Melissa Evans

Kate Hurst

22 February 2018

Fairview Park Primary School is located in the north-eastern suburbs and has a category 7 Index of Education disadvantage.Our school has 230 students with 17.3% school card holders, 6% students with disabilities, 1% Aboriginal students and lessthan 1% students with English as a second dialect (EALD) within the school.Our enrollment of students is stable. We are predicted to rise in 2018 and will accommodate a 10th class to cater for thisincrease.

Fairview Park has close ties with Banksia Park International High School. Most of our year 7 students will be progressing totheir zoned schools of either Banksia Park International or Golden Grove High SchoolWe had 9 classes all of which are composite in their configuration.Highlights of the year have included:* Continuing to build on student leadership. Our School Captains continue to have a strong presence within our school* Our SRC continuing to build their roles and responsibilities within our school* Enjoying our ANZAC Memorial Garden, using this space for an ANZAC service as close to Remembrance Day as possible* Building a 'Mud Kitchen' near the school Playpod and Preschool yards to encourage creativity, play, learning throughlanguage.* Consolidating our school values into every classroom (including the preschool)* Whole-school participation for special events such as 'Big Day Out', Sports Day, Harmony Day, Book Week and BookParade, Spanish Day, STEM Day, PE Week, Wheelie Day, Bike Ed (Years 4-6). Our Year 4 students enjoyed a 'Come and Try'day for SAPSASA in early term 4*School and State representation through athletic excellence- discus and football.* Our school choir being expanded to an all-time high with 35 students singing after receiving an 'A' in their choir assessmentand front row placement for the Festival of Music, this year at the Entertainment Centre.* Our school magazine continuing to go from strength to strength. It is something that is treasured by most students.* Our school concert was once again a success. Even stormy weather couldn't stop the concert going ahead for families, with arepeat performance for students on the Monday.2017 has seen Fairview Park become a pilot school for 'Brightpath'. Brightpath is an assessment tool that allows teachers tomark writing genres according to descriptions provided. Students write two pieces (beginning and end of year) and results/progress can be compared for each individual and cohort. Our students undertook the narrative genre (Receptions- recount).Significant progress between the two samples was made for our students in Reception to year 4.

Fundraising efforts for 2017 have included Mother's and Father's Day, Christmas Stalls, A Colour Run, Easter Raffle, 2 schooldiscos and selling Entertainment Books.Our OSHC continues to grow. The number of students who attend OSHC and Vacation Care is climbing significantly. OurDirector, Louis McGowan and his OSHC staff provide engaging activities in a supportive environment.

Our Preschool has increased to 26 enrolments. For the first time this year we welcomed a 2 teacher team, Tahlia Geisler andMelissa Bilney.We are pleased to announce that Tahlia Geisler has won the 0.5 FTE permanent preschool position. Next year we are atcapacity and will continue with the same team.

Our preschool has been part of our P-2 Literacy Agreement. Our children have been learning Jolly Phonic single soundsthrough song, actions and play. Our children have also been screened using the PASM (Phonological Awareness SkillMapping) tool to gauge where to focus support for early oral language skill development. This information will then be passedonto their teacher.

Under the direction of Tahlia and Melissa, our preschool has undergone a transition to exposing our children to the nature playphilosophy. Our indoor learning environment has been transformed into a light, airy environment that encourages free play andthe development of language. Our outdoor area has begun the transformation process, with major work for our play area setfor early 2018. These grounds works have been included in our Improvement Plan to enable students to have a variety of playspaces and meet sensory needs.

Our preschool children have been an integral part of our school. They have attended assemblies presenting with their buddyclass and other school events including our getting-to-know-you ‘Big Day Out’, Sports Day, Spanish Day and the inauguralColour Run.

Our preschool children have enjoyed a rich combination of structured and free time. Significant academic and social gains havebeen made by all children. A highlight for 2017 was attending Yo Diddle Diddle a performance presented by Patch TheatreCompany

Our preschool NQS framework has been updated along with our preschool literature including policies. Considerable time andenergy has gone into improving the learning environment and resources.

The 2017 school year has been a busy and productive year for the school, Governing Council and Sub-Committees. Below isan overview of the activities and achievements that had the support and involvement of the Governing Council:

• Governing Council members were involved in the review and renewal of school and Out of School Hours Care (OSHC)policies.• The school, with the support of Governing Council provided a $100 payment to one student who was successful in gainingselection for state SAPSASA team (athletics).• Staff Representative, Pina Cappella, provided Governing Council members an update at each meeting in relation to whatstudents, staff and the school as a whole had been involved in or were working on or towards.• The Fundraising Committee has been very productive this year with a number of events being held, an Easter raffle, Mother’sDay, Father’s Day and Christmas stalls, Colour Fun Run, Entertainment Books and two discos.• Fundraising purchases for the year include an oven for the pre-school, science lego sets, science robots, two mud kitchens(school and pre-school) and fundraising plaques.• The fundraising events held this year will assist in the further development of the nature play areas of the school andpre-school.• A number of special days during the year were planned by Canteen Committee, including hot cross buns for Easter, pizzaday, showdown donuts, sausage sizzle and Subway day.• The Canteen Committee also revised and revamped the menu and a competition was held for the students to rename theCanteen, with the winning entry being the Fairview Food Barn.• To assist in increasing the sales in the Canteen, the Committee also implemented the Qkr app, which now allowsparents/caregivers the opportunity to order and pay on-line. This commenced in Term 4.• Governing Council has been regularly advised on all financial matters, including budgets and funding for the school, Canteenand OSHC.• Budgets for the school, Canteen and OSHC are reviewed and approved each year by the Governing Council.• The Materials and Services charges for the school and term fees for the pre-school are also reviewed annually by theGoverning Council, who takes into account the costs to maintain school services and to minimise the financial burden onparents/caregivers.

I would like to thank all the members of Governing Council, Melissa Evans, Tania Dodd and Pina Cappella for their contributionthis year.

Kate HurstGoverning Council Chairperson

Our preschool has been notified of an impending assessment. Our QIP (Quality Improvement Plan) has been reviewed andupdated to reflect our preschool aims, achievements and priorities.

A significant focus has been on incorporating the philosophy of 'Nature Play'. Children have flourished in our re-designedinterior that is light, airy and inviting. Learning is designed to promote oral language development- a significant step for writingand reading.

Within the QIP we also recognise that relationships are paramount for individual and cohort development. Our focus within theQIP is the development of individual learner profiles, tracking and measuring how students made progress throughout 2017.

We have been part of the TTG Partnership initiative of using PASM (Phonological Awareness Skill Mapping) to track, recordand monitor growth. Results allowed us to target resources helping individual and small groups of children to make ongoing,purposeful progress.

Children have their own Learning Portfolio designed to show what their preschool program consisted of: focuses and highlights,individual progress and interests, achievement. Reporting also consisted of mid year and end of year reports andparent-teacher interviews. Staff also met weekly to discuss the Preschool program, focuses, strengths and interests of children,areas of concern, areas of growth and achievement to celebrate.

Our preschool children have been part of the 'Jolly Phonics' initiative at Fairview Park (P-2). Children learn all of the singlesounds within Jolly Phonics throughout the year through song, actions and activities.

Our preschool has been active in the community. We were part of the school getting-to-know-you initiative 'Big Day Out' inFebruary. Our children enjoyed a great day with fun activities that allowed friendships to be forged. They also participated inwhole school events.

Preschool specific newsletters are sent home fortnightly to keep parents informed of events and news. Parents and familymembers were also included in a Garden Day with the students and staff as well as giving feedback and ideas for the outsidelearning environment. A joint Preschool initiative across local preschools was held at Civic Park, Modbury with many familiesattending.

Our outdoor environment has also undergone transformation with the development of a mud kitchen. Students also enjoyplaying responsibly with sticks and branches to facilitate play and language. Our QIP also has a significant focus on theimportance of recycling, reducing waste, re-using materials. Our children ensure that they throw their rubbish (including scrapsfrom the making table) into the correctly labeled bins.

We have undergone changes to our timetable to incorporate large blocks of play, therefore facilitating the development of play,language and social skills. We recognise that the ongoing development of Oral Language is a vital building block for readingand literacy.

This year we went from a 3 year plan to a yearly plan knowing that it will take more than a year to embed the improvementpractices.Key actions that have been achieved in 2017 are:Literacy - Development of whole school literacy agreements - implementation of Jolly Phonics/ Grammar across 4 classes R-3including an extra 0.2 salary to support, implementation of Val Hunter's Spelling Continuum and Preschool implementation ofJolly Phonics.Professional learning in Jolly Grammar for all teachers- especially Junior Primary staff and online Dyslexia trainingContinuation and adaption of Read up intervention program to target students from Years 1-6 who are not meeting RunningRecords SEA standards or are low in lexile levels.Brightpath Project DECD with a focus on narrative writing. Professional learning using a train the trainer model occurred inLanguage conventions, authorial choices and oral language.

Student Well Being and Engagement - Ongoing implementation of Guy Claxton's Building Learning Power with a newdisposition each term as a focus. Carol Dweck's growth mind set, teaching students to have an open mind to learning and thepower of I can and I can't yet. Whole school activities including STEM Day, Spanish Day, Book Week, PE Week, Sports Day.Introduction of school values across the site with assembly awards for School Values and Powerful Learners. Change inbehaviour management strategies with focus room only for unacceptable yard behaviours and moved to the administrationbuilding. Buddy classes realigned and more active.

Numeracy - Tea Tree Gully Partnership year 6-9 Maths program professional learning in Algebra. 2 staff attended Thinking Maths Program offered by DECD for year 6 and 7 with 5 days of Professional learning incorporatingproblem solving and stretching students thinking.Natural Maths Strategies agreements R-7STEM 500 Professional learning for 2 early years teachers in MathematicsAssessment and Moderation in mathematics professional learning for 2 staff members who became leaders in developingfurther learning for staff

Our Pupil Free Days this year have seen 3 distinct focuses:Term 1: Final Transforming Tasks Workshop, Term 2: Australian Curriculum Focus: Digital and Design Technologies, Term 3:Proficiency Strands (Mathematics Australian Curriculum) Reasoning, Problem-Solving, Fluency and Understanding. These 3pupil-free days have been led by our SLIP Coordinator Naomi Jackson.Term 4 was a focus on reviewing our learning data, beginning to re-write our SIP Priorities and targets.Intervention programs have included Quicksmart and Read-Up. These programs have had a positive impact on studentoutcomes with all students targeted showing improvement.

Key recommendations for 2018 are:Literacy - continuing with a Jolly Phonics focus P-2 and Val Hunter Spelling Continuum focus 3-7. Refining the teaching ofGrammar practices and language conventions.Focus on writing - to be part of the Brightpath program in 2018- school focus on Persuasive genre of writing.Continue with our Early Years consistent approach to reading- significant increases in Reading Levels R-2.Numeracy - Year 3-5 Tierney Kennedy's 'Back to Front' Maths Design project.Focus on problem solving and intellectual stretch.Student Well Being and Engagement continue focus on school values and Powerful Learning, whole school events, furtherdevelopment of leadership program for students, refining Behaviour strategies, sharing data with students and goal settingfrom the data

Our school focus on learning is literacy and numeracy. Our NAPLAN literacy results (reading) show slip in years 3-5. Our Year7 students have remained consistent (when measured against SEA- Standard Educational Achievement). Our overall resultsshow most of our students track in NAPLAN in the middle bands for achievement. To ensure that our students move into thehigher bands of NAPLAN achievement, we have initiated a 'Jolly Phonics' hour in our Junior Primary classes 4 days a week.Students are taught in smaller groups according to skill, needs and abilities. Part of our Resource Based Learning (RBL) role isdevoted to this to ensure smaller groups for explicit, targeted instruction. Our primary classes use the 'Val Hunter SpellingContinuum' to ensure a consistent, phonics-based approach to spelling is used. We have also invested heavily in the 'BrightPath' project- a writing continuum that measures individual and cohort progress in different genres of writing.

For students who require additional support, we have initiated small reading groups years 3-7 using a targeted approach called'Read Up'. Groups are based on reading levels, using a phonics-based approach to develop decoding and comprehensionstrategies. A Read up program is also in place for students in years 1and 2 focussing on sounds, sight words andcomprehension strategies.

Our NAPLAN Numeracy results show an overall slip in Year 3, but are steady in the Year 5 cohort, an improvement in the Year7 cohort. Our aim is to continue to assist students to gain results in the top two bands of NAPLAN for all 3 cohorts. To do this,our focus continues to be on numeracy and problem-solving strategies. We have targeted teachers years 3-7 to attend TierneyKennedy's 3-5 Back to front Maths project. We also have teachers implementing Natural Maths strategies. For 2018, we willallocate salary (0.2 FTE) towards problem solving in mathematics in years 3-5.

Individual students have been targeted through 'QuickSmart'- a numeracy based program that focuses on students Years 3-5being able to demonstrate automaticity at number facts such as multiplication, division, addition and subtraction. Our databetween the control cohort and QuickSmart cohort shows significant improvement in recall and use of number for students onthe Quick Smart program.

We also continue to support individual students who are verified under 'Students with a Disability' Policy. Support is targeted tothe area of need for each child- literacy and numeracy development, social skill development and school readiness behavioursbeing developed.

Our preschool children have been part of the TTG Early Years focus to incorporate PASM (Phonological Awareness SkillMapping), Jolly Phonics, Physical Skills Testing, Number recognition and counting. Most tests are conducted both at thebeginning and end of year to show progress/ provide a comparison.

Our children have shown significant improvement in all areas assessed. Our children have developed into school-readystudents.

Our school attendance is consistently above average. We undertake DECD initiatives such as phone contact withfamilies, sending out letters, home visits when required. We aim for children to be happy and engaged when comingto school. We are working with identified families who are habitual non-attenders to engage them in the schoollearning program.

Our preschool attendance is significantly above the state average. Our children are an integral part of our school.Therefore, the daily practice of coming to school is ingrained in our preschool children. Preschool is valued by ourfamilies, this is reflected in our high attendance rates.

Our preschool enrolment has been consistent all year. We have had 3 families relocate, but three other familieshave come to Fairview Park throughout the year to enrol.Families report in the Preschool survey that they are very happy with the service and education that their child isreceiving. A highlight from the surveys was our quality of education and opportunities provided by our teachers andsupport staff. We have had a significant focus on planning, programming and communication with families.

Our enrolments for 2018 have reached 33. We have received special permission to extend our numbers due todemand for service in the local community. Our children for 2018 come from the local area, many are siblings ofchildren at our school.

Our school has incorporated our school values based on 'TEACH- Respect': Teamwork, Excellence,Accountability, Confidence, Honesty and Respect.

Our staff have used Building Learning Power language to encourage and promote learning, students being able toreflect on what they need to do to improve their results/ engagement with school.

In 2017, we have seen a significant reduction in the number of incidents/ consequences such as focus rooms andbuddy classes being issued. The number of suspensions and days of suspension is also significantly lower. Wehave had no 'Suspension Pending Exclusion' or 'Exclusions'. Our students are more focused and show high levelsof respect for their peers, adults and staff.

32 families, 44 students and 13 staff responded to the Online survey.

Students, staff and parents all feel that teachers provide opportunities for students to do their best and aresupportive s ranked as one of our greatest strengths.

Students really enjoy being at the school, spending time with their friends, opportunities for SAPSASA activities andthe resources. Leadership opportunities within the school for students were also highly valued. Relationshipsbetween each other, positive acceptance of all students regardless of individual differences was also highlighted.Students ranked that Teachers expect me to do my best as a 4.8 score. Management of student behaviour rankedthe lowest at 3.4 and is an area for development. Only our year 6/7 students participated in the survey.

Staff feel supported at the school and enjoy working here. Survey responses outlined that as a whole we do ourbest, provide the most opportunities that is possible for our students. Due to the age of our site staff feel thatfacilities are in need of improvement. Staff consider teacher expecting the best from the students is a strength

Parent Survey- out of the responses our strengths were that the children enjoy coming to this school 4.5 and thatparents could talk to their child’s class teacher about their concerns. An area for development is based aroundbehaviour is well managed at this school at 3.7 and the school takes parents opinions seriously 3.8. Children feelsafe at this school was rated highly at 4.3.

Student Behaviour Management is an area for development seen by all groups of people surveyed. We willcontinue working on our behaviour management processes in 2018.

Preschool Survey responsesPreschool received 11 responses for the 24 families present.Relationships and Communication – all strongly agree or agreesLeadership and Decision Making only one disagree for - I am given the opportunity to be involved in theeducational activities. Comments from the parents are very supportive with parents very happy with the serviceprovided.

The school ranks well at looking at ways to improve and we will continue to use this feedback to set ourimprovement agenda for 2018.The implementation of School Values and student leadership are strategies we have put in place to improvestudent's behaviour. Behaviour Management strategies will need to remain a focus within the classroom and in theyard.

Processes are in place to ensure all volunteers undergo Site based Volunteer training with an emphasis onResponding to Abuse and Neglect volunteer training. We comply with DECD policy with DCSI clearances sighted andrecorded for all adults working with students. Any visitors to the school need to be signed in and appropriateclearances sighted. Staff employed are responsible for completing relevant checks and are reminded before expiry.All staff including ancillary staff are compliant with checks. We held 4 Volunteers training sessions over the year.

Traditionally, our Year 7 students have graduated and moved to their locally-zoned school, Banksia ParkInternational High. This year has seen a significant rise in the numbers heading to their zoned school- Golden GroveHigh. 2 students will be attending Kildare College, 1 student to attend The Heights School.

100% of our preschool children will be coming to Fairview Park Primary for Reception in 2018.

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