It is with pleasure that I present the 2016

School Report. It provides parents, carers

and members of the wider community with

information about Scarborough Primary

School’s activities and performance during

2016. The report highlights the school’s

strengths and identifies targeted

improvement aspects.

Scarborough Primary School is a dynamic

and successful Independent Public School

which maintains high academic standards

and extends students through a range of

specialist learning opportunities including

music, physical education, visual arts,

STEM and Japanese. Our classrooms

have a focus on catering for the individual

and getting the best outcome for every

learner.

I would like to acknowledge staff and

parents who have dedicated themselves to

providing an outstanding education for the

students at Scarborough Primary School.

We continue to value the effective

partnership between the school and the

Scarborough community.

Student numbers have continued to grow

throughout 2016 with Scarborough

Primary School the school of first choice

for families living within our catchment.

Student numbers have increased by 25

during 2016 with similar growth expected

in the coming years.

Thank you to the Parent & Citizen’s

Association (P&C) for their continued

support. The P&C remain a valuable

partnership to the school in decision

making, volunteer support and fantastic

fundraising. The funds raised by the P&C

have provided high quality resources and

experiences for the students of

Scarborough Primary School.

The School Board is a valued decision

making group in our school. Comprising of

staff, parents and community

representatives the board has given

direction, guidance and provided an

accountability mechanism as well as

promoting and supporting the direction

outlined in our Business Plan for the

ongoing success of our students.

Volunteers remain vital to our school

community and their contributions are

highly cherished. The parents and

community members who volunteer across

the school each week assist us in providing

rich educational opportunities for our

students.

I trust that parents find our School Report

informative.

Jason Crofts

Principal

Fro

m t

he

Pri

nci

pal

Annual Report

2016

A Year of Growth

2016 was the second year of our three year

Business Planning cycle, and was an

opportunity for the School Board and

leadership team to consolidate strong work

done in previous years.

Our School Board started the year with a well

established team of 11 parents, teachers and

community members, working together to

make decisions on the overall strategic

direction for the school: to achieve great

outcomes for our kids.

The 11 elected board members had children

in each class from Kindy through to Year Six,

and several board members also had children

at Churchlands Senior High School, providing

links to the local high school.

Throughout the year the Board worked closely

with our outstanding school administration

team to deliver actions from our strategic

Business Plan. Focus areas of the Business

Plan include:

fostering our kids’ love and connection

with natural environment, including our

beautiful beachside environment

valuing our school’s socially varied and

multicultural population, and our kids’

highly variable teaching needs.

preserving our kids’ wellbeing and

ensuring it is a priority in our teaching

programs.

The Business Plan is the overarching

framework the teachers use to develop the

school’s operational plans, the individual

subject plans, lessons plans and assessment

plans that are used to teach our children.

Data based decision-making continues to be a

strong focus for the Board, in all areas of

school performance from finances to the

children’s academic progress and wellbeing.

Objectives and targets are developed based

on data wherever possible. We aim to make

outcomes measurable and use them to refine

targets and assist with decision making.

2016 saw the start of great changes in our

local Scarborough community, with many of

the changes impacting on our school

community. The Scarborough Redevelopment

commenced and is likely to be the biggest

change Scarborough has seen in many

decades.

Our school population numbers started to

increase significantly and are projected to

continue increasing. The school community

aims to embrace and capitalise on these

changes for the good of our children,

wherever possible. The School Board has been

representing our school and children’s

interests in dealings with local businesses and

community groups, the Department of

Education and other Government

departments, the City of Stirling, as well as

local, State and Federal politicians.

This is the start of a huge journey for our

community and our school. Our Board is

working to make sure we achieve the best

outcomes for our children. We do this

together, with the support of all school

families.

Thank you for your support.

Warm wishes,

Trisha Lee

Board Chair

Sch

oo

l Bo

ard

Kindergarten

Throughout 2016 the students attended Kindergarten five days a fortnight. The staff consisted of a classroom teacher, Liz Petrou and a teacher assistant Sally Trifunoski. We also had Sandy Cooke work at the centre during Term 2 as part of her final practice at Edith Cowan University. The student numbers remained consistent at 22 for the duration of the year.

Throughout the year, literacy activities promoted the pre-requisites required for reading, writing, speaking and listening and included the concepts of word, syllables, onset and rime, rhyme, alliteration, letters and sounds, comprehension and vocabulary development. The students were introduced to Jolly Phonics and exposed to sounds and accompanying actions. They were provided with the opportunity to engage in many literacy activities including shared reading and writing, modelled reading and writing, listening activities, oral retell, role play, structured play, library visits, games, structured group activities, independent time and play. Numeracy activities were also integrated. The students were given the opportunity to explore number and algebra, measurement, data representation through whole class explicit teaching, games and structured group and individual activities.

We had a number of incursions throughout the year. During Term 1, all of the kindy participated in four sessions of the EduDance program. The creative dance and exercise program is designed specifically for primary school children to improve levels of health and fitness whilst having fun. At the conclusion of the sessions parents and family members were invited to come and view the dance routine the children had learnt. During Term 2, we had a hospital visit from the Mobile Hospital group run by Princess Margaret Hospital to familiarise the students with hospitals. The children were given the opportunity to role play hospitals using medical equipment and resources.

During Term 2, ‘A Farmyard on Wheels’, came to the centre. The children were given an opportunity to feed and hold many farmyard animals as well as learn some interesting facts about each of them. This incursion was very interactive and engaging.

In Term 3, the Bunnings Team visited the centre to help the children make a Father’s Day gift. The children created a collage using nuts, bolts, screws and other objects you may find in a shed or workshop at home.

We celebrated Mother’s Day and Father’s Day by asking the mums and dads to join us for morning tea and participate in some fun activities. The children made gifts for their parents as well as preparing the food for each of the morning teas.

At the end of Term 4 we held our annual ‘Kindy Concert’ concluding with a family afternoon tea. Parents, friends and extended family members were invited to attend. The children performed some of their favourite songs and discussed what they would like to be when they grow up. During the year we initiated some new outdoor play areas including our mud kitchen and bike track.

Mrs Liz Petrou

Kin

der

gart

en

Pre-Primary

Pre-Primary enjoyed the new bike track

and mud kitchens.

On Open Night, we showed the parents

our great work and then we danced to

Venga Bus at EduDance.

We celebrated Mother’s Day by hosting an

afternoon tea and did lots of spoiling our

mums.

We had the Hospital Familiarisation

Incursion and learnt what happens if we

get sick and need to visit the hospital.

We enjoyed working with our buddies; we

celebrated 100 Days of School, Book

Week and made Easter bonnets.

The experience of watching baby chicks hatch in our class was so exciting. We had a farmyard incursion and met the animals from a farm.

Bunnings came out and brought bits and

pieces for the children to turn into Father’s

Day presents. We invited the dads to

come and join us for Father’s Day

breakfast.

Our events for Faction Carnival were;

running, dress-up relay, egg and spoon,

flag relay, sack races and hang out the

washing.

We programmed our Bee Bot to learn our

sounds, numbers and spell words. We

loved using the iPads for learning with

technology too.

We redesigned our classroom to allow

flexible seating. This allowed the children

to find which learning style best suited

them.

What a great year we had!

Mrs Molly Burfield

Pre

pri

mar

y

Year 1

The Year 1 class had lots of fun with their

Year 5/6 buddies this year. In first term, as

part of our design technologies program,

we designed and created Easter bonnets.

The Year 5/6 buddies did an amazing job

of mentoring the Year 1students in how to

put their bonnets together, and with

choosing some clever ideas to make them

look creative.

In Term 2, the whole school celebrated

NAIDOC Week. The Year 1 students

made sand stories with their buddies using

Aboriginal story symbols, and planted

shrubs into our Boodja garden.

In Term 3, we went on an excursion

together to Scitech. We all went into the

Planetarium first and learnt about the day

and night sky, and the planets in our solar

system. After the Planetarium, the Year 1

students went to the puppet theatre to

learn about sounds while their buddies

were in the CSIRO lab. Eventually, we all

came back together again to have lunch

and look at all the exciting exhibits.

Finally in Term 4, the Year 5/6s

demonstrated their mentoring skills again

by helping the Year 1s create a Christmas

card for their families. The Year 1 students

developed a great bond with their Year 5/6

buddies and were sad to see the Year

Sixes leave for high school at the end of

the year.

Another exciting part of Year 1 was having

Will, the school chaplain, come in every

week to assist with our health program.

Will would read a story to the class and we

would complete activities based on the

lesson learnt in the story or the moral of

the story. One story we read was ‘Giraffes

Can’t Dance’ by Giles Andreas. We

decided to perform this as a play for our

class assembly. We innovated on the text

by changing some of the characters and

creating dances for each of the character

groups. At the assembly each group of

students dressed up as their animal and

performed the dance they created.

Mrs Debbie Potter

Year

1

Year 2/3

2016 was a very busy year for the Year

2/3 class.

In first semester, the students participated

in an excursion during NAIDOC week to

Herdsman Lake. During this excursion

students were able to learn about the

history and culture of the Aboriginal

people living in Western Australia.

Students were able to participate in many

activities including a smoking ceremony,

spear throwing, rock paintings, Mia Mia

building (traditional shelters) and exploring

a number of different artefacts.

Also throughout Semester 1, we made

contact with a primary school from

Scarborough in the UK. Through this

connection, our class was able to link up

with a Year 3 class over there and

become pen pals. For Geography, we did

a unit on comparing and contrasting what

it was like living in the two different places

called Scarborough. The students sent

letters, photos, videos and drawings to

each other to exchange information. To

finish off the unit, we had a teacher visit us

from the school and present us with loads

of information about what it was like to live

in Scarborough in the UK.

During the second semester, the Year 2/3

class had many exciting events planned.

In Term 3, our class hosted the school

assembly, focusing on the topic of the

Olympic Games. This corresponded with

the 2016 Rio Olympic Games. The class

had to research the history of the games,

different sports, different countries and

famous athletes. The students then put

together an assembly that presented lots

of information on all these areas. In

technology, students also looked at the

design of the Olympic torch and past

torches used throughout the Olympic

Games. Students then had the opportunity

to design, build and modify a torch for the

Olympic Games.

Book Week also landed during Term 3. To

celebrate Book Week many planned

activities throughout the school were

conducted. The 2/3 class went on an

excursion to Scarborough Library where

they watched a performance by Perform

Musical called Fair Dinkum. Fair Dinkum

features a selection of the Children’s Book

Council shortlisted books and engaged the

students in the understanding that

interacting with books and the products of

our imagination offers limitless possibilities

for expanding their horizons.

This year the Year 2/3 group was buddied

up with the Kindergarten class. During

Book Week, students worked with their

buddies on an activity. They read a book

called ‘The Thing’ and then had to make

‘A Thing’ with their buddies, using recycled

materials.

Mrs Shannon Cousins and Miss Anne

Clark

Year

2/3

Year 3/4

What a year! The Year 3/4’s have had a

productive and busy year. During Term 1

they were involved in hosting their

assembly item. The students conducted a

‘Theatre Sports’ style assembly which

involved participating in creating some

impromptu acts. The Year 3/4 class put in

a fabulous, brave effort and entertained us

all. During this term we said farewell to

Mrs Bell, who left our class to have her

second child.

A highlight of Term 2 was our Forces and

Properties integrated project. The

students were required to build and create

three marble runs; that being a fast,

medium and slow moving marble run. This

process involved creating a design brief,

drawing a design and plan.

The students created

concept maps and drawings

and worked in small teams

to create some amazing

designs. They shared their

learning and designs with

their Pre-Primary buddies, who visited to

play and interact with the Year 3/4’s

creative designs. Together with the Year

2/3 class we had the opportunity to go on

an excursion to visit Herdsman Lake. We

had a fabulous experience being led by

some Aboriginal elders who provided a

variety of small group indigenous activities

including the smoking ceremony, creating

our own dot painting memory stones,

spear throwing, learning how to grind our

own hunting implements and finally getting

to hold and touch one of the inhabitants of

the area, a long-necked green turtle.

Term 3 brought lots of action with all the

fun of our athletics carnivals, our research

projects and cooking adventures. During

this term, our integrated project involved

an inquiry project for Year 3’s on Perth

and Year 4’s on a country of their choice.

The students were required to identify

their own questions to guide both their

inquiry and research. Also during this

term we focused on one of our

comprehension strategies of

‘summarising’. The students applied their

learning from our guided reading group

sessions into their research projects. The

finale involved the students presenting

their learning to their parents. The

students chose their own vehicle of

delivery from Power Points, dressing up,

posters and the use of apps Book Creator

and Explain Everything. We also looked

at coding and two programs Scratch and

Kodable. We applied our knowledge of

coding to teach our Pre-Primary buddies a

dance; a lot of fun was had by all.

Term 4 continued full steam ahead, with

the students involved in another integrated

project, their app designs. Some amazing

and creative ideas were generated by the

students. A culmination of their planning

involved showcasing their designs and

creating a marketing campaign to both

influence and persuade fellow students to

buy their app. Hopefully they have learnt

some great marketing strategies they may

deploy in years to come. Another favourite

activity voted by our students was our

music incursion, Drumquest. We got to

build a drum and were taught how to use

the drum to create fun ‘beats’.

The Year 3/4 Students

Year

3/4

Year 5/6

In Term 2, the public-speaking Speak Up

competition was run across the school, but

only the Year 4-6 students got to compete

in the interschool competition. Having

presented to peers, staff and our wider

community, three students went forward to

represent our school at this level. All three

of them made us very proud, with Daisy

winning second place overall.

The class also participated in ‘Genius

Hour.’ Each student needed to come up

with a wonder statement that could

possibly change the world in which we

live. Each Wednesday, with the help of

some very helpful volunteers, the students

would work on their projects. Ideas ranged

from apps, make up, games, science,

books and machines. The students had

great freedom in what they pursued. Some

of the concepts they came up with were

absolutely incredible and showcased a

very diverse set of interests. Some of

these included; a device to put on a car

exhaust to reduce greenhouse gases, and

a way of capturing the memories of a

deceased loved one and converting it to

data to put into a robot. At the conclusion

of the project, parents and volunteers

were invited in to see what the students

had been working on. Each student had

their work on show and had to answer and

explain their projects to the inquisitive

visitors.

In Term 3, we went on an excursion to

Scitech with our buddies from Year 1. We

visited the Planetarium and looked at the

night sky and the various planets and

constellations we can see. Then our class

went to the CSIRO Science Laboratory.

Here the students were involved in a

variety of fun and exciting experiments to

do with chemical science. They were

required to make predictions and then

evaluate their predictions at the end of the

experiment. After the CSIRO Lab, we went

around and looked at all the exciting

exhibits with our Year 1 buddies. All in all,

a great day was had by all students and it

was great to be able to share this with our

buddy class.

In Term 4 we had a sports theme. In

writing, students were asked to research

and write a report about an athlete of their

choice. This linked into their design and

technology projects where students were

asked to create a sporting team of their

choice. They were also required to design

uniforms, choose sponsors and design a

stadium where the team would play.

Mr Heyting

Year

5/6

Visual Arts

2016 was an exceptionally exciting year

as far as major projects went.

NAIDOC Week was all about teamwork in

art projects. Students worked with their

buddy classes creating their own

Dreamtime stories through playing a dice

game and initially drawing in coloured

sand before creating a Dreamtime book in

the classroom. Each class also created an

artwork depicting one of the six noongar

seasons. This was presented in the

NAIDOC presentation assembly.

For Book Week the classes looked at

Australian illustrators that were featured in

the Book Week poster for 2016.

Portraits were the main theme for learning

in Term 4. All students worked on skills in

drawing faces. The Year 1-4 classes

surprised the Year 6 graduating students

by drawing their portraits from

photographs and having these displayed

at the graduation assembly. Once the

assembly was over the Year 6 students

were presented with the portraits that had

been drawn of them. The graduating

students created self-portraits based on

the idea of the Roman god Janus who had

two faces. One was looking backward and

one looking forward. The artwork reflected

on their time spent at SPS and their hopes

for the future as they moved to high

school.

The highlight of the year was the

participation in Dairy Australia Picasso

Cow Program. We were fortunate to be

one of 10 schools selected to have a life

sized white cow to paint. Years 3 and 4

worked on the cow in health and art

lessons. We chose the theme of “healthy

bones” and investigated calcium rich foods

through taste tests, looked at dairy product

packaging and bone health. The naming

of the cow was done through a whole

school naming and voting system. Miss

Moothie got her name as it best matched

the ideas that were transformed onto her

body. Each shape represents a bone

shape and within the shape are pictures of

the main ingredients for a smoothie. The

smoothie recipe can also be downloaded

through QR codes linked to different

recipes. A group of students went to a

presentation day at Wanneroo Golf Club

and joined with the other schools that had

participated in the program.

Miss Moothie lives in the reception area of

the school and the learning journey that

was created to support the project is

displayed for everyone to read.

Mrs Dawn Jones

Spec

ialis

t

Music

The music program has continued to develop through 2016 and has become a significant part of the Arts learning area at Scarborough Primary School. The program continues to create a positive performance profile within the school and the wider community.

The 2016 music program consisted of teaching students from Years 1 to 6 a variety of music concepts and exposing them to a range of musical experiences. The basic elements of music - Rhythm, Melody, Harmony, Form and Expression, are incorporated in a variety of enjoyable and interesting lessons, games and songs. Community songs are a positive and enjoyable element of music and have increased the performance profile in the school and the community. This year all our students participated in "Music Count Us In", a nation-wide singing event which encourages unity through singing and promotes music education in schools. The School Choir is a successful group of music students from Years 4 - 6. This year they participated in the outstanding One Big Voice festival at Perth Arena, as well as school ceremonies, assemblies and performances. Scarborough Primary School encourages instrumental tuition and facilitates the School of Instrumental Music (SIM) program. A small group of talented students from Years 5 and 6 have demonstrated skill and commitment to learning brass instruments at school. This is a valuable pathway to the secondary schooling specialist music programs.

Jolanda Speelman

Japanese

The Japanese program, in 2016, involved students in Years 1 to 6. The learning program focused on three main learning outcomes: (1) Listening, reading and responding (2) Viewing, reading and responding and (3) Writing. Students learnt high frequency, fundamental vocabulary and question and answer patterns and were encouraged to create their own personal vocabulary based on their responses. Reading and writing of hiragana, katakana and kanji is used in all grades at varying levels. In all grades songs with mnemonic devices and activities with rhythmical repetition were used to enhance retention of key vocabulary and expressions and script.

A variety of culturally enriching activities including anime drawing, shodo (Japanese calligraphy writing), origami, kirigami, outdoor and indoor Japanese games (hiragana samurai, samurai slash, Japanese dodge ball), creation of computer generated animation and power point have been used to complement the language program.

Continued initiatives in 2016 included the use of Language Discovery. This is an interactive computer program that allows children at Scarborough Primary School and students of similar age in schools in Japan to participate in an email and cultural exchange.

Mark McGuffin

Spec

ialis

t

Physical Education

All students participated in weekly

Physical Education lessons and fitness

activities such as; Wake and Shake,

running club and skipping.

The swim carnival was held in Term 1 and

was a successful event for students from

Years 3 – 6.

The 5/6 students played regular fixtures in

soccer and netball in Term 2 against local

schools. The soccer team continued their

success from previous years,

demonstrating the great depth of talent

that we have in this sport. The students

enjoyed participating in a lightning carnival

in soccer and netball.

At the end of Term 2 we had our cross

country event at Deanmore Square.

Students showed great persistence with

attempting the long course. Successful

students from Years 3-6 participated

against other schools in the District Cross

Country event.

We enjoyed working with the Japanese

School of Perth once again in the build up

to our athletics carnival and at the carnival

itself. All students from Pre-primary to

Year 6 participated in the athletics

carnival, and enjoyed participating in the

Japanese games. A number of students

across the school represented the school

in the Interschool athletic carnivals where

Scarborough was the winner of the

Meritorious shield.

We had a great team of Sports Captains

this year. They did a great job in their

support of their factions at the carnivals.

One initiative that was particularly

commendable and demonstrated their

leadership, was introducing lunchtime

sporting activities, such as parachute

games, to engage students in the school

in a meaningful lunchtime activity.

Dawn Jones

Spec

ialis

t

Wellness Council

In 2016 the leadership opportunities for

senior students were expanded, and a

number of inaugural councils were

presented to all Year 5 and 6 students.

With chaplaincy being so much about

promoting wellness and connection, it

made sense for our chaplain Will to

coordinate the new Wellness Council. The

students making up our Wellness Council

were Zoe, Ethan, Hundy, Liam, Seth and

Tazmin. Over the course of the year, the

council met frequently, exploring the idea

of Wellness and how it translates into a

school community. The students came to

the conclusion early on that Wellness is

very closely tied in with connection, and so

we began brainstorming opportunities for

connection to be cultivated in our school.

The first

activity the

group ran for

the school was

the Super Me

Day. Students

were

encouraged to

come dressed

as their

favourite super

hero, whilst raising money for Kids

Helpline Australia. It was a unique and fun

day, as students from all year groups

came dressed up in amazing costumes

and had an absolute blast. The Wellness

Council students had organised a number

of activities and creative challenges for the

day, the greatest of which was a whole-

school game of Capture the Flag. The

students had planned this as an

opportunity for teachers and students from

all years to connect with each other whilst

having fun, and this was exactly what

happened!

Later on in the

year, the

Wellness

Council

students got

together with

Will and

brainstormed a

cause they

wanted to

champion in the

school. They agreed on Dyslexia, and so

in October they set about organising

Dyslexia Awareness Day. On the day an

ex-student with dyslexia came and shared

her journey with students. She visited a

number of classes, and students had the

opportunity to engage her in questions

and concerns about dyslexia. It was a

phenomenal opportunity for students to

explore the dyslexia’s myths, as well as

connect and unravel the truth of dyslexia

for themselves.

Stu

den

t C

ou

nci

ls

Inclusivity Council

The Inclusivity Council, in its inaugural

year, identified that it wanted to focus

primarily on improving the inclusion of

Aboriginal culture and history in our whole-

school learning program. Together with a

committee of parents and staff, the

Council developed our first Reconciliation

Action Plan which was launched during

NAIDOC Week.

NAIDOC Week was fully planned and led

by our Inclusivity Council; they arranged

incursions, a whole school Aboriginal

seasons art piece, the installation of our

Boodja garden, and a showcase assembly

followed by a P&C bush tucker barbecue.

To assist in preparing our Council for this

role, they had the opportunity to learn

more about our local Aboriginal history

with the Mount Flora Museum curator who

had worked closely with many Mooro

Elders and heard many of their stories

firsthand; she was able to recount these

stories to the councillors who then used

this information to inform their planning of

NAIDOC Week.

Sustainability Council This year, the Sustainability Council worked hard to make our school more eco-friendly. At the beginning of the year, the council gathered ideas and picked a few focus areas in need of improvement. The Sustainability Council decided our school needed to reduce rubbish and created Wrapper Free Wednesday. The council members counted and recorded the rubbish each class in the school produced at lunch on Wednesday and recorded the points on a graph displayed in the school corridor. The class with the least amount of rubbish at the end of the school term won some free play. Wrapper Free Wednesday was a great success. The council members also decided to

concentrate on making our school more

sustainable by recycling our food scraps to

reduce the amount of waste sent to

landfill. Miss Clark applied for a free worm

farm to be delivered to the school and the

council members participated in a learning

experience regarding caring for a worm

farm. The Sustainability Council then put

on an assembly explaining what they had

learned about managing the worms.

Stu

den

t C

ou

nci

ls

Chaplaincy

In 2016, the chaplaincy program was able

to continue strongly on from 2015. Will

continued to spend a large portion of his

time in class with students. This in-class

contact enabled the chaplain to continue

building relationships and support

structures with students, as well as

collaborate with educators on specific

support programs. Will continued to

deliver social and emotional specific

programs to different class groups,

focusing on emotion regulation, values

exploration, coping strategies, peer

relationships and conflict resolution. In

2016 Will and Jason Crofts collaborated

on delivering a Peer Mediation program

known as BUZ Rangers. This opportunity

was presented to the Year 4 contingent,

and sought to equip them in becoming

leaders of managing conflict in the

playground.

Will and Jason also collaborated with the

radio station 98.5 FM to organise a

morning’s broadcast from the school

premises. This saw the presenters come

down to the school and interview a

number of staff and students, as well as

(more importantly!) a coffee and donut van

for parents and guardians. The morning

was a great success, and provided

students and families with another space

to connect and enjoy each other. The

chaplain also continued to provide a

creative space for Year 6 students in the

form of the Friday lunch program, Glee

Club. In 2016 the leadership opportunities

for senior students broadened

significantly, and this saw a number of

inaugural councils open up to all Year 5

and 6 students.

The chaplaincy program dovetailed nicely

into the newly-formed Wellness Council,

and this year our chaplain led a number of

Wellness Council students in facilitating a

variety of whole-school wellness activities

and fundraisers.

Chaplaincy continues to offer an extra

resource for students and families in need

of someone to talk to. Students and

families continued to access the support

service that chaplaincy can provide,

namely speaking to a dedicated person

about the things that matter to them.

These things include but are not limited to:

peer relationships, mental health,

isolation, academic issues, confusion, self-

concept and image, behaviour

management, loneliness and mediation.

We look forward to this pastoral care arm

of our school continuing purposefully in

2017.

Ch

apla

in

Nature Play

In 2015 a committee was formed to

implement a nature play area in our

school. In conjunction with the P&C, the

school raised funds and engaged the

students in designing the area. A

dedicated team of staff, parents and

community volunteers started the

implementation process at the start of

Term 1, with a busy bee involving close to

100 people! Throughout the year, new

aspects were brought in, including wobbly

surf boards, a tinny and a wooden boat.

Plans for further development are in place,

with the nature play area looking to grow

in 2017 and beyond.

Shed 5

Shed 5 is a project that developed from

the Loose Parts initiative in the UK. The

purpose of Shed 5 is to provide students

with the space for creative play without

barriers. What looks like a shed full of junk

to the untrained eye, is actually a

springboard to imaginative play,

opportunities for cooperation, real-life

problem solving and rich communication.

The Shed is a hit with all our students from

Kindy to Year 6.

Pla

ygro

un

d

P & C

In 2016, the P&C Association held several fundraising events

which included; a Lapathon, Entertainment Books, Twilight

Markets, NAIDOC Sausage Sizzle, Federal Election Sausage

Sizzle/Cake Stall, Mother’s Day Raffle and Movie night.

As well as supporting the running of the Canteen and the

Uniform Shop, the money raised at these events went towards

the Mathletics program, electronic white board for the Kindy,

laptops and the nature playground.

Together with raising funds, the P&C works with helping

Scarborough Primary in building a relationship not only with the

parents and the school but also with the wider community.

Whole School Events

Surf Gala Day

Ride to School Day

P &

C A

sso

ciat

ion

NAIDOC Week

National Reporting

Requirements

Staff Attendance and Retention Rate

NO FTE

ADMINISTRATION STAFF

Principals 1 1.0

Deputy Principals 1 1.0

Total Administration 2 2.0

TEACHING STAFF

Level 3 Teachers 0 0

Teachers 11 6.4

Total Teaching Staff 11 6.4

SCHOOL SUPPORT STAFF

Administrative 3 1.6

Gardening / Maintenance 1 0.6

Other non-teaching staff 3 2.7

Total school support staff 7 4.9

Staff Retention and Movement

Staff joining SPS during 2016

Maddison Petruzio – Teacher

Simon Heyting - Teacher

Staff leaving SPS during 2016

Kerry Calderwood – School Officer

Maddison Petruzio - Teacher

Staff Qualifications

All teaching staff meet the requirements to

teach in Western Australian schools and

are registered with the Teacher

Registration Board of Western Australia.

Staff Professional Learning

All teaching staff have engaged in professional learning linked to system and school priorities including:

Western Australian Curriculum

National Quality Standards (NQS)

ICT

Instructional Strategies

Student Attendance Rates

Sca

rbo

rou

gh

PS

Lik

e S

ch

oo

ls

WA

Pub

lic

Sch

oo

ls

2014 94.6 94.2 92.6

2015 94.6 94.5 92.7

2016 93.9 94.6 92.6

Destination High Schools for Year 6,

2016 students

Churchlands SHS 68%

Carine SHS 8%

Belridge SC 8% Duncraig

SHS 8%

Hale School

8%

Nat

ion

al R

epo

rtin

g

In 2016 the NAPLAN testing took place for all Year 3, 5, 7 & 9 students throughout Australia.

The tables below indicate the 2016 NAPLAN testing results in Reading, Punctuation &

Grammar, Spelling, Writing and Numeracy. The method of establishing like-schools is

based on the ICSEA measure. ICSEA is calculated taking into account parental occupation,

parental education, geographical location and proportion of indigenous students. ICSEA

provides an indication of the socio-educational backgrounds of students; it has nothing to do

with the staff, school facilities or teaching programs at the school.

Proficiency Bands Test results are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings.

YEAR 3 RESULTS

SC

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AT

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SC

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LIK

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SC

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AT

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SC

HO

OL

LIK

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SC

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OL

S

ST

AT

E

SC

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OL

LIK

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S

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AT

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LIK

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ST

AT

E

PROFICIENCY BAND

NUMERACY READING WRITING SPELLING PUNCTUATION

6 – 10 11 27 15 22 36 23 6 23 12 6 32 20 41 45 28

5 22 24 18 17 28 22 47 44 34 29 32 25 24 20 17

4 33 21 22 39 17 19 29 23 30 35 20 23 24 17 19

3 11 20 26 17 11 19 18 8 15 18 9 14 12 13 24

2 22 6 14 0 6 12 0 2 6 12 5 12 0 3 7

1 0 2 5 6 2 6 0 1 3 0 1 6 0 2 6

In Year 3, Band 2 represents the national minimum standard. Numbers are percentages (%).

YEAR 5 RESULTS

SC

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OL

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LIK

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SC

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LIK

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SC

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LIK

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PROFICIENCY BAND

NUMERACY READING WRITING SPELLING PUNCTUATION

8 – 10 7 16 11 13 16 12 0 5 3 13 16 10 33 23 16

7 13 17 13 27 28 21 13 16 11 20 20 15 33 26 18

6 47 32 26 27 25 23 33 38 30 27 35 31 33 24 23

5 27 26 28 27 19 20 27 34 35 33 20 25 0 16 23

4 7 7 16 0 8 15 27 6 14 7 6 11 0 9 15

1 - 3 0 2 7 7 3 10 0 1 7 0 3 8 0 2 7

In Year 5, Band 4 represents the national minimum standard. Numbers are percentages (%).

NA

PLA

N

Academic Targets

The academic targets established in the 2015-2017 Business Plan are linked to specific

curriculum areas. The school is committed to meet these challenging targets through a

methodical approach of data collation, analysis, planning and quality teaching. The targets

set in 2015 are based on analysis of academic achievement data from 2013 – 2015.

When considering the data below please be aware that in small cohort sizes one student can

impact significantly on cohort performance.

Target Achieved Recommendations

Numeracy The mean performance of males and females in year 3 to be at or above like schools.

Male – Yes Female – No

Numeracy has become an area of focus following teacher interrogation of NAPLAN and school based assessments (PAT MATHS). Development of teacher capacity to plan, teach and assess at small group intervention level. Establishment of Numeracy Curriculum leader 0.1FTE to lead curriculum and pedagogy in maths across school.

The percentage of students in the top two NAPLAN achievement bands to be greater than like schools.

Y3 No Y5 No

The percentage of students with moderate, high or very high progress to be above 80%.

No

Reading The percentage of students in the top two NAPLAN achievement bands to be greater than like schools.

Y3 No Y5 Yes

Individualised programs for students across the school. Guided reading implemented in all classrooms. Subgroup analysis of performance. Targeted planning and teaching. Monitoring regularly in all year levels. Continue to track students between assessments to monitor for appropriate progress. Focus on instructional strategies when teaching Reading. Curriculum leader 0.1FTE to lead curriculum and pedagogy in literacy across school.

The mean performance of males and females in year 3 to be at or above like schools.

Male – No Female – No

The percentage of students with moderate, high or very high progress to be above 85%.

No

Writing The mean performance of males and females in year 3 to be at or above like schools.

Male – No Female – No

Subgroup analysis of performance. Targeted planning and teaching. Monitoring regularly in all year levels. Monitor students between NAPLAN assessment using a range of teacher based judgements and standardized assessment. Implement appropriate intervention for those students identified as not making appropriate progress. Curriculum leader 0.1FTE to lead curriculum and pedagogy in literacy across school.

The percentage of students with moderate, high or very high progress to be above 85%.

No

Spelling The percentage of students in the top two NAPLAN achievement bands to be greater than like schools.

Y3 No Y5 No

Identification of students using a range of data sources in order to develop specific learning programs to extend students outcomes into higher achievement bands.

Grammar and Punctuation

The percentage of students in the top two NAPLAN achievement bands to be greater than like schools.

Y3 Yes Y5 Yes

Identification of students using a range of data sources in order to develop specific learning programs to extend students’ outcomes into higher achievement bands.

The percentage of students in the bottom two NAPLAN achievement bands to be less than like schools.

Y3 Yes Y5 Yes

Science

The mean performance of students to be at or above that of like schools.

No data collected in 2016

Work with network schools and TDS Schools to identify appropriate data collection sources other than teacher judgement.

Aca

dem

ic T

arge

ts

No

n-a

cad

emin

Tar

gets

Non-academic Targets

The non-academic targets established in the 2015-2017 Business Plan are linked to key

system priorities of Attendance and Behaviour as well as a school based Wellness target.

The school highly values these targets and has processes in place to regularly monitor data

and make adjustments to programs as required.

Target Achieved Recommendations

Attendance Attendance rates for compulsory aged years (PP-6) to be as a minimum 94% in each year level each semester.

PP S1 No S2 Yes Y1 S1 Yes S2 No Y2 S1 No S2 No Y3 S1 Yes S2 Yes Y4 S1 No S2 No Y5 S1 Yes S2 Yes Y6 S1 No S2 Yes

Continue to track all attendance on fortnightly basis. Identification of individuals that fall into At Risk category within 10 days.

The percentage of students attending in the Regular and Indicated categories to be 95% or above each semester.

PP S1 No S2 Yes Y1 S1 Yes S2 Yes Y2 S1 No S2 Yes Y3 S1 Yes S2 Yes Y4 S1 No S2 No Y5 S1 Yes S2 No Y6 S1 Yes S2 Yes

Monitor fortnightly. Inform parents of positive outcomes for high attenders. Meaningful activities before school starts to encourage on time attendance.

Behaviour For 98% of all students to achieve Good Standing reward each term.

T1 Yes T2 Yes T3 Yes T4 Yes

Continue to provide positive behaviour reinforcement across all year levels.

Wellbeing For male and female to have a comparable level of satisfaction using the SPS Student Satisfaction Survey.

Yes Continue to monitor student wellbeing using survey each term. Wellness Council to investigate ongoing wellness approaches for SPS.

For the mean of all year level data sets to be greater than 3.0 using the SPS Student Satisfaction Survey.

Yes

Strive

1 5,050.00$ 5,049.50$

2 36,748.00$ 36,747.80$

3 13,000.00$ 13,000.02$

4 12,828.20$ 12,827.94$

5 3,423.00$ 3,423.08$

6 750.00$ 750.00$

7 55.00$ 54.55$

8 6,241.00$ 6,241.22$

9 7,625.00$ 7,625.00$

10 -$ -$

11 Farm Revenue (Ag and Farm Schools only) -$ -$

12 -$ -$

85,720.20$ 85,719.11$

67,073.00$ 67,073.31$

Student Centred Funding 101,334.00$ 101,334.00$

254,127.20$ 254,126.42$

-$ -$

254,127.20$ 254,126.42$

Locally Raised Funds67,625.26$

Student Centred Funding101,334.00$

Other Govt Grants4,227.63$

Other 6,241.22$

Transfers from Reserves7,625.00$

187,053.11$

1 8,661.00$ 6,312.46$

2 -$ -$

3 60,708.00$ 42,280.40$

4 26,399.00$ 26,233.18$

5 92,439.80$ 85,241.19$

6 2,127.00$ 1,643.12$

7 45,190.00$ 45,190.00$

8 1,250.40$ 1,248.85$

9 -$ -$

10 -$ -$

11 -$ -$

12 Farm Operations (Ag and Farm Schools only) -$ -$

13 Farm Revenue to CO (Ag and Farm Schools only) -$ -$

14 Camp School Fees to CO (Camp Schools only) -$ -$

15 17,352.00$ -$

254,127.20$ 208,149.20$

-$ -$

254,127.20$ 208,149.20$

Bank Balance 136,614.48$ Made up of: -$

1 General Fund Balance 45,977.22$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 92,213.26$ 5 Suspense Accounts 154.00$ 6 Cash Advances 750.00-$ 7 Tax Position 980.00-$

136,614.48$

Revenue from Co, Regional Office and Other Schools

Financial Summary as at

Actual

18 May 2016

Other Revenues

Commonwealth Govt Revenues

BudgetRevenue - Cash

Voluntary Contributions

Charges and Fees

Fees from Facilities Hire

Residential Operations

Total Locally Raised Funds

Fundraising/Donations/Sponsorships

Opening Balance

Total Cash Funds Available

Camp School Fees (Camp Schools only)

Expenditure

Payment to CO, Regional Office and Other Schools

Administration

Lease Payments

Utilities, Facilities and Maintenance

Professional Development

Transfer to Reserve

Transfer from Reserve or DGR

Residential Accommodation

Other State Govt/Local Govt Revenues

Other Expenditure

Buildings, Property and Equipment

Curriculum and Student Services

Total Salary Allocation

Total Funds Available

ActualBudget

Total Bank Balance

Cash Position as at:

Residential Boarding Fees to CO (Ag Colleges only)

Unallocated

Total Forecast Salary Expenditure

Total Expenditure

Total Goods and Services Expenditure

0

5

10

15

20

25

30

35

40

$000

Revenue Source

Contingencies Revenue - Budget vs Actual

Budget Actual

Locally Raised Funds36%

Student Centred Funding

54%

Other Govt Grants2%

Other 4%

Transfers from Reserves

4%

Current Year Actual CashSources

0

10

20

30

40

50

60

70

80

90

100

$000

Expenditure Purpose

Contingencies Expenditure - Budget vs Actual

Budget Actual

10

30

50

70

90

110

$000

Cash Position

Insert your School Logo Here or Delete if not

required

Financial Summary 2016

Fin

ance

The 2016 Annual Report has been endorsed by the School Board on 10.05.2017