Castletown Primary School Castletown Primary School Castletown Primary School Castletown Primary School

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IINNSSPPIIRREE EEDDUUCCAATTEE SSUUCCCCEEEEDD

ANNUAL REPORT FORWARD 2014

“Inspire, Educate, Succeed”

Our Annual Report sets out to present information to parents on school performance for 2014 on Key

Student Outcomes. Additionally, programs offered and other general information such as finance and

relevant staff information have been compiled to enable a broader picture of the school to be projected.

From the information gathered on students’ outcomes over the year, the school reviews its educational

practices where necessary and determines priorities and targets for the following year.

During 2014 the school, having re-examined its data from multiple sources to determine priorities and

targets, began the journey of including whole school ISTAR researched based pedagogy. This is to assist

curriculum delivery, to strengthen learning and teaching throughout the school and to further develop

professional learning communities.

Our highly talented and committed teachers, through team leadership and modelling, have demonstrated

the powerful effects of ISTAR practices on student outcomes, leading to more engaged and motivated

students and increasing their understanding of being effective learners. This whole school approach will

be implemented over a three year period.

As a Teacher Development School our teachers share high level expertise, skills and classroom

innovation with other schools and networks across the state in Australian Curriculum in English.

The school prides itself on the holistic development of the child, and to this end ensures a wide range of

programs and learning opportunities support our students’ development and progress. There is strong

encouragement for individuals to be themselves, whilst at the same time understanding the

responsibilities to their school and wider community. Our virtues and values programs are vigorously

promoted and shared with emphasis on relationships. Standards of excellence are fostered in a nurturing

and safe environment.

Our parent and community partnerships in education are vital and dynamic with support and assistance on

many fronts. The School Council, P & C and associated committees are strongly bonded to the school and

share the vision and values of the school, implementing them in practice through numerous shared

activities.

Pauline Grewar

Principal

CASTLETOWN PRIMARY SCHOOL

Castletown Primary School is a Level 5 Public School situated in the pristine seaside town of Esperance,

720 km south east of Perth. The agricultural and mining hinterland, with its historical links to the

goldfields, brings diversity to the student population. Opened in 1966 with 139 students, the school has

expanded to 585 students from Kindergarten to year 7. The socio-economic index is in the medium

range; most students are typically urban with the remainder travelling by bus from the hinterland.

Attendance is within the state average.

A mix of experienced and young staff share their multiple talents to ensure high level educational

opportunities for students. They are firmly committed to educational excellence and developing quality

relationships with students and parents.

Castletown provides creative, stimulating programs suited to the diversity of students, ranging from

students with disabilities through to gifted and talented in an inclusive environment. The whole school

literacy and numeracy focus and the priority in science strongly support the needs of our students.

Community and school partnerships have been developed with shared beliefs and values being at the core

of their success.

VALUE ADDING

Throughout the year a number of programs and initiatives have added value to student achievements across

the school’s learning priorities. This is also reflected through the Virtues Program implemented across all

year levels to promote and further develop core values and virtues into our school community.

English

• Literacy Bags (K-2).

• Reading In Bed Is Terrific (R.I.B.I.T).

• Early Childhood Speech Program (K-2).

• Literacy Books.

• Differentiated programs for Students at Educational Risk.

• Whole school literacy program. Developing a whole school shared belief in literacy across all year

levels.

Maths

• Numero Challenges within school and across the district.

• Numeracy Specialist Teacher – Building the capacity of staff in Numeracy.

• Differentiated programs for Students at Educational Risk.

• Whole school numeracy program. Developing a whole school shared belief in numeracy across all

year levels.

Science

• Professional Development with consultant using Primary Connections.

• Literacy and science, collection of literacy books and materials.

• Programs that are inclusive of all students.

• Primary Connections Science program that provides development of scientific skills, knowledge

and literacy through a ‘hands on’ approach.

INFORMATION ON STUDENT ACHIEVEMENT

NAPLAN Year 3, 5 and 7 students participated in The National Assessment Program – Literacy and Numeracy

(NAPLAN). The results provide an important measure of how students from Castletown are performing

in literacy and numeracy and enable comparisons against similar schools (Like Schools).

The graphs below show a longitudinal summary of average scores.

Numeracy Average Numeracy Score

Reading Average Reading Score

Writing Average Writing Score

Spelling Average Spelling Score

Grammar and Punctuation Average Grammar & Punctuation Score

NAPLAN RESULTS OVERVIEW 2014

Overall the school did not reach their targets in literacy and numeracy for 2014.

The NAPLAN results for 2014 are paralleling year 2013 results. Over a number of years, results are

trending downwards in Years 3 and 5 with data showing we are below like schools and national results.

Year 7 results are more positive, indicating results are approximately equal to like schools.

Year 7 results improved in numeracy with the number of students below the minimum level reduced.

Students achieving at the higher end of the scale have not increased. There is a bell curve with results.

There is an identified need to challenge our more able students to a greater degree.

With Year 3 and 5 reading, several key targets relating to comprehension have been identified.

Whole school literacy and numeracy plans and strategies have been implemented in 2014. In 2015

SMART targets will be introduced across all year levels in literacy and numeracy. Regular and consistent

monitoring of the SMART targets to ensure accountability and to drive improvements will be a

significant initiative along with ISTAR pedagogy to improve effective teaching and learning.

Reading shows the trend line is slightly downwards, with Year 7 results approximately equal to like

schools. Girls are demonstrating greater progress than boys.

The writing Year 7 results are very similar to 2013 and are on a par with like schools and national results.

Girls are demonstrating higher levels of progress in writing than boys.

The focus for 2015 will be on moving students from band 8-9, focussing on an ISTAR approach to

pedagogy, and to continue whole school literacy planning strategies.

Year 5. The school is below like schools and the state in performance, but has increased its results

slightly from 2013 in maths. Boys are achieving slightly better than girls at the higher end of the scale

and there are more girls in the lower end.

In reading the school has paralleled the 2013 performance and is below like schools. There are an

increased number of students at the upper end and decreased number of students at the lower end. From

overall results in reading, several key targets have been identified for 2015 relating to comprehension.

Writing has trended downwards and is below like schools.

Year 3. While numeracy has shown a trend line downwards over a period of four years there was a slight

improvement with results compared to 2013.

With reading there has been a slight decrease in the performance in 2014, with like schools increasing

slightly. Boys’ results range from very weak to very strong. The girls’ profile trends towards a medium

range of results from band 3-6.

Writing has trended downwards, with results below like schools.

Attendance

ATTENDANCE OVERALL 2014

Primary Attendance Rates

Attendance Rate

School WA Public

Schools

2012 92.5% 92.3%

2013 93.8% 92.6%

2014 92.5% 92.1%

Castletown Primary School attendance is comparable to WA Public Schools.

YEAR 1 to YEAR 6 CASTLETOWN PRIMARY SCHOOL

Attendance % - Primary Year Levels

Attendance Rate

Y01 Y02 Y03 Y04 Y05 Y06

2012 92% 94% 91% 91% 93% 93%

2013 94% 93% 95% 93% 94% 94%

2014 92% 94% 92% 94% 92% 94%

WA Public Schools 2014 92% 93% 93% 93% 93% 92%

Across year levels, the attendance rate has remained stable and similar to state results.

PRIORITIES for 2015

ENGLISH As a Teacher Development School in English with Humanities 2015 our focus with school priorities will include

this curriculum area.

We will continue developing professional learning opportunities for our own staff and staff from networks across

the district in aspects of English/Humanities in the Australian Curriculum using the ISTAR pedagogy to improve

teaching and learning. We will be sharing with our own staff and other networks, strategies and resources to

support teachers in the improvement of knowledge and teaching practices.

Some areas we have identified to target in 2015 include:

• Consistency in teaching of Letters and Sounds program.

• Increased moderation in relation to achievement standards both in school and across schools, for example

through the Curriculum club opportunities.

• SMART targets relating to NAPLAN data.

• Continuation of the development of professional learning communities to ensure improved outcomes for

students.

Our strengths have included:

• Through the TDS operational plan opportunities to design and implement deliverable professional learning

to staff on the Australian Curriculum in English.

• Building the capacity of facilitators and teams to deliver professional learning through TDS team work and

ISTAR pedagogy practices.

• Utilising expert English co-ordinator to support teachers with professional learning through collaboratively

sharing skills and understandings.

• Expanding the quality of teaching/learning through SMART targets being set, implemented and reviewed

for all year levels by the professional learning communities in these year levels.

• Systematic, continuous comprehensive self-assessment processes relating to student achievement.

• Early intervention strategies such as Population Health partnerships with early childhood teachers.

MATHS

Maths continues to be a priority curriculum area in 2015.

SMART targets will be clearly defined from collated evidence from year levels across the school and will be

monitored and timely reviewed. Whole school approaches to numeracy will be implemented and reviewed.

The numeracy priority will focus on providing students with essential maths skills and knowledge to develop their

numeracy capacity and assist them to employ maths strategies to make informed decisions and solve problems. All

teaching and learning planning is linked to whole school planning and the Department of Education’s strategic

plans and focus in maths. In particular, building key understandings and the language of maths in the Early

Childhood Years has been a focus. Administering the On Line Assessment in the Pre-Primary year has enabled

teachers to more accurately target areas of student understandings, and reinforce concepts and skills.

We will be working towards developing automaticity to basic number facts, particularly in the middle and junior

school through SMART targets for each year level.

Numeracy blocks of 70 minutes per day have been implemented across the year levels to increase the effectiveness

of teaching and learning outcomes.

In the upper grades, strengthened skills and practice in Numero has resulted in three winning teams from

Castletown in a district competition in 2014. Our winning team competed in Perth in November giving a “star

performance”.

Focuses for 2015 will be re-emphasising the key concepts from First Steps, place value, basic number facts,

(mental maths) problem solving and the language of maths.

A central resourcing room is to be established to facilitate more effective use of resources in maths.

Our strengths include:

• Expanding the quality of teaching/learning through SMART targets in maths being set, implemented and

reviewed for all year levels by the professional learning communities in these year levels.

• Systematic, continuous and comprehensive self-assessment processes relating to student achievement.

• Professional learning (Dr Paul Swann) has up skilled teachers across the school, reinforcing instructional

strategies and effective use of the literacy blocks and lesson planning. In addition, the ISTAR pedagogy has

enabled more effective and efficient teaching and learning with maths.

• A bank of Literature Maths books continues to be utilised to integrate maths and literacy.

• Literacy and Numeracy Week saw students and teachers sharing their maths games and concepts with

parents. Buddy classes for some maths activities continue to challenge and develop students though effective

peer teaching. These activities will continue in 2015.

• Maths Bags have been extended to year 3. Maths Bags encourage home partnering of children and parent to

explore a range of maths activities and concepts.

TEACHER QUALIFICATIONS

All teaching staff meet the professional requirements to teach in Western Australian public schools and can be

found on the public register of teachers at the Teacher Registration Board of Western Australian.

PARENT, STUDENT and TEACHER SATISFACTION - 2014

The National School Opinion Survey was conducted with parents, students and teachers and collated on

22nd October 2014.

25 parents responded on line.

156 year 5, 6 and 7 students responded on line.

26 staff members responded on line.

There was very little variation between responses from parents, students and staff.

• Responses placed the school in an above average category, with responses mostly near 4 out of 5.

• The school has a strong relationship with the community. (3.9 staff and 3.8 parents.)

• The school is well led. (3.7 staff and 3.6 parents.)

• Satisfaction with overall standards of education achieved at the school. (3.9 staff and 3.8 parents.)

• I would recommend this school to others. (4.1 staff and 3.8 parents.)

No obvious weak areas were apparent in any of the three surveys, but the school will continue to strive

for further improvement.

Some interesting strengths identified from parents.

Teachers at this school expect my child to do his or her best.

I can talk to my child’s teacher about my concerns.

Some interesting strengths identified by students. My teachers expect me to do my best.

My teachers provide me with useful feedback about my school.

Teachers at my school treat students fairly.

Some interesting strengths identified by staff. Teachers at this school treat students fairly.

Teachers at this school motivate students to learn.

Teachers at this school provide students with useful feedback.

Students’ learning needs are being met at this school.

YEAR 7 TRANSITION

The Year 6/7 cohort of 120 students transitioned smoothly to the secondary school arena with many prior

meetings and activities planned to support the move. The preparation and dialogue between the primary

and secondary schools was outstanding.

Some of these activities included special student visits to the secondary schools, information for parents

through meetings and brochures and invitations to visit the secondary schools.

The four year 6/7 classes ran as a mini High School model with students moving from class to class for

lessons from specialist subject teachers. This prepared our students ably and developed confidence for the

move to the secondary school in 2015.

MUSIC

Music was again a magic highlight of the year. Apart from

the specialist teaching of music, choirs and instrumental

music featured strongly. In the Esperance Festival of Music

in August, Mrs Kathy Stevens took the Junior and Senior

choirs to astonishing heights with their singing, winning

marks of 92 and 93. The adjudicator was certainly

impressed, lavishing praise on the music specialist and

students for their hard work and efforts and for their high

standards achieved. Additionally six classes presented

percussion items of note gaining high marks in their performance.

Highlights of Our School

EARLY CHILDHOOD BUILDING

Three new classrooms for the early childhood centre were completed by

the end of term 1 and occupied soon after. State of the art buildings, these

rooms are so inviting and pleasant and are the pride and joy of students,

parents and teachers.

HEALTHY SCHOOLS PROJECT

The school, with the support of the Healthy Schools Funding, benefitted

further with funding to purchase seating for outdoor use for the year 6/7

students. Seating was part of the overall plan for their eating retreat corner

near room 1 aptly named “Upper Cove” thereby enhancing this area considerably. This has integrated a

sustainable approach to healthy eating within the school environment.

CAMPS

2014 saw our numerous Year 6 and 7 students attend camps at Nanga

Bush Camp, Dwellingup on separate occasions. Collaboration, co-

operation and leadership skills were the themes of the camps, with

students having many opportunities to engage in activities to build their

skills. Raft activities, abseiling, low ropes and a flying fox for example,

challenged the endurance and perseverance of many, whilst the night time

concert and fun activities allowed for social skills to come to the fore.

Educational Visits to places of interest such as Alcoa enhanced

understandings and knowledge.

A memorable time was had by all.

LITERACY and NUMERACY WEEK

This was a celebration of literacy with the theme of ‘Explore” and literacy activities “Read for Australia”

and “A Poem for your Pocket”.

The numeracy activity of “Reach for the Stars” with a focus on water and measurement was taken up

throughout the school. Many classes engaged enthusiastically in the week’s activities inviting parents to

participate and share in their learning. The Mathethon mental maths competition, conducted by the P & C,

was also part of the celebrations.

MINISTERS’VISIT- STUDENT FORUM

A rare occasion presented itself to Castletown students when four Ministers of the State visited

Castletown Primary.

Year 6/7 students enjoyed a morning session with the Ministers at a forum at which children asked a

range of questions relevant of each of the Ministers’ portfolios and roles and responsibilities. The

Ministers were very impressed with our students and thoroughly enjoyed their time with them. Parents

were also invited to the forum.

NUMERO

A very proud team of four students and their teacher flew to Perth to compete against other district

winners in Numero in late November. They distinguished themselves with their efforts, perseverance and

sharp maths brains, proving to be credible competitors during the competitions.

1 21,054.00$ 21,232.55$

2 59,216.00$ 57,782.54$

3 -$ -$

4 11,043.00$ 11,043.81$

5 2,000.00$ 2,162.00$

6 408,857.00$ 408,856.43$

7 21,675.00$ 30,075.00$

8 10,980.00$ 10,980.00$

9 -$ -$

10 22,837.00$ 21,640.42$

11 -$ -$

557,662.00$ 563,772.75$

122,606.00$ 122,606.72$

680,268.00$ 686,379.47$

Locally Generated Revenue92,220.90$

DoE Grants 408,856.43$

Other Govt Grants41,055.00$

Other 21,640.42$

Transfers -$

563,772.75$

1 21,773.00$ 22,235.26$

2 -$ -$

3 87,871.00$ 134,315.85$

4 87,955.00$ 55,874.48$

5 6,500.00$ 6,499.90$

6 29,264.00$ 32,443.03$

7 148,886.00$ 141,607.55$

8 10,892.00$ 6,247.48$

9 -$ -$

10 184,510.00$ 187,000.00$

11 32,926.00$ 34,689.40$

12 4,000.00$ 4,000.00$

614,577.00$ 624,912.95$

Bank Balance 68,079.50$

Made up of: -$

1 General Fund Balance 61,466.52$

2 Deductible Gift Funds -$

3 Trust Funds -$

4 Reserves 11,527.78$

5 Suspense Accounts 2,290.20$

6 Cash Advances -$

7 Tax Position 7,205.00-$

68,079.50$

Total

Voluntary Contributions

Charges and Fees

Government Allowances

P&C Contributions

Commonwealth Govt Grants

Total Funds Available

Actual

Castletown PS

Actual

31 December 2014

Internal Transfers

BudgetRevenue - Cash

Trading Activities

Other

Fundraising/Donations/Sponsorships

DoE Grants

Other State Govt Grants

Opening Balance

Total Bank Balance

Cash Position as at:

Other

Transfers to Reserves

Total

Assets and Resources

Education Services

Other Specific Programs

Salary Pool Payments to Central Office

BudgetExpenditure

Trading Activities

Administration

Leases

Utilities

Repairs/Maintenance/Grounds

Building Fabric and Infrastructure

0

50

100

150

200

250

300

350

400

450

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Loca lly Generated Revenue

16%

DoE Gra nts

73%

Other Govt Grants

7%

Other

4%

Transfers

0%

Current Year Actual Revenue Sources

0

20

40

60

80

100

120

140

160

180

200

$000

Expenditure Purpose

Expenditure - Budget vs Actual

Budget Actual

10

20

30

40

50

60

70

$000

Cash Position

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AAAAAAAANNNNNNNNNNNNNNNNUUUUUUUUAAAAAAAALLLLLLLL RRRRRRRREEEEEEEEPPPPPPPPOOOOOOOORRRRRRRRTTTTTTTT 22222222000000001111111144444444

Easton Road Esperance WA 6450

Phone: 9071 5599

Fax: 9071 4852

Email: Castletown.PS@EDUCATION.wa.edu.au

WEB: www.castletownprimaryschool.wa.edu.au