ANNUAL REPORT2016

YALE PRIMARY SCHOOLr

From the Principal

Dear parents, carers and community membersIt is with great pleasure that I present the 2016 Annual School Report to the Yale Primary School Community. This Annual report is a summary of the school’s key achievements over the course of 2016.

At Yale Primary School our vision for the students is to seek to develop the whole student and give them equal access to a range of learning opportunities enabling every student to experience success. We are guided by our core values of respect, responsibility, caring for others and being our best. Staff and community members aim for all students to be empowered to set and reach their goals through actively engaging in the pursuit of knowledge and committing to achieving their potential now and in the future.

Staffing

During 2016 we welcomed Mr David Melling and Ms Amander Ixer as our new Deputy Principals as Mr Rob Kealley and Mrs Linda Needs retired from the Department of Education and left us to go to greener pastures. Mr Melling came to us from Pingelly Primary School and Ms Ixer last post was as the Principal of Ongerup Primary School.

I would like to thank Mr Russel Riley for all his support in 2014 and 2015 in his role as the acting Deputy Principal.

Existing and new initatives at Yale Primary School

• Thornlie Literacy Project• An increase in ICT Resources of $90 000• Smith Family Learning Club• School Chaplaincy

• An office upgrade (painting and flooring)• Waste Wise (run by Mrs Catherine Donaldson)• Synthetic Phonics approach/Soundwaves• Talk for Writing• NAIDOC week Activities• Some Annual Highlights

Interschool Carnivals in both Summer and Winter, soocer, football, netball, cricket, the Cross Country Faction Carnival, Interschool Athletics

• ANZAC Assembly• Classroom Assemblies• Harmony Day• Literacy and Nuneracy Week • Book Week• Edu Dance Concert• Year 6 Graduation and Hip Hop performance• Year six Lunch• Positive Behaviour in Schools Program• Mathletics ( Computer based learning)• Lexile Reading ( Computer based learning)• Nyoongar Sports and Well Being Program• The Breaksfast Program• Child and Parent Centre courses run at Brookman

Primary School• Rewards Room• Reading Egs ( Computer based learning)

As a school we look forward to continuing to strengthen the relationship between the school and community, working together to obtain the best possible outcomes for your child.

Glen ReadPrincipal

Literacy

During 2016, Yale Primary School became involved in the PALLS project along with several other schools from our district. The focus of the project was to assess the literacy skills of the students in our learning environment. After meeting with the facilitators of the project it was decided that at Yale we would focus on the phonological awareness of our students from Kindergarten to Year 6. A random sample of students from each class was selected and they were administered the AlphaCheck test, a test design by Professor Deslea Konza. These students then formed a focus group for intervention and the staff at Yale using synthetic phonics and explicit teaching strategies worked towards improving the phonetic knowledge of all students, particularly those in the focus group. At the end of 2016 the focus group of students were retested and the results obtained show considerable growth across the school.

We are mindful of the importance of explicit teaching strategies and use strategies at all times in our teaching of literacy. We have embedded the strategies in all literacy lessons in our aim to focus and improve the level of literacy attainment in all students from Kindergarten to Year 6. The staff at Yale identified areas that required improvement and reinforcement, designing and implanting policy change to reflect our desire for improvement.

1. The explicit teaching of Synthetic Phonics instruction has continued to be a priority. Phonemes are systematically introduced strengthening students decoding skills in reading and spelling. To progress the use of Letters and Sounds, Kindergarten and Pre-Primary have adopted it into their mainstream classroom to teach decoding skills to students with the use of reading books that reinforce introduced phonemes. To support this initiative Dandelion books were purchased for mainstream classroom use. These two

programs work hand in hand to strengthen children’s knowledge and give them a good start in their literacy learning journey.

2. In 2016 Dyslexia Speld (Emily Jackson) provided Yale with significant Professional learning to enable Talk 4 Writing to be introduced. This was followed by mentoring and planning sessions with teachers and observations of Emily demonstrating the process to classes enabling teachers to refine and further develop their skills. Talk 4 Writing is an innovative, research-based writing programme which assists students to develop their writing through oral language and multi-sensory strategies. At the start of a unit a cold task is presented to the students from which the teacher plans learning experiences tailoring them to meet the children’s needs. By learning a passage orally and the structure of the text, when the students write their own they can draw on prior knowledge. Once teaching has occurred the students are given the same task (hot task) to assess learning.

3. Brightpath is a writing assessment tool currently being trialled at Yale. Catrina Bonetti introduced the concept of an assessment ruler with teaching points at a staff meeting. Following this all classes completed an agreed writing task to assess as a learning community ensuring consistent judgements. This is an exciting tool as it will assist in reporting and consistently grading students accurately.

All the literacy changes at Yale this year is an attempt to address and improve a learning area of the school that we feel requires reinvigorating with a new focus , allowing the students at Yale to move forward and develop their literacy skills. We are aware that it will take time to actually see improvement, although we are hoping that small change will begin to surface this year in the level of engagement from teachers and students.

Science

Students at Yale Primary School are enthusiastic about attending science classes and they demonstrate this by actively engaging in the learning during the lessons and recording their work in a clear and concise way. Students are encouraged at all times to participate in science investigations. Science investigations are a strategy that I favour in the science program. It is also the teaching/learning strategy supported by the curriculum. Language acquisition, aural, written and oral, is important in all Science knowledge and skill use. Using the most accurate language to describe a science outcome, tools and procedure appropriate to each year level is important for strong science understanding. This approach expands the students’ knowledge of scientific terminology. Students also participate in a science general knowledge quiz related to the topics they have been studying throughout the year. Students are also expected to demonstrate their understanding and knowledge of the tasks undertaken during class time by utilising story maps, science report, recounts, diagrams, picture boards, power point and oral presentations as well as active participation in tasks and the recording of results.

The Science Program:• STAWA - active participation in the Science

Talent search. • WASTE WISE and RECYCLING – students from

C1 year 5 continue to be our recycling regulators. The worm program has been successful. We sold some of the worm liquid in 2016 with a plan to sell to the parent community in 2017. The recycling program teaches children environmental responsibility.

• Gosnells Council and Landcare – as part of the Australian Science Curriculum the year 6

Numeracy

Maths Intervention Group is using a specialized programme which has been widely researched and used in many schools across the country. It is called The Junior Elementary Maths Mastery It is a direct instruction programme which is delivered both verbally and electronically on the interactive TV. Students have a workbook specific to the programme and they enter their answers into this then at the end of the lesson all answers are corrected and any that are wrong are discussed as a group so that the concept can be retaught.

A new group of students has now joined the other classes and are thoroughly enjoying the sessions. The Junior Elementary Maths Mastery programme is progressing well, with some of the students from last year now up to lesson 52.

At the end of the formal lesson from the Mastery Programme there is a follow up with a maths activity relevant to what their individual teacher is teaching at the time. We have also gone back to learning our times tables and completing the session with a Maths game on the interactive TV or a hands on maths game such as Bingo (not your normal bingo but one that I have made up using maths questions relevant to what is being taught at the time) which they all love.

Students are always keen and willing to come to

Physical Education

The Health and Physical Education program was very successful in 2016. At the school level students enjoyed the closest Faction Athletics carnival result ever, with all four factions within forty points of the winner, and only ten points between first and third – truly a nail biting result. The new scoring system and increased number of events available for students ensured the day was even more enjoyable!

The annual Edu-Dance concert was an impressive performance with support from our Music specialist program. The trial of the new hip-hop program for the year six cohort was also successful with an excellent performance at the graduation ceremony, and will be run again in 2017

As the co-ordinating school of the Southern River Sports Association (SRSA) of eleven schools , our Physical Education committee continues to strive for the provision of a high quality interschool competition across a range of sports. At Yale we see over thirty percent of students in years 3-6 achieve representation at the interschool level.

The Yale Primary interschool teams enjoyed a number of excellent results;Summer Carnival - Boys softball 1st, Girls softball 1st, boys cricket 3rd, girls cricket 2ndWinter Carnival - hockey 2nd, soccer 1st, football 2nd netball A 2nd, netball B 1stCross Country - SRSA 1st Athletics - 2ndThe cross country squad, after all their hard work in training, were able to win both the handicap and overall shields in competition, which was unprecedented. Their excursion to Rockface Climbing Gym was a highly enjoyable experience in celebration of their success.

students participate in aiding the regeneration of Aylesford Reserve, a class A reserve located in the North East corner of the school. During Term 3 Landcare provides seedlings needed for the regeneration of the reserve and students participate in the planting and watering of the seedlings to ensure their survival, during science class time.

• Micro bat box project-year 6 students completed bird and micro bat boxes as a final science technology project for 2016. 2017 should see the boxes attached to trees in the school grounds and in Aylesford reserve.

2016 Excursions, Incursions and Community activities:• Science week – Forensic Science • Drone demonstration thanks to Mr Paul Stubber.• Activities other than classroom activities• We collaborated with Mel Baines (one of our

Yale PS Mums) through Gosnells Council Switch programme for including Yale PS in a Science Week grant. There was POP UP garden and information afternoon.

• Students from year 4-6 again participated in the Flame Challenge out of Stony Brook University New York. Each year a challenge to explain a science idea is sent to scientists eg What is Sound?, What is Energy?. Students watch and rate a selection of presentations

• Year 5 engaged with CAASTRO out of Melbourne University in regards to Astronomy in Australia with a live feed link.

• Yale PS families involved with the Science classes supporting science at the school from Motorbike Frogs to Stimson pythons.

• Hatching chickens from eggs in an incubator and Monarch butterflies emerging from cocoons, silkworms, marron, and our science room Australian tropical fish.

• T and E – We continued to distract the Ravens with mobiles and ground toys that raid the science garden and ideas to protect from the strong wind.

Aboriginal Education

In 2016 Yale Primary School provided early learning curriculum support for Aboriginal students. The focus was on the following key areas:

• readiness for school• attendance• literacy and numeracy

The breakfast club provided breakfast for all students on Thursday mornings followed by sporting activities and games run by the Nyoongar Sports Association. This facilitated better learning outcomes for Aborignal and Torres Strait Islander students at Yale Primary School during 2016.

The whole school participated in NAIDOC celebrations in 2016 by listening to Nyoongar stories and participated in art activities using charcoal to enable students to develop knowledge, skills and understandings of Aboriginal culture.

The AIEO’s implemented guided reading, literacy and numeracy support for students at educational risk.

Music

At Yale Primary School during 2016 students from years 1-3 were provided with an hour of music classes and students from years 3-6 attend an hour and a half per week. We at Yale take a developmental learning approach to music. Students participate in a number of programs including Upbeat, Koday, Orff and Black Belt recorder.

The program provides opportunity for moving, creating, reading, playing, singing and responding to different genres of music. The program also focuses on enjoyment, participation and performance while developing the musical elements of beat, rhythm, pitch, tone, dynamics, melody, tempo, form, style and texture. At Yale we believe the benefits of music education are shown from decades of research that learning music can help students’ self-confidence, self-discipline, team work and auditory judgements. It can help students engage in school, improve school attendance and even help students make healthy life choices.

Students in Year 6 who successfully enter the SIM program, choose lessons on guitar or flute. Opportunities to learn ukulele, djembre and/or cajon drums are also available.

The Year 1 and 2 students cultivate an appreciation of music as they develop their skills through beat, rhythm and pitch activities. They learn how to play different instruments and perform as part of a team. In Year 3 the students embark on their musical journey as they develop their music reading skills and musicianship while they learn to play the recorder. Their playing is enriched by backing tracks that are provided by our music specialists.

Yale is a long term supporter of the “Music Count Us In” program and has been involved since its inception in 2006.

Yale Primary School is proud to be a Positive Behaviour School (PBS)

Attendance 2016

Yale Primary School attendance rate figures indicated that Yale students attended close to the State av-erage for public schools. Parents were encouraged to maximise the children’s attendance to give them every chance of succeeding.

We will • Hands off

• Listen attentively• Be polite, use manners

We will • Wear your

school uniform• Be on time

We will • Move around safely• Take turns and let

others join in

We will • Tell the truth

• Stop, walk, talk• Follow staff instructions

Chaplaincy

In 2016 Chaplaincy at Yale PS supported a number of areas. As Chaplaincy support programs included the following:• Breakfast Club• School Volunteer Program• Parent morning teas after assemblies• Proactive self-esteem and anti-bullying BUZ

programs from Year 1 to 3.• Protective BUZ program for Year 3 students.• Rainbows program (two groups a semester) a

peer, grief support program for students.• Music Time which is a music/social skills program

for 0 to 4 year olds that ran for 5 weeks in term 4, helping prepare children for school.

• 1,2,3 Magic program that ran for 3 weeks.• Engaging Adolescence in collaborationwith

Brookman House.Special Projects• Christmas shoeboxes for children overseas.• Raising funds for our World Vision Child.• Packaging stationery items and first aid supplies

for our sister school in Bali.As the Yale School Chaplain my door is always open to students, parents and staff who would like to have a discussion about their concerns. I always find the time to listen to students, encourage them and provide strategies to cope with various challenges in their life. Thank you for the opportunity to serve this special community of Yale PS.Bev PabedinskasChaplain Yale PS Thornlie

At Yale, there is a high expectation for appropriate behaviour. This is supported through policies in attendance, bullying and behaviour management. We place high expectations on our students in this area and find they rise to the occasion.

Through positive reinforcement your child is encouraged to consider the choices they are making before acting and then to reflect on their choice and the impact on themselves and others.

Staff at Yale we believe every child has the right to learn in a safe, caring, harmonious environment that has very few behavioural issues. There are effective techniques in place to manage any that may occur, with an emphasis on respect. In 2016 “The Swarm was introduced for those students that always show the values Yale adhere.

Of extreme importance is the relationship between parents, students and staff as a strong partnership is needed for the children to reach their full potential. Yale prides itself on it’s friendly, welcoming approach.

Curriculum and Assessment NAPLAN 2016

Reading

Writing

Spelling

Percentage of Students Above, At and Below National Standards.

Grammar and Punctuation

Numeracy

Parent, Student and Teacher SurveysA survey of parents, students and staff was held during term 4 of 2016. Parents were canvassed on their opinions on a range of areas from school operations, students’ learning and enjoyment, programs on offer, community involvement and communication strategies.

Parent School Opinion Survey

Student School Opinion Survey

School Budget And Annual Accounts 2016

Student Centred Funding 2016

Prefects 2016 Our Staff 2016

A s a t | 29/03/2017 12:51 PM P a g e | 1

O p e r a t i o n a l - D e c 2 0 1 6

Student-Centred Funding Statement

Issued on 29 March 2017

School: Yale Primary School School Year: Dec 2016

Region: South Metropolitan Region Aria: 0

Student-Centred Funding - Dec 2016

Per Student Funding: $ 3,505,796.00Student and School Characteristics: $ 886,631.20Disability Adjustments: $ -13,514.95Targeted Initiatives: $ 73,829.38Operational Response Allocation: $ 52,779.90Regional Allocation: $ 0.00

Total Dec 2016: $ 4,505,521.53Transition Adjustment: $ 0.00Total After Transition Adjustment: $ 4,505,521.53

Per Student Funding - At Census Student and School Characteristics Funding –

At CensusFunded Student FTE Amount

Per Student

Kindergarten 39.00 $178,932.00

Pre-Primary 65.00 $511,225.00

Year 1 59.00 $464,035.00

Year 2 63.00 $495,495.00

Year 3 81.00 $637,065.00

Year 4 64.00 $419,456.00

Year 5 69.00 $452,226.00

Year 6 53.00 $347,362.00

Total 493.00 $3,505,796.00

Funded Student FTE

Amount

Student Characteristics

Aboriginality 55.00 $102,470.25

Disability 91.92 $383,669.17

English as an Additional Language 36.00 $99,037.41

Social Disadvantage 195.09 $171,712.81

Sub Total $756,889.64

School Characteristics

Enrolment-Linked Base $129,741.56

Locality $0.00

Sub Total $129,741.56

Total $886,631.20

Sage RoadThornlie WA 6108T: (08) 9493 2088F: (08) 9493 2038W: yale.wa.edu.au

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