achievement
Esperance PS has been congratulated by the Department of Education on the outstanding value that
we add to student achievement, as measured through NAPLAN testing. Analysis of the 2009 data
indicated that our school is one of the ten highest value adding public primary schools in Western
Australia. Student achievement, across the majority of tests, is consistently well above expectation in
relation to the school’s socio-economic index and the previous performance of students. We have
made a significant difference to student academic achievement this year and the value added by
Esperance Primary School is evident. This value adding was again reflected in 2014 NAPLAN for
Years 5 and 7. Year 3 data was below past year’s performances, with this being predicted by staff (6
37
of the 12 new students who commenced learning at our school in Year 3 in 2014 were below in at
least one area of NAPLAN)
Year Level
3
5
7
2014 NAPLAN Student Performance Relative Assessment
Reading
Writing
Spelling
Punctuation
and Grammar
Below Expected Expected
Expected
Expected
Above Expected Above Expected Above Expected Expected
Expected
Expected
Expected
Expected
Numeracy
Below Expected
Expected
Expected
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 below the predicted school mean
Science and Society and Environment data, as detailed in our progress on priorities,
demonstrates statistically significantly high performance by Years 5 and 7 students. The value
added by targeted, hands on Science teaching and learning is evident.
Value Adding to Educational Programs
As described throughout this Annual Report, the varied programs, rich learning opportunities and
engaging supplementary curriculum offerings such as Discovery and Inquiry Learning, hands on
Science and Tournament of Minds, highlight the value the staff add to our school.
Esperance PS has successful students, quality staff and partnerships with parents, carers and the
wider community.
Destination Schools (for year ending 2013)
Destination Schools
4018 Esperance Senior High School
1481 Esperance Anglican Community
School
Male
22
6
Female
22
8
Total
44
14
%
76
24
The increasing trend for a greater percentage of students to attend the Esperance Anglican
Community School seems to have plateaued in 2013 (2011 – 10%, 2012 – 27%, 2013 – 24%). A line
of inquiry will be to determine there is a significant change with a double cohort of Years 6 and 7
students transitioning in 2015.
38
School Contingency Budget only
Esperance Primary School
Financial Summary as at
15 December 2014
1
2
3
4
5
6
7
8
9
10
11
Revenue -­‐ Cash
Budget
Actual
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
$ 28,306.00
$ 118,986.00
$ -­‐
$ 36,360.00
$ 2,800.00
$ 318,310.67
$ 8,391.00
$ -­‐
$ -­‐
$ 35,925.00
$ 53,855.99
$ 602,934.66
$ 107,898.00
$ 710,832.66
$ 28,513.75
$ 119,589.62
$ -­‐
$ 36,359.89
$ 3,176.15
$ 318,310.78
$ 8,391.16
$ -­‐
$ -­‐
$ 35,884.16
$ 53,855.72
$ 604,081.23
$ 107,897.87
$ 711,979.10
Revenue -­‐ Budget vs Actual
$000
Budget
Actual
350
300
250
200
150
Current Year Actual Revenue Sources
Locally Generated $ 187,639.41
Revenue
Other DoE Grants $ 318,310.78
Other G ovt G rants
6%
Other 1%
Govt G
$ rants8,391.16
Other Transfers
$ 35,884.16
$ 53,855.72
$ 604,081.23
100
Loca lly G enerated Revenue
31%
Tra nsfers
9%
50
0
DoE G ra nts
53%
Revenue Source
1
2
3
4
5
6
7
8
9
10
11
12
Expenditure
Budget
Actual
Administration
Leases
Utilities
Repairs/Maintenance/Grounds
Building Fabric and Infrastructure
Assets and Resources
Education Services
Other Specific Programs
Trading Activities
Salary Pool Payments to Central Office
Other Transfers to Reserves
$ 26,600.00
$ -­‐
$ 22,299.75
$ 97,128.00
$ 59,680.00
$ 61,917.05
$ 201,869.87
$ 32,549.80
$ -­‐
$ 37,730.00
$ 83,266.93
$ 74,100.00
$ 16,511.89
$ -­‐
$ 25,214.36
$ 67,048.96
$ 55,047.18
$ 60,386.47
$ 156,923.28
$ 23,907.99
$ -­‐
$ -­‐
$ 52,355.14
$ 74,100.00
Total $ 697,141.40
$ 531,495.27
$000
Expenditure -­‐ Budget vs Actual
Budget
Actual
250
200
150
100
50
0
Cash P osition
$000
460
410
Expenditure P urpose
360
310
260
210
160
110
60
10
1
2
3
4
5
6
7
Cash Position as at:
Bank Balance
Made up of:
General Fund Balance
Deductible Gift Funds
Trust Funds
Reserves
Suspense Accounts
Cash Advances
Tax Position
Total Bank Balance
$ 647,293.33
$ -­‐
$ 180,483.83
$ 11,353.00
$ -­‐
$ 422,444.09
$ 41,022.23
$ -­‐
-­‐$ 8,009.82
$ 647,293.33
As evidenced from the Cash Position, Esperance PS has 65% of its total monies in bank allocated to
Reserves, with the 23% carryover also committed.
The School Board and School Finance Committee support the school in its management of effective
and efficient resourcing, with a 2014-2018 Assets and Resources Replacement Schedule being
established and endorsed. Prudent financial management by the school has enabled funds for 2015
to partly offset the expected budget reductions.
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Conclusion
In closing, thank you to the whole school community of Esperance Primary School for your ongoing
support and commitment to improving outcomes for our students this year. We have achieved so
much in 2014 – to sustain a focus on education during a whole school rebuild and through its
establishment and maintenance period is an amazing achievement.
I encourage you to be involved in helping our students to learn and grow next year and beyond as we
appreciate strong communication and relationships with everyone in our school community.
Should you have any questions or wish to provide feedback on the information contained in this
report, please contact us at the school.
Lisa Helenius
Principal
40
The Esperance Primary School Council hereby endorses the 2014 Annual
Report as an accurate account of the current information available.
Parent/Carer Representatives:
Karina Walter
David Rigney
(Chairperson)
Georgia Ryan
Nola Towers
Parent/Community Representatives:
Helen Staer – P & C
Staff Representatives:
Todd McElroy
Ross Tamlin
Matthew Colquhoun
Principal:
Lisa Helenius
12 December 2014
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