West Leederville

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Annual report 2018

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Delivering Educational Excellence

Giving every child every opportunity

2018
Leadership Team LEADERSHIP TEAM
An external review of West Leederville Primary School by the Department of Education
Services in 2017 described our school leadership, staff and board as:

“actively and purposefully engaged in improving student learning in a culture that values
the individual, promotes positive relationships and seeks excellence from staff and
students in a respectful and stimulating learning environment”.
(The full report is available on our school website).

The completion of our review cycle commenced the planning and development of a
new Business Plan. School staff, in collaboration with the School Board, reflected on
our achievements during the last Business Plan cycle (2015-2017), the direction for
government schools outlined in the Department of Education’s Strategic Plan
(2016-2019), feedback provided by the community in our biennial School Opinion
Surveys, and student results both academic and social, in order to plan our strategic
direction for 2018 to 2020.

The West Leederville Primary School Business Plan 2018 – 2020 builds on our past
success in providing a school environment where there are high expectations for every
student to succeed, to achieve their personal best. It sets an expectation for the
creation of a culture of high achievement where everybody is focussed on learning
success for every student.

Broad targets for achievement are set in our Business Plan within the five inter-related
domains of effective schools: teaching, learning environment, relationships, leadership
and resources. Annual targets are set within our learning area plans and progress
toward these targets is outlined in this annual report.

In addition to the priorities outlined within the five domains of effective schools, the
following integrated priorities for our 2018-2020 business plan cycle are being
addressed:

• Sustainability

• STEM (Science, Technology, Engineering and Mathematics)

• Integrated Digital Technologies

•LOTE (Language other than English) – Mandarin.

Sustainability: West Leederville Primary School has strived to broaden its scope and
deepen its commitment to our environment, with all year levels being involved in an
aspect of sustainability, breaking down the area to biodiversity, water, waste, transport,
environment, recycling, and energy. Each year level now has oversight over one of
these important aspects, coordinating at least one event throughout the year.

Science, Technology, Engineering and Mathematics (STEM): A far greater emphasis on

STEM studies and experiences have given classes great opportunities to integrate
learning in new and exciting ways. All classes participated in at least one integrated
unit of work in 2018, with plans for a coordinated whole school event being made to
showcase our classrooms to wider audiences via the TDS initiative and to our
community, being made for early 2019.

Teacher Development Schools (TDS): West Leederville Primary School gained TDS
status for 2018-2019, as the only Design and Technologies and Digital Technologies
primary school state-wide, receiving funding through the Department of Education. A
school coordinator oversees staff training and professional development, enabling our
teachers to share their experiences, strengths and skills with many other school
networks, schools and groups of teachers.

 Leadership Team
LOTE: West Leederville Primary School made a deliberate and targeted increase to the
emphasis on Mandarin in our curriculum in 2018, doubling classroom learning time to two
periods a week for Years 3-6. Year 1 and 2 classes continued to be taught Mandarin for
one period a week. A full-time LOTE teacher was employed in this capacity, supported by
volunteers from the Confucius Institute.

Teacher quality is almost universally believed to be the most important school-based

factor in student learning. In John Hattie’s list of Factors Influencing Student Achievement,
19 of the top 25 are attributed to teacher influence. It is therefore imperative that our
teachers are afforded the opportunity to improve their craft and to remain at the forefront
of current educational best practice. During 2018 teaching and support staff took the
opportunity to participate in a wide range of professional learning targeted to improve
outcomes for our students in our school’s priority areas. Some opportunities undertaken
were:

• Talk for Writing

• Words their Way

• Leading the Implementation of the Aboriginal Cultural Standards

• Mathspace

• Teachers can Code

• Senior First Aid

• Dyslexia SPELD Foundation: Autism-defining features and effective strategies

• Aspirant Teacher Leadership Program

• Applied Behaviour Analysis

• Positive School Conference

• Leading with Mindfulness



This list is by no means exhaustive. However, it gives a snapshot of the variety of
professional learning undertaken as a whole staff to align whole school approaches, or
individually to address specific areas of need.

During Semester 2, I was seconded to assist with the establishment of the Department of
Education’s newly formed Public School Review Directorate. As the leadership team of
West Leederville PS, we are proud of our collaborative and distributive approach to leading
the school. Many staff have leadership roles that make so many of the additional
programs and projects provided possible. The effectiveness of this approach was proven
by the seamless manner in which Lisa Wade, supported by Shelley Hollett and Michael
McInerheney, stepped into the role as Principal for this period. This team was further
supported by Rochelle Reeves, Nic Savatovic and Michelle Moyes all taking on new
responsibilities during this time. I would like to thank the team for their exceptional efforts
and ability in keeping this great school humming in my absence.

2018 was a very successful year at West Leederville Primary School. We intend to continue
to build upon this success by striving, as always, to do our very best to provide an
excellent education for the students in our care.

Fiona Kelly

Principal

Admin team: Lisa Wade, Fiona Kelly, Michael McInerheney & Shelley Thompson.
 SCHOOL BOARD REPORT
School Board & P&C
In 2018, the West Leederville Primary School Board membership comprised thirteen voting
members, including the Principal, an Associate Principal, three other staff representatives, five
parent representatives and one local community representative. With the exception of the
Principal and the community member, all Board members are elected by the parent or staff
community they represent and remain on the board for a term of three years. Updates of board
meetings are distributed through the school newsletter and parents are always welcome to
attend board meetings as observers.

The role of our School Board is to assist the school leadership to achieve positive educational
experiences and outcomes for our students. More specifically, it provides additional guidance
in setting the long-term plans for our school and oversees the school’s operational
performance. The annual NAPLAN results are extensively reviewed and used as the basis for
focusing on continual improvement in our students’ literacy and numeracy skills. The outcomes
of student, staff and parent surveys are also considered in detail and provide robust guidance
for meeting the expectations of the school community. In 2018, we also spent some time
reviewing the school budget and revising Codes of Conduct and School Policies.

It is a big commitment to join the School Board, with two meetings a term and a significant
amount of preparation required for each meeting. It is a role that none of the members take
lightly and I am thankful for the thoughtful and vigorous contributions from each of the board
members.

Andrew Porter, Chairperson

P&C PRESIDENT’S REPORT

West Leederville Primary School is fortunate to have a strong community spirit and
continuous parent involvement, which is facilitated through the Parent’s and Citizens
Association (P&C).

The P&C is an active and productive group of parents who provide the school with extra
funding for curriculum initiatives, play spaces and classroom needs. These decisions are
made in partnership with the school and teachers. Funds are raised by providing community
events and fundraising activities. Some of these events during 2018 were; a movie night, a
quiz night, entertainment books, a parent cocktail party, harmony day canteen specials and
a school fete.

The core of any P&C is the commitment to financially supporting the school, and in 2019
West Leederville Primary School’s P&C committed funds to; an atrium renovation for student
use, the chaplaincy program, curriculum resources for use in classrooms, new library books,
water play for the offsite kindy, set up of the fathering project and a victory podium for
sports carnivals. There were also significant funds provided for educational programs such
as early years support and school learning areas.

The P&C supports the school’s values and parent involvement in the school is active. P&C
members are encouraged and enjoy participating in a wide variety of school activities to
foster a strong sense of community within the school and provide support to teachers,
children and other members of the school community.

The P&C are delighted to provide financial support in so many areas around our school, and
we look forward to continuing to support the students, staff, principal, parents and
community of West Leederville Primary School in the future.

Julie Metcalf, P&C President

STUDENT ACHIEVEMENT
At West Leederville Primary School, teachers engage in the rigorous analysis of systemic and
school-based assessment data. Student progress and achievement is regularly monitored
through the implementation of a range of assessments in accordance with the Whole School

Student Achievement
Monitoring and Data Collection Plan. The analysis of a wide range of data drives classroom
practice by enabling teachers to differentiate their teaching to target the specific needs of
small-groups and individuals.

NAPLAN
IN 2018, West Leederville Primary School was a pilot school for NAPLAN Online. Students in
Years 3 and 5 sat the online assessments, with the exception of Year 3 writing. In these 2018
national assessments, a large proportion of West Leederville Primary School students were in
the top 20% of Australian schools. In many cases, the percentage of students exceeded
those in like schools; in the below table, these have been shaded green.

NAPLAN 2015 Students in the top 20% of all

Australian Schools
ASSESSMENT AREA Year 3 Year 5
Numeracy 44% 52%
Reading 50% 59%
Spelling 21% 41%
Grammar & Punctuation 48% 52%
Writing 12% 41%

Longitudinal summaries provide an overview of West Leederville Primary School’s

performance against statistically similar schools. Similar schools are identified using an Index
of Community Socio-Educational Advantage (ICSEA). Average Australian primary schools
have an ICSEA of 1000. West Leederville Primary School’s ICSEA is 1163.

The following longitudinal summaries, and accompanying explanations, provide a snap-shot

of West Leederville Primary School’s performance and data trends from 2014 – 2018. More
comprehensive information about the performance of West Leederville Primary School
compared with other Western Australian schools can be viewed online at http://
www.det.wa.edu.au/schoolsonline/home.do Likewise, national school information can be
accessed at http://www.myschool.edu.au/

Numeracy
Year 3 numeracy achievement has been increasing since 2015. The gap between West
Leederville Primary School’s mean score and like schools has decreased, and the school’s
performance remains in the expected range (within one standard deviation of expected
performance). Our Year 5 mean score remains strong and in line with our like schools. This may
be attributed to school’s adoption of a whole school, consistent approach to the effective
teaching of numeracy.

63% of Year 3 students, and 58% of Year 5 students, achieved in either the excellent or good
achievement bands. This met the school’s 2018 Year 3 target, and fell just short for Year 5. The
progress of West Leederville Primary School students between Years 3 and 5, compared with
like schools, is high.

Year 3-5 Student Gain 2016-2018

——— WLPS School

______ Similar schools

 Percentage of students in each Proficiency Band

Student Achievement NAPLAN School

Year 3 Numeracy

Like Schools WA Public Schools

Band Score Range
2016 2017 2018 2016 2017 2018 2016 2017 2018
6 to 10 478 & Above 36% 29% 35% 38% 46% 38% 15% 18% 15%

5 426 - 477 19% 29% 28% 28% 24% 33% 18% 18% 24%
4 374 - 425 20% 31% 28% 17% 22% 19% 22% 28% 27%
3 322 - 373 19% 8% 6% 13% 6% 7% 26% 19% 19%
2 270 - 321 6% 3% 1% 3% 2% 3% 14% 13% 13%

1 Up to 269 1% 0% 1% 1% 0% 0% 5% 5% 3%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard

YEAR 3 NUMERACY TARGETS

2018 TARGET ANALYSIS 2019 TARGET

To increase the percentage of
students achieving ‘good’ or
‘excellent’ NAPLAN
achievement from 58% to 60%
To achieve parity with ICSEA like
schools - focus on
measurement and geometry.
70% of students, without
idenTfied learning difficulTes,
to achieve 75% or above on the
MathleTcs Australian
Curriculum Test B.
YEAR 5 NUMERACY TARGETS
Target achieved. 61% of
students achieved ‘good’ or
‘excellent’ NAPLAN
achievement.
Almost achieved. WLPS’ mean
score was 11 NAPLAN points
lower than like schools.
However, similar percentages of
students achieved in higher
bands (Band 5 – 10)
No. Assessment not complete
Printed 03/25/2019
as MathleTcs is no longer being
used as a whole-school
approach.
To increase the percentage of
students achieving ‘good’ or
‘excellent’ NAPLAN
achievement from 61% to 65%
To achieve parity with ICSEA like
schools, and maintain at least
55% of students achieving in
Bands 5 – 10.
With the introducTon of PAT
Page
TesTng, 1 of 1
MathleTcs will no
longer be used to set targets.

2018 TARGET ANALYSIS 2019 TARGET

Increase percentage of students
in ‘good’ or ‘excellent’ NAPLAN
achievement categories s from
58% to 65%
Maintain parity with ICSEA like
schools
100% of students, without
idenTfied learning difficulTes,
to achieve 75% or above on the
MathleTcs Australian
Curriculum Test B.
Target not achieved. 57% of
students (5 less than the target)
achieved in the ‘excellent’ or
‘good’ achievement categories.
Target achieved. WLPS’ mean
score is equivalent to that of
like schools.
Target achieved. 84% of
students achieved 75% or
above.
Increase percentage of students
in ‘good’ or ‘excellent’ NAPLAN
achievement categories to 60%
Maintain parity with ICSEA like
schools
With the introducTon of PAT
TesTng, MathleTcs will no
longer be used to set targets.
 Writing

Student Achievement
Our Year 5 average writing score was very positive; exceeding that of our like schools and
improving on previous years. Our Year 3 average score was below statistically similar
Western Australian schools, but remained within one standard deviation of our expected
performance. Progress between Years 3 and 5 was only slightly lower than our like schools
(an average of 2 NAPLAN points over a two-year cycle). The school almost met its annual
writing target; however, fell short with the percentage of students achieving in the excellent
category of achievement.

Analysis of our previous years’ writing data resulted in a whole-school focus on writing. In
2018, teachers completed a professional learning course in Talk 4 Writing; an approach with
Department of Education
which a numberGovernment of ourof Western
networkAustralia
schools have had great success. This evidence-based
program will
West Leederville Primary School
be fully implemented across the school in 2019.

Year 3-5 Student Gain 2016-2018

Department of Education

Government of Western Australia

West Leederville Primary School

——— WLPS School

______ Similar schools

Percentage of students in each Proficiency Band

Year 3 Writing

NAPLAN School Like Schools WA Public Schools

Band Score Range
2016 2017 2018 2016 2017 2018 2016 2017 2018

6 to 10 478 & Above 34% 21% 5% 31% 31% 24% 12% 11% 9%

5 426 - 477 38%

Printed 03/25/2019 Department
41% 65% of 1Education
Page of 1 42% 47% 49% 34% 34% 34%
4 374 - 425 22% 25% 17%
Government 21%
of Western 16%
Australia 17% 30% 24% 23%

3 322 - 373 3% 11% 10% 5% 5% 9% 14% 21% 20%

West Leederville Primary School
2 270 - 321 1% 2% 0% 1% 1% 1% 6% 6% 7%

1
Percentage Up to 269
of students 1%
in each Proficiency 0%
Band 3% 0% 0% 1% 3% 4% 6%

Above National Minimum Standard Year 5 Writing

At National
NAPLAN Minimum StandardSchool Like Schools WA Public Schools
Band Below National
Score RangeMinimum Standard
2016 2017 2018 2016 2017 2018 2016 2017 2018
8 to 10 582 & Above 18% 9% 13% 10% 12% 13% 3% 3% 4%
7 530 - 581 20% 24% 24% 23% 24% 23% 11% 10% 9%
6 478 - 529 39% 37% 31% 39% 37% 30% 30% 28% 24%
5 426 - 477 20% 26% 30% 23% 23% 27% 35% 38% 37%
4 374 - 425 4% 2% 1% 4% 3% 5% 14% 11% 13%
1 to 3 Up to 373 0% 2% 1% 2% 1% 2% 7% 10% 13%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard
Student Achievement YEAR 3 WRITING TARGETS

2018 TARGET ANALYSIS 2019 TARGET

45% of Year 3 students to achieve
an A or B grade for wriTng in
Semester 2 formal reports
To achieve parity with ICSEA like
schools.
At least 20% of students to
achieve in the excellent NAPLAN
category, and 30% in the good
category.
YEAR 5 WRITING TARGETS
Achieved. 56.4% of students To maintain 50% of Year 3
achieved an A or B grade. students achieving an A or B
grade for wriTng in Semester 2
formal reports.
Not achieved. WLPS scored, on To achieve parity with ICSEA like
average, 17 points lower than schools.
ICSEA like schools.
Target not achieved. 5% achieved At least 15% of students to
in the excellent category. achieve in the excellent NAPLAN
However, 63% achieved in the category, and 50% in the good
good category. category.

2018 TARGET ANALYSIS 2019 TARGET

At least 15% of students to be in
the excellent NAPLAN achievement
category, and 20% to be in the
good category.
55% of Year 5 students to achieve
an A or B grade for wriTng in
Semester 2 formal reports.
Almost achieved. 12% of students
achieved in the excellent category,
and 24% in the good category.
Not achieved: 45%
At least 15% of students to be in
the excellent NAPLAN achievement
category, and 20% to be in the
good category.
50% of Year 5 students to achieve
an A or B grade for wriTng in
Semester 2 formal reports.

Spelling
Our Year 5 cohort showed significant improvement in the spelling assessment, achieving the
highest mean score since 2014. This achievement is in line with both our statistically-similar
schools and our expected performance. Year 3 spelling achievement is trending downwards, and
in 2018, fell to 1.3 standard deviations below our expected performance.

A whole-school approach to spelling, Words Their Way, was introduced in 2018. In collaboration
Department of Education

with a number of our like schools, our staff were provided with extensive professional learning
Government of Western Australia

Westopportunities
Leederville Primary School and resources to facilitate the successful Implementation of the program. We look
Department of Education

forward to seeing the positive impact of this consistent approach on

Government student
of Western Australia spelling outcomes.

West Leederville Primary School

Department of Education

Government of Western Australia

West Leederville Primary School

Percentage of students in each Proficiency Band

Year 3 Spelling

NAPLAN School Like Schools WA Public Schools

Band Score Range
2016 2017 2018 2016 2017 2018 2016 2017 2018
6 to 10 478 & Above 42% 33% 23% 40% 42% 40% 20% 20% 21%

5 426 - 477 26% 33% 30% 27% 27% 28% 25% 23% 23%
4 374 - 425 19% 16% 27% 21% 19% 20% 23% 23% 23%

3 322 - 373
Printed 03/25/2019 9% 15% 12%
Page 1 of 1 7% 8% 8% 14% 16% 16%
Printed 03/25/2019 Page 1 of 1
2 270 - 321 3% 3% 3% 3% 3% 3% 12% 12% 9%
1 Up to 269 1% 0% 5% 1% 0% 1% 6% 6% 8%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard
 Percentage of students in each Proficiency Band

Year 5 Spelling

NAPLAN School Like Schools WA Public Schools

Student Achievement
Band Score Range
2016 2017 2018 2016 2017 2018 2016 2017 2018

8 to 10 582 & Above 24% 13% 21% 23% 31% 26% 10% 13% 11%

7 530 - 581 25% 22% 34% 24% 25% 29% 15% 19% 20%

6 478 - 529 37% 43% 30% 33% 29% 30% 31% 30% 32%
5 426 - 477 8% 15% 10% 16% 11% 11% 25% 22% 20%

4 374 - 425 4% 4% 4% 4% 2% 4% 11% 10% 11%

1 to 3 Up to 373 2% 2% 1% 1% 0% 1% 8% 8% 6%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard

Grammar and Punctuation

Department of Education
West LeedervilleGovernment Primary School’s Grammar and Punctuation achievement
of Western Australia
Department of Education
in 2018 was positive
Government of Western Australia
in both year
West Leederville Primary School
groups, with both cohorts achieving an average score 6 NAPLAN points above our
like schools. Our progress between Years 3 and 5 was an average of 5 NAPLAN points lower
West Leederville Primary School

than our like schools.

Department of Education

Government of Western Australia

West Leederville Primary School

Percentage of students in each Proficiency Band

Year 3 Grammar & Punctuation

NAPLAN Printed 03/25/2019

School Like Schools Page
WA 1 of 1
Public Schools
Band Score Range
2016 2017 2018 2016 2017 2018 2016 2017 2018
6 to 10 478 & Above 49% 41% 64% 55% 58% 56% 28% 29% 30%
Department of Education
5 426 - 477 25% 33% 12% 19% 23% 18% 17% 24% 16%
Government of Western Australia
4 374 - 425 13% 11% 14% 13% 10% 15% 19% 15% 22%
Printed 03/25/2019 Page 1 of 1

3 Leederville322
West - 373School 9%
Primary 11% 6% 9% 5% 7% 24% 12% 14%
Printed 03/25/2019 Page 1 of 1

2 270 - 321 4% 3% 4% 2% 2% 2% 6% 10% 11%

Percentage
1 of students in each Proficiency
Up to 269 0% Band
0% 0% 1% 2% 1% 6% 10% 7%

Year 5 Grammar & Punctuation

Above National Minimum Standard
NAPLAN School Like Schools WA Public Schools
Band At National Minimum Standard
Score Range
2016Standard
Below National Minimum 2017 2018 2016 2017 2018 2016 2017 2018

8 to 10 582 & Above 35% 26% 49% 36% 43% 37% 16% 17% 17%
7 530 - 581 31% 17% 24% 25% 18% 25% 18% 13% 18%

6 478 - 529 20% 30% 8% 21% 24% 22% 23% 25% 27%
5 426 - 477 12% 15% 10% 11% 9% 9% 22% 16% 17%

4 374 - 425 0% 9% 7% 5% 5% 5% 15% 19% 13%

1 to 3 Up to 373 2% 2% 1% 1% 1% 1% 7% 10% 8%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard
TEACHING

LEARNING ENVIRONMENT

RELATIONSHIPS

LEADERSHIP

INTEGRATED PRIORITIES & RESOURCES

 Reading

West Leederville Primary School’s average reading scores are trending upwards. Our Year 3
cohort’s average was very similar to that of like schools, and our Year 5’s average significantly
Student Achievement
Department of Education
exceeded that ofGovernment our like schools.
of Western Australia Both are within our expected performance, Department of Education but notably, our
Year 5 cohort
West Leederville Primary School
performed 0.8 standard deviations above what was expected. This
Government of Western Australia
exceeded our
2018 reading targets for both Years 3 and 5. Our progress
West Leederville between these year levels significantly
Primary School

exceeded that of our like schools.

Year 3-5 Student Gain 2016-2018

Department of Education

Government of Western Australia

West Leederville Primary School

——— WLPS School

Percentage of students in each Proficiency Band ______ Similar schools

Year 3 Reading
Printed 03/25/2019 Page 1 of 1

NAPLAN School Like Schools WA Public Schools

Band ScorePrinted
Range 03/25/2019 Page 1 of 1
2016 2017 2018 2016 2017 2018 2016 2017 2018
6 to 10 478 & Above 54% 43% 55% 51% 55% 54% 23% 23% 25%

5 426 - 477 19% 23% 19% of Education

Department 24% 22% 24% 22% 20% 23%

4 374 - 425 16% 18% 19%

Government 12%Australia
of Western 14% 13% 19% 23% 21%
3 322 - 373 7% 15% 3% 9% 7% 5% 19% 18% 14%
West Leederville Primary School
2 270 - 321 4% 2% 1% 3% 1% 3% 12% 9% 10%

1 Up to 269 0% 0% 3% 1% 1% 1% 6% 7% 7%
Percentage of students in each Proficiency Band

Above National Minimum Standard Year 5 Reading

At National Minimum StandardSchool Like Schools WA Public Schools
NAPLAN
Band Below National
Score Range Minimum Standard
2016 2017 2018 2016 2017 2018 2016 2017 2018
8 to 10 582 & Above 39% 35% 52% 28% 39% 35% 12% 14% 15%

7 530 - 581 33% 30% 25% 31% 29% 29% 21% 20% 19%
6 478 - 529 12% 26% 13% 23% 22% 22% 23% 26% 24%
5 426 - 477 12% 0% 3% 13% 7% 10% 20% 18% 20%
4 374 - 425 4% 7% 1% 4% 2% 4% 14% 15% 13%
1 to 3 Up to 373 0% 2% 6% 1% 0% 1% 10% 7% 8%

Above National Minimum Standard

At National Minimum Standard
Below National Minimum Standard
YEAR 3 READING TARGETS
2018 TARGET
To increase the percentage of
students with ‘good’ or
‘excellent’ NAPLAN
achievement from 64% to 70%
To achieve parity with ICSEA
like schools – focus on
persuasive and informaTonal
texts.
To increase the Year 3 average
Lexile from 580 to 620.
To increase parTcipaTon in the
Whole-School Home Reading
Program to 100%
YEAR 5 READING TARGETS
2018 TARGET
Increase the percentage of
Year 5 students achieving
‘good’ or ‘excellent’ NAPLAN
achievement from 65% to 70%
To maintain parity with ICSEA
like schools.
To maintain an average Lexile
of 900 by year’s end.
To increase parTcipaTon in
whole-school home reading to
100%
ANALYSIS
Target achieved. 75% of students
achieved in the ‘good’ or ‘excellent’
categories.
Target achieved. Average mean score is 5
NAPLAN points lower; however, we have
a higher proporTon of students in higher
bands.
Target not achieved; however, the
average Lexile score increased to 602.
Not achieved. Only 73% of students
parTcipated in the program – others
read, but did not record their nightly
reading.
ANALYSIS
Target achieved. 77% of students
achieved in the ‘good’ or ‘excellent’
NAPLAN achievement categories.
Target achieved. WLPS’ average reading
score exceeded that of our like schools
by 17 NAPLAN points.
Target achieved, with an average Lexile
score of 935.
Not achieved. Approximately 80% of
students recorded their home reading
and parTcipated in the program.
2019 TARGET
Student Achievement
To maintain 70% of students in the
‘good’ or ‘excellent’ NAPLAN
achievement categories for reading.
To maintain parity with ICSEA like
schools.
Literacy Pro will no longer be used
to set targets. It is no longer a
whole-school program.
To have 90% of Year 3 students
record their home reading in their
diaries and parTcipate in the home-
reading program.
2019 TARGET
To maintain 70% of Year 5 students
achieving ‘good’ or ‘excellent’ in
NAPLAN reading.
To maintain parity with ICSEA like
schools.
Literacy Pro will no longer be used
to set targets. It is no longer a
whole-school program.
To have 90% of Year 1 students
record their home reading in their
diaries and parTcipate in the home-
reading program.
 Former Year 6 students
The former Year 6 students of West Leederville Primary school achieved highly compared with other Australian Department of Education

students. Their progress between Years 5 and 7 was on par or better than the progress made by other Australian
Government of Western Australia

students in all areas, with the exception of Numeracy, where they progressed an average of 14 NAPLAN points less.
West Leederville Primary School

2%

2% 2%
Churchlands SHS
2% Shenton College
2% 2% Hale School
John XXIII College
4% 33% Perth Modern School
Scotch College
4% Aranmore CC
Mount Lawley SHS
7% Destination Schools Applecross SHS
Carine SHS
Christ Church GS
7% John Curtin College
Methodist Ladies College
7% Newman College
18%
7%

Department of Education

Government of Western Australia

West Leederville Primary School

STUDENT ENROLMENT AND ATTENDANCE

Student enrolment & attendance

The total student enrolment at West Leederville Printed 03/25/2019 Page 1 of 1

Primary School in 2018 was 555, including 61

Kindergarten students at our Dodd Street
campus. As the graph demonstrates, primary
student numbers have been increasing steadily
since 2015, at an average of 7% per year. 

Department of Education
Attendance rates at West Leederville Primary
School are very pleasing. Our 2018 total Government of Western Australia
attendance rate exceeds both our like schools
West Leederville Primary School
and all WA public schools.

Attendance Overall Primary

Non-Aboriginal Aboriginal Total

WA WA WA
Like Like Like
School Public School Public School Public
Schools Schools Schools
Schools Schools Schools

2016 95% 95.6% 93.7% 87.4% 93.6% 80.7% 94.9% 95.6% 92.6%

2017 96% 95.8% 93.8% 80.8% 91.8% 81.2% 95.8% 95.8% 92.7%
2018 96.4% 95.8% 93.7% 83.6% 94.2% 80.8% 96.2% 95.7% 92.6%

Printed 03/25/2019 Page 1 of 1

 Attitude, Behaviour & Effort
ATTITUDE, BEHAVIOUR AND EFFORT
Aspects of student attitude, behaviour and effort (ABE) form part of the Reporting to Parents cycle each
semester. The following information is taken from Semester 2, 2018.
PP – Year 2 (Lower Primary) Attribute Consistently Often Sometimes Seldom
Is enthusiastic about learning 192 40 1 0
Participates responsibly 185 42 6 0
Sets goals and works towards them 162 60 11 0
Totals 539 142 18 0
Percentages 77.1 20.3 2.6 0

Years 3 – 6 (Primary) Attribute Consistently Often Sometimes Seldom

Works to the best of his/her ability 205 54 11 1
Shows self-respect and care 254 16 1 0
Shows courtesy and respect for the rights 234 31 6 0
of others
Participates responsibly in social and 234 35 2 0
civic activities
Co-operates productively and builds 229 37 3 0
positive relationships with others
Is enthusiastic about learning 230 34 7 0
Sets goals and works towards them with 223 39 9 0
perseverance
Shows confidence in making positive 236 33 2 0
choices and decisions
Totals 1845 279 41 1
Percentages 85.2 12.9 1.9 0.05

These tables demonstrate that 97.4% and 98.1% of lower and upper primary students respectively
achieved either ‘consistently’ or ‘often’ on their Semester 2 report. Further analysis demonstrates that
we have achieved the target set in our whole-school 2018 Health Learning Area Plan; with 95% of
students from each year group to be achieving ‘consistently’ or often’.

The following trends were identified from the analysis of ABE data on a year-group level, in relation to
our target:

Lower Primary (PP – Year 2)

Areas of Strength:
- Is enthusiastic about learning
- Participates responsibly
Focus for 2019:
- Sets goals and works towards them

Primary (Years 3 – 6)
Areas of Strength:
- Shows self-respect and care
- Shows confidence in making positive choices and decisions

Focus for 2019:

- Works to the best of his/her ability
Early Years EARLY YEARS
Throughout 2018, at various executive, staff and network meetings, teachers engaged in professional, reflective
dialogue about current practice around the Early Years Learning Framework. A collection of findings and actions
were documented on the WLPS National Quality Standards Systems (NQS) recording templates. Self-
assessment findings were uploaded into the NQS online recording system as an annual requirement of the
School Performance Monitoring System.

NQS status indicator

M=MeeTng WT= Working
Towards
Meeting 7 Quality Areas for 2
consecutive years but no
verification request
Within expected performance
range
Within expected performance
range but with elements of
concern
Below expected performance
range

On-Entry Targets
During Term 1, all Pre-primary and Year 1 students completed On-Entry assessments in speaking and
listening, reading, writing and numeracy. Data was collated, graphed, analysed and shared amongst staff.
This was with the exception of writing, as in 2018, a new writing marking guide was implemented. All of the
WLPS early-years teachers attended professional learning to upskill them in the use of this new marking
guide to consistently and accurately assess their students’ On-Entry writing.

Comparisons against expected end of semester standards and state percentages were made. This
information directed teacher planning, targeted learning programs and allocated resources to address the
needs of each individual.
2018 TARGET ANALYSIS 2019 TARGET
READING: Target achieved. 82% of 75% of stable cohort to be achieving
75% of stable cohort to be students at or above 0.4, with 0.4 or above, with 55% at or above
achieving 0.4 or above, with 72% at or above 0.5. 0.5 on the PP On-Entry Assessment.
40% at or above 0.5 on the PP
On-Entry Assessment.
NUMERACY: Target almost achieved. All 100% of stable cohort at or above
100% of stable cohort at or students, with the excepTon of 0.5 at PP On-Entry
above 0.5 at PP On-Entry one, achieved a minimum of
0.5.
50% of stable cohort at or Target achieved. 64% of 50% of stable cohort at or above 1.0
above 1.0 at PP On-Entry students achieved at least 1.0 at PP On-Entry
LEARNING SUPPORT

Learning Support
During 2018, WLPS continued to be the school of choice for a number of new families with children with
diverse needs. This was primarily due to the school’s excellent reputation, the warm welcome given by the
school, and the understanding and expertise demonstrated by the Learning Support team and classroom
teachers.
At the end of the year, a comprehensive SAER handover between staff was undertaken. These meetings
ensured that student progress was tracked seamlessly across the years and students previously identified
were provided with continued support and monitoring.
Students identified as requiring adjustments to their learning were provided targeted support through the
development of comprehensive documented plans. These plans were collaboratively developed by
classroom teachers and Learning Support Coordinator (LSC), with input from the School Psychologist and
Chaplain when necessary. A number of teachers also collaborated with SSEND consulting teachers in the
development of these plans. Teachers were upskilled in the SEN planning tool, which they used to develop
documented plans, monitor student progress and assess the achievement of learning goals. The SEN tool
was also used by teachers in the reporting to parents process, whereby some students’ documented goals
were reported on in lieu of the year-level curriculum.
To comprehensively support these students, the school drew on the
expertise of a number of external agencies and specialists,
including SSEND, PMH, CFS, speech therapists, occupational
therapists, the Autism Association, Dyslexia SPELD and CAMHS.
In 2018, sixteen students received disability resourcing. Education
Assistants were employed to work closely with those students,
their teachers and the Learning Support Coordinator to ensure
learning needs and documented goals were being achieved.
Students at WLPS were identified as being at educational risk for
a variety of reasons, including: compromised social/emotional
health; a diagnosed learning disability such as autism, dyslexia or
dysgraphia; imputed learning difficulties; diagnosed generalised
anxiety; post traumatic stress disorder; speaking a language
dialect other than English(EALD); and learners requiring extension and enrichment.
The school continued to employ an EAL/D education assistant 3 days per week to support students who
speak another language or dialect. Key roles included:
• working within classes to support students during literacy blocks
• providing targeted phonics intervention in the early years
• assisting teachers with the use of the EAL/D Progress Maps to create documented plans, and using the
EAL/D reporting template.
Effective pastoral care approaches continued to complement the learning support program and assist
students to become well-adjusted and mentally resilient. The school regularly monitored the wellbeing of
students through a range of surveys, and responded accordingly. Bounceback! was explicitly taught across
the school to support the social and emotional well-being of students.
The School Psychologist was employed 2 days per week and worked closely with the LSC and Chaplain to
assist the school in three main areas: learning, mental health & well-being, and behaviour.
Key roles included:
• participating in case conferences with parents, teachers and outside agencies;
• student observations;
• cognitive testing;
• lunchtime Lego Club;
• sessions with individual students to assist with social/emotional resilience; and
• providing parents and teachers with strategies to assist students with learning difficulties.
The Chaplain, employed through Youthcare for two days per week, assisted students, families and staff.
Key roles included:
 • personalised programs eg. the BRAVE program for students with anxiety and the Rainbows program for those
experiencing grief and loss;
• afterschool craft club to build relationships and open communication with the community;
• Mindfulness Mondays during lunchtimes;
• assisting teachers to implement Bounceback and similar social and emotional skills programs;
• additional initiatives at WLPS included mindfulness, yoga, Smiling Minds and after school staff Pilates sessions

Common Learning Support Acronyms

SAER Students At Educational Risk PCH Perth Children’s Hospital
SSEN School Special Educational Needs CFS Child Family Services (Department of)
SSEND School Special Educational Needs Disability SPELD SPEcific Learning Difficulties
SSENB School Special Educational Needs Behaviour CAMHS Child & Adolescent Mental Health Service

FINANCE

Revenue - Cash & Salary AllocaJon Budget Actual

1 Voluntary ContribuTons $28,620.00 $28,620.00

Finance

2 Charges and Fees $139,916.00$139,915.88

Insert your School
3 Here
Fees
West Leederville Primary School
Logo or from FaciliTes Hire $34,503.00 $34,502.96
Delete if not
Financial Summary as at
4 Fundraising/DonaTons/Sponsorships
required $71,938.00 $71,935.99
9 January 2019
5 Commonwealth Govt Revenues $2,639.00 $ 2,639.27
6 Other State Govt/Local Govt Revenues
Revenue - Cash & Salary Allocation Budget
$1,000.00
Actual
$ 1,000.00
Locally Generated Revenue - Budget vs Actual
1 7 Revenue
Voluntary from Co, Regional Office$ and Other
Contributions Schools
$1,661.00
28,620.00 $ $ 1,660.92
28,620.00 $000
2 8 Other Revenues
Charges and Fees $ $48,866.00 $48,865.59
139,916.00 $ 139,915.88
Budget Actual
3 Fees from Facilities Hire $ 34,503.00 $ 34,502.96
160
4 9 Transfer from Reserve or DGR $
Fundraising/Donations/Sponsorships 71,938.00$16,913.00
$ $16,913.00
71,935.99
5 Commonwealth Govt Revenues $ 2,639.00 $ 2,639.27
6 Total Locally Raised Funds
Other State Govt/Local Govt Revenues $ 1,000.00$346,056.00
$ $346,053.61
1,000.00
140
7 Revenue from Co, Regional Office and Other Schools $ 1,661.00 $ 1,660.92
8 Other Revenues
Opening Balance
$
$
48,866.00 $
5,952.33 $ 5,952.33
48,865.59
9 Transfer from Reserve or DGR Student Centred Funding
$ 16,913.00$206,661.00
$ $206,660.96
16,913.00
120
10 Residential Accommodation $ - $ -
11 Total Cash Funds Available
Farm Revenue (Ag and Farm Schools only) $ - $ 558,669.33
$ $ 5-58,666.90
12 Camp School Fees (Camp Schools only) $ - $ -
Total Salary AllocaJon
Total Locally Raised Funds $ 346,056.00$ $ - 346,053.61 $ - 100

Opening Balance $ 5,952.33 $ 5,952.33

Total Funds Available
Student Centred Funding $
$ 558,669.33
206,661.00 $
$ 558,666.90
206,660.96
80
Total Cash Funds Available $ 558,669.33 $ 558,666.90
Total Salary Allocation $ - $ -
Total Funds Available $ 558,669.33 $ 558,666.90
60

Expenditure - Cash and Salary Budget Actual

Transfers from Current Year Actual Cash 40
Locally Raised
$ Funds
274,974.83
Reserves Sources
Student Centred
$ 206,660.96
Funding
3% 1 AdministraTon $ 22,746.26 $ 22,165.07
Other Govt Grants5,300.19
$
20
Other $ 48,865.59
Other Govt Grants
2 Lease Payments $ 31,403.00 $ 31,136.84
Transfers from
$ Reserves
16,913.00
1%
$ 552,714.57 Locally Raised Funds 3 UTliTes, FaciliTes and Maintenance $128,600.00 $128,372.90
Other 50% 0
9% 4 Buildings, Property and Equipment
Revenue Source $ 92,119.00 $ 87,771.80
5 Curriculum and Student Services $214,333.54 $199,901.38
Student Centred
Funding 6 Professional Development $ 17,838.00 $ 17,837.32
37%
7 Transfer to Reserve $ - $ -
8 Other Expenditure $ 4,400.00 $ 4,362.38
9 Payment to CO, Regional Office and Other
$ 18,398.20
Schools $ 1,491.11
Total Goods and Services Expenditure $ 529,838.00 $ 493,038.80
Expenditure - Cash and Salary Budget Actual $000 Goods and Services Expenditure - Budget vs Actual
Total Forecast Salary Expenditure $ - $ -
1 Administration $ 22,746.26 $ 22,165.07
2 Lease Payments $ 31,403.00 $ 31,136.84 250 Total Expenditure
Budget
$ 529,838.00 $ 493,038.80
Actual

3 Utilities, Facilities and Maintenance $ 128,600.00 $ 128,372.90

4 Buildings, Property and Equipment $ 92,119.00 $ 87,771.80 Cash Budget Variance $ 28,831.33
5 Curriculum and Student Services $ 214,333.54 $ 199,901.38 200
6 Professional Development $ 17,838.00 $ 17,837.32
7 Transfer to Reserve $ - $ -
8 Other Expenditure $ 4,400.00 $ 4,362.38 150
9 Payment to CO, Regional Office and Other Schools $ 18,398.20 $ 1,491.11
10 Residential Operations $ - $ -
11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ -
100
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) $ - $ -
50
Total Goods and Services Expenditure $ 529,838.00 $ 493,038.80
Total Forecast Salary Expenditure $ - $ -
Total Expenditure $ 529,838.00 $ 493,038.80
 Class Teachers Admin team Role

Staff 2018
Year 6 Mim Hawgood Fiona Kelly Principal
Year 5/6 Lauren Brophy Lisa Wade Associate Principal
Year 5 Blue Samantha Pallas A/Principal Semester 2
Year 5 Red Judith Curtis Michael McInerheney Associate Principal
Shelley Hollett-Thompson Associate Principal
Year 4 Blue Phil Braimbridge
Year 4 Red Nick Savatovic
Support team Role
Year 3/4 John McInerheney
Year 3 Blue Yvonne Greenway Janelle Cosentino MCS
& Natasha Stavretis Robyn Gilfillan School Officer
Year 3 Red Rachael Smith Clare Hotchin School Officer
Year 3 White Pip Hawson Jack Dart School Officer
Year 2 Blue Michelle Moyes Lauren Gabelich School Psychologist
& Jade Gatcum Corali Sala Tenna Chaplain
Year 2 Red Chris Hill & Shannon Holmes Deanne Moss Education Assistant
Year 2 White Joanne Stanton Jenny LeFevre Education Assistant
Year 1 Blue Rochelle Reeves Snehal Inamdar Education Assistant
Year 1 Red Monique Mackaiser Candice Nicholas ESL Education Assistant
Year 1 White Nicole Addison Donna Dwyer Education Assistant
Year 1 Black Jade Mulgrew Renee Garabedian Education Assistant
Pre-primary Blue Sinead O’Neill & Bianca Lisa Robbins Education Assistant
Sussovich Jane Jenkins Education Assistant
Pre-primary Red Julie Ballantine Sarah Zeelenberg Education Assistant
Pre-primary White Jessika Schofield Bec Lorraine Education Assistant
& Gail Collet Julian Cosentino Education Assistant
Kindergarten Natalie Terry Cathy Bates Education Assistant
Kindergarten Sue Wilson Jessica Chong Education Assistant
Music Katie Samsa Geoff Spence Gardener
LOTE Linda Williams Gerson Patete Gardener
Phys Ed Ali Chadwick & Jo Shepherd Abdullah Mostafavipour Gardener
Drama Claire Munday Barbara Keely Canteen Manager
Art Sally Gorey Lia Van den Beuken Library Officer
DOTT provider Fiona Lanigan Inacio Duarte Cleaner
DOTT provider David McGlynn Natalina Duarte Tavares Cleaner
Eva Tavares Cleaner
WEST LEEDERVILLE PRIMARY
SCHOOL

58 Northwood Street, West Leederville, WA, 6007

T: (08) 9381 1655 F: (08)9381 2985

W :hYps://wlps.wa.edu.au
E: westleederville.ps@educaJon.wa.edu.au