1. education
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ANNUAL REPORT 2013
CARINE PRIMARY SCHOOL ANNUAL REPORT 2013
Carine Primary School is proud of its tradition of serving the
educational needs of students for over three decades,
maintaining a commitment to achieving high standards of
academic, social and sporting excellence. Our motto, vision
beliefs and values reflect what we stand for and define who
we are.
The school nurtures positive self-esteem in each student and
provides a supportive, inclusive environment in which
students are encouraged to care for and respect themselves
and others. The positive contribution of parents is recognised
and valued in all aspects of school life.
NATURE OF THE COMMUNITY
Carine Primary School is a level 5 school with nearly 600
Kindergarten to Year 7 students. It is situated on the coastal strip 15
kilometres north-west of Perth in Western Australia. Many parents
have tertiary degrees and many own their own businesses. There is
a high degree of value placed on education.
Our primary school grounds merge with Carine Senior High School
and both schools have wide open playing areas which are
extensively used and enjoyed by the students. The community is
well serviced by shops, sporting clubs and recreation areas.
PARTNERSHIPS AND PARENT PARTICIPATION
Carine PS is an Independent Public School. The Carine Primary
School Board is made up from parents, staff and community
members. It meets each term to update and review policies and
monitor the school‟s Business Plan. The Board is committed to
supporting the school to achieve its vision which states: Quality
teaching providing opportunities for growth in student achievement.
CPS fosters and enjoys excellent support from the parent body and
encourages parent participation through the P&C, regular assemblies
and newsletters. Parent volunteers are used in various curriculum
and extra curricula activities such as classroom assistance, coaching
and officiating at sporting events, assisting with excursions and
camps and being involved in fundraising.
We will continue to build on the positive relationship we have with our
community using strategies already in place. Our emphases will be
on continuing to enhance the physical environment, improving and
refining major policies across the school and continuing to make our
school a welcoming and supportive learning environment for new
and existing students and parents.
SUMMARY OF STUDENT ACADEMIC ACHIEVEMENT IN 2013
Literacy & Numeracy
2013
Numeracy
Reading
Writing
Spelling
Punctuation &
Grammar
Percentage of Carine PS students at or
above National Minimum Standards
Year 3
Year 5
Year 7
100
97
100
100
100
100
100
97
99
100
99
100
100
100
100
E:\Carine Admin Developments\School Report Stuff\Annual Report 2013\CARINE PS ANNUAL REPORT 2013 Final.doc
Percentage of CPS Students above WA
Public Schools Minimum Standards
2013
Numeracy
Reading
Writing
Spelling
Punctuation &
Grammar
Year 3
98
96
98
95
96
Year 5
94
97
96
99
94
Year 7
98
98
98
100
100
STUDENT ACHIEVEMENT
At CPS, classroom assessments combined with data gathered from
National and State testing programs indicate that there are high
standards in the school and comparative results with „like schools‟
shows evidence of significant 'value adding' in core curriculum areas.
97% of students in years 3,5 &7 performed above the minimum
national benchmark and we continually strive for excellence in
student learning. CPS continues to achieve and strive towards high
levels of literacy and numeracy, the foundation for success at school.
SUMMARY OF STUDENT PERFORMANCE IN MATHEMATICS
2012
Band
CPS
NUMERACY ACHIEVEMENT IN NAPLAN 2012 / 2013
Percentage of Students in each Proficiency Band
Year 3
Year 5
2013
2012
2013
2012
Like
CPS
Like
CPS
Like
CPS
Like
CPS
Year 7
2013
Like
CPS
Like
10
9
24
26
41
30
8
21
17
12
21
25
24
30
22
7
23
18
16
19
35
25
21
23
6
35
22
22
15
36
32
35
31
11
18
6
17
5
38
25
33
33
14
22
29
19
5
6
1
7
4
22
29
33
30
6
8
4
8
0
1
0
1
3
3
16
9
16
0
3
3
2
2
2
7
2
4
1
0
1
0
2
Table 1: Comparisons with Like Schools in Numeracy 2012 /13 (shown as percentages)
[
] Above National Minimum Standard
[ ] At NMS
[ ] Below NMS
Student performance in the national numeracy test again highlighted
the effectiveness of classroom teaching and the planning for
improvement that exists across the school. Table 1 (above) shows
that our students‟ achievement levels were above „like schools‟ for
Years 3 and 7, and just below „like schools‟ for Year 5. „Like schools‟
achievement levels are above State achievement levels.
Students „at risk‟ work in small groups and are given educational
support to develop the concepts needed to develop mathematical
competency.
Recommendations:
 Continue to ensure planning is evidence based. Analysis of point
of error to inform operational planning.
 Comparison with any available national standards.
 Continue with classroom extension and support programs.
 Moderation activities in Numeracy to identify areas of weakness
and support staff in making professional judgements about
student grades.
 Continue with ICT mathematical development using interactive
smartboard and iPad technologies.
 Continue to explore mathematical exemplars online to reach
shared understandings about what is required for demonstrations
of standards of achievement.
ANNUAL REPORT 2013
Carine PS
SUMMARY OF STUDENT PERFORMANCE IN ENGLISH
STUDENT PERFORMANCE IN SCIENCE AND SOCIETY AND THE
ENVIRONMENT
LITERACY AND READING
2012
CPS
Band
READING ACHIEVEMENT IN NAPLAN 2012 / 2013
Percentage of Students in each Proficiency Band
Year 3
Year 5
2013
2012
2013
2011
Like
CPS
Like
CPS
Like
CPS
Like
CPS
CARINE PRIMARY SCHOOL
Percentage of Carine students at or above the WAMSE Test
Standard
Year 7
2012
Like
CPS
Like
10
9
14
14
20
8
20
14
15
10
35
32
37
7
27
27
15
20
29
29
30
6
67
36
44
36
29
29
37
31
17
17
11
5
18
27
28
19
20
19
29
30
5
6
1
4
12
19
19
25
3
7
1
7
0
2
1
3
3
11
6
13
1
4
3
3
2
0
6
4
6
1
0
1
0
2
Table 2: Comparisons with Like Schools in Reading 2012/13 (shown as percentages)
[
] Above National Minimum Standard
[ ] At NMS
11
20
29
27
10
2
[ ] Below NMS
Students from Carine Primary School continue to achieve at high
levels in Literacy and they are above „like schools‟ achievement
levels in all areas of literacy, except Year 5 Spelling.
The data in Table 2 above shows that in the national assessment in
Reading for Years 3, 5 and 7 our students‟ achievements in the
higher bands were above Like Schools.
Whole school planning in Literacy enables teachers to plan together;
base their planning on the evidence available, focus on the point of
error and relate it to the national standards. Moderation activities in
English are used to identify areas of weakness and to support staff in
making professional judgements about student grades.
Specific programs are designed for students „at risk‟ and where
necessary are prepared in collaboration with parents.
Interactive smartboard / iPad technologies are used to enhance
teaching and learning in literacy and all learning areas; and teachers
use online exemplars to reach shared understandings about what is
required for demonstrations of standards of achievement.
Recommendations:
 Continue to ensure planning is evidence based. Analysis of point
of error to inform operational planning.
 Comparison with any available national standards.
 Moderation activities in English to identify areas of weakness and
support staff in making professional judgements about student
grades.
 Continued focus on the teaching of reading in all year levels.
 Continue with ICT English development using interactive
Smartboard and iPad technologies.
 Continue to strengthen the teaching of phonics.
 Design specific programs for students falling below national
minimum standards in collaboration with parents.
 Continue to explore English exemplars on line to reach shared
understandings about what is required for demonstrations of
standards of achievement.
Science
Society and
Environment
Year 7
2011 2012 2013
76
68
79
59
78
75
Students performed well in these areas, with 70% of Yr 5 and 79% of
Yr 7 students assessed in Science achieving at or above the
WAMSE Standard. In Society and Environment 64% of Yr 5 and
75% of Yr 7 students achieved the standard. The table displays an
overall increase in results this year in Yr 7 Science and in Year 5
Society and Environment.
NON ACADEMIC ACHIEVEMENT
School enrolment trends 2010 - 2013
Carine Primary School
FULL TIME SCHOOL ENROLMENTS 2013
Pre – Primary
Primary
Total
2010
62
483
545
2011
65
443
508
2012
63
460
523
School staff numbers 2013
Carine Primary School
STAFF NUMBERS 2013
Administration Staff
Level 3 Teachers
Teaching Staff
Support Staff
Total
No.
3
1
29
18
51
FTE
3.0
1.0
23.6
12.6
40.2
Student Attendance
Carine Primary School
Primary Attendance 2013
2010
2011
2012
2013
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Year 5
2011 2012 2013
84
78
70
80
59
64
School
94.2%
95.1%
94.4%
94.8%
State
92.9%
92.7%
92.3%
92.6%
2013
65
458
523
Carine PS
ANNUAL REPORT 2013
Student Attendance
2014 Destination Schools for 2013 Year 7 Students
Attendance data in 2013 showed the Regular Attendance category in
Semester One (90% or greater) at 85% whereas in Semester Two
the Regular Attendance category dropped to 79.7%. Student
extended overseas absences have contributed to this decrease of
attendance in Semester Two. The indicated Moderate At Risk
category (80% to 90% student attendance) increased from 12.4%
(65 Students) to 16.2% (85 students) in Semester Two, 2013. This
increase of 3.8% equates to 20 more students at risk in category 2 in
Semester Two.
Even though the school promotes the “It‟s Not Okay to Stay Away”
message, parents are still taking students out on holidays during
school time and this remains the greatest factor influencing
attendance data.
Our Year 7 students selected these public government high schools
to continue their secondary schooling for 2014 and beyond.
The school uses an integrated student attendance record and SMS
contact system to message parents when students are not at school
and where no notification is received for their absence. Students with
attendance irregularities or regular lateness are followed up through
the SAER program to ensure co-operation between home and school.
Letters are sent to parents where a student‟s attendance without
acceptable reason falls below 90% or where students are regularly
late. Parents are phoned when a student is absent from school
without explanation for an extended period of time.
The school will continue to monitor student attendance and use the
strategies above to further reduce unacceptable attendance, so that
students are given the best opportunity for continuity in learning..
Teacher Judgements on Attitude, Behaviour and Effort
Information from teacher reporting on students‟ attitude, behaviour
and effort indicates a high level of student performance. Students
showed a consistent improvement in attitudes across all the eight
attributes in Semester 2. Question 1 „Works to the best of his/her
ability‟ showed a steady shift in student attitudes towards doing their
best. Semester 2 reporting showed an increase from 94% to 95% of
students showing in this category, removing 1.47% of students from
the „sometimes‟ attribute. Question 4 „Participates responsibly in
social and civic responsibilities‟ showed the greatest shift in student
attitudes. Semester 2 reporting showed an increase from 98% to
100% of students showing social and civic responsibility, removing
1.47% of students from the „sometimes‟ attribute.
Destination Schools for 2013
2011
2012
2013
49
61
63
Perth Modern School
3
1
3
Duncraig Senior High School
3
2
1
Warwick Senior High School
0
1
2
Others
0
0
2
Carine Senior High School
PROGRESS REPORT ON SCHOOL PRIORITIES
Priority 1: Higher Order Thinking Skills (HOTS)
The school‟s main priority is to teach Higher Order Thinking Skills in
order to improve reading comprehension skills and create critical
thinkers because this impacts on all oral and written work across all
curriculum areas. Our students will then be able to apply these skills
when they are faced with challenging or problem situations.
The HOTS program is embedded in all learning areas giving the
students the skills and ability to interpret, analyse, evaluate and to
problem solve.
It also encourages freedom of self-expression and for students to be
responsible for their own learning and to develop self-confidence and
the motivation to be life-long learners.
Teachers have been supported and encouraged to improve their
skills to enable a differentiated curricula to be offered to our students
as they have a wide range of abilities. Through high quality teaching,
students are embracing a culture of „thinking outside the square‟.
They are more proactive in asking quality questions which helps in
the development of deeper knowledge and understandings.
Teachers and students have valued the learning input that
cooperative learning strategies and tactics have had on their daily
activities. The use and distribution of the tactics across learning
areas indicates clearly that teachers are providing the students with a
differentiated curriculum to promote life-long learning skills.
Teachers need to be highly commended in embracing the tactics and
in enriching the students‟ thinking and learning to promote high order
thinking and open-ended tasks to complement the cycle of explicit
teaching. (I do, we do, they do). Therefore the school‟s HOTS
program is seen to be effective and adds value to the students‟
knowledge and understanding.
Among the recommendations for 2014 are :
94% to 98% of students in Semester 1, Year 5 were rated as
performing „consistently‟ or „often‟ across the eight attributes and
95% to 100% of students in Semester 2, Year 5 were rated as
performing „consistently‟ or „often‟ across the same eight attributes.
The table above shows an overall increase in attitude, behaviour and
effort compared to Semester 1, 2013.
There were no suspensions or exclusions recorded in 2013.
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 Continual use of co-operative learning strategies in parallel with
the Values and Virtues section of the School Plan for 2014
 Whole school common language usage to ensure that the correct
language of each of the disciplines is known by our students
 The use of the Inquiry Model and approach to research
 The use of Investigations which allow students to demonstrate and
apply what they have learned to new situations
 The provision of Professional Learning is continual and
increasingly focussing on networking, co-coaching and sharing
and developing in-school expertise and a thinking community
 The merit selection of all new staff to fit in with the school‟s
Workforce Planning requirements which emphasize HOTS in both
staff and students.
Carine PS
ANNUAL REPORT 2013
Priority 2: Instructionally intelligent Teachers
Academic Achievements
The Explicit Teaching Model has been adopted at Carine and is
designed to maximise time on task for both teachers and students.
The model is evidence-based and recognises that the most important
influence on students‟ results is the quality of the teacher and the
quality of the teaching in the classroom.
Year 7 students have won scholarships to various high schools
including Carine SHS and Perth Modern School. A significant
number of students were placed in the highest bands in the NAPLAN
and WAMSE results across all areas.
It focuses on the following beliefs that underpin successful teaching –
1. Every child matters every day
2. Every minute of instructional time counts
3. All students can be high achievers
Explicit, logical and sequential learning programs, combined with our
staff service values, ensure we develop the essential prerequisites
for engaged students. The attention to the establishment and
maintenance of a strong school culture is a priority within the
leadership team and the staff. This is because a strong sense of
belonging and of knowing what is expected of all staff and what it
takes to be „A Carine Kid‟, together provide the foundation for
effective teaching and learning.
Teacher Judgements on Academic Achievement
School and system data show that there is significant agreement
between teacher judgements on student reports and the NAPLAN
results across the areas of Literacy and Numeracy. Report ratings
given by teachers are compared with the students‟ achievement in
NAPLAN and there is a show strong correlation. In a few instances
where discrepancies arise, these are investigated and explained.
HIGHLIGHTS OF THE 2013 SCHOOL YEAR
Carine Primary School became an Independent Public School in
2013. This is a very significant step for the school and will provide
substantial benefits in staffing and additional funding, giving the
school more autonomy and flexibility in its operations.
In keeping with this change and in consultation with the school
community, a new school logo was designed, a common vision was
prepared and a three year Business Plan outlining our strategic
directions was developed. The new logo design can be seen above
and the three arcs symbolise strength, commitment and community
as well as representing the partnership of parents, students and staff.
Upgrades
Following last year‟s technology upgrades, there is now wireless
access across the school, and extra laptops and iPads have been
added. The school already has Smartboards in every teaching area
with the enhancement of high definition touch screens in three
teaching and learning areas.
This year there were upgrades to four of the junior classrooms
converting them to two fully functional early years classrooms. Extra
storage and disabled toilet facilities were included to bring the school
up to new school standards.
A Windows 7 and Office 2010 upgrade was performed in November.
This operating system was deployed to all laptops and desktop
computers. Our standard operation system is referred to as version
four. (SOEv4) All administration and curriculum servers were
replaced by the Department of Education. This is in line with the
latest department technology support and infrastructure management
mandated policy guidelines.
A Website upgrade was completed in July 2013 and our School App
is also nearly complete to enhance our communications strategy.
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A large number of students gained Distinctions and Credits in
International Competitions and Assessments for Schools in English,
Writing, Spelling, Mathematics and Computer Skills.
Staff planned together to implement the Australian Curriculum in
History and have worked collaboratively on planning documents in
English, Mathematics and Science.
The Scitech Early Childhood Initiative was implemented in junior
classrooms in 2013 and Dr Alex Lubansky, a Chemical Scientist at
ECU visited the school to talk to students from Pre-primary to Year 7.
The Carine Writing and Speaking (CWAS) program for students in
Years 4-6 continued this year. Students prepared short speeches
and arguments on specific topics in a formal situation with set roles
and procedures designed to assist their speaking and writing skills –
in particular, „thinking on their feet‟, presenting an argument and
writing expositions. This has been a very successful program with
students demonstrating competence and confidence in speaking and
writing. It is based on the Toastmasters‟ Model.
Other individual student achievements include –
 A high distinction in Science was achieved by a Year 7 in the ICAS
competition.
 Top scorers in the 2013 Australian Problem Solving Mathematical
Olympiad.
 One student attained the top score in Mathematics across all
Australian schools that participated at Year 4 in the ICAS
competition.
 One Year 7 student attained recognition in the North Metropolitan
Education Region for excellence in their work at PEAC.
 Two Year 6 students represented the North Metropolitan PEAC
group at Scitech‟s annual brainstorm challenge.
Achievements in Music and the Arts
The Choir performed at the 2013 „WA Government Schools Make
Music‟ Festival at Burswood.
The school string orchestra performed at Perth Modern School in the
WA Schools‟ Orchestra Festival.
A Year 7 student attended The Australian Performing Arts Network in
the USA.
Achievements in Sport
Carine again won the Interschool Cross Country and the CDSSA
Shield in the Interschool Winter Sport carnival in Term 2.
The School Faction Swimming carnival
was held in Term 1. Cook was the
winning faction.
The School Junior Athletics and Senior
carnival was held in Term 3. Phillip was
the winning faction for both groups.
Individual students performed at very high levels of competition in
many sports including Swimming, Athletics, Soccer, Baseball, Ice
Hockey, Basketball, and various high level Gymnastic events at the
local, state and international level.
Carine PS
ANNUAL REPORT 2013
Staff Achievements
Curriculum leadership roles continue to be developed in the school
and three teachers have responsibility for the junior, middle and
senior years. They have been instrumental in developing whole
school approaches to teaching English, Mathematics, Science and
History and aligning them with the Australian Curriculum.
A large number of senior students nominated for leadership positions
within the school and those achieving Student Councillor status had
to be competitive and persuasive in order to win over support from
other students.
Curriculum leaders provide strong support and advice to staff and
continue to be outstanding in their leadership. All staff at Carine has
been involved in teamwork and collaboration to strengthen the „whole
school approach‟ to planning this year. They are to be congratulated
for their efforts.
Parent and School Community
Staff provided a „Thank You‟ morning tea for parents and helpers to
express their appreciation for the ongoing support of an active P&C
and School Council. The assistance we receive for our school
programs, such as Support a Reader, enable us to provide the best
outcomes for our students.
Civic Responsibility
The school continues to support Bikabele, which is a local group that
supports deaf and very poor orphans in Bali. The Student
Councillors and our students showed initiative and compassion in
their fundraising events held throughout the year. A total of $813.00
was raised for the Bikabele Foundation.
Teacher, Parent and Student Satisfaction
In 2012 a Year 6 and 7 (137 students) online survey was conducted.
The feedback reflected that senior students felt safe, that they, along
with staff, were respected and that teachers were committed to
giving of their best and expecting the best from students in return.
This reflects the school vision promoting quality teaching and
learning. The two questions least highly rated were in keeping with
having a say about school activities, eg ice cream days, and a
perceived bullying problem. The staff discussed that students always
want more fun days, more mad hair days and more ice cream days
and so weren‟t overly concerned with that item. However, the student
councillors would be briefed and ensure they had mechanisms to
seek student feedback and input into the various activities they
organise throughout the year. On the bullying ratings, staff reps
discussed that a lot of the bullying pertained to cyber bullying which
had occurred out of school and the teachers had dealt with each
incident accordingly. This lower rating response from the students,
was, however counteracted by the positive response reflected in
another question where feedback was that students feel safe at
school. The school will continue to monitor the bullying issue along
with reinforcing the message about responsibility of the bystander.
Overall the student survey responses were very positive.
Students Voting for Leadership Positions
Financial Report - School Annual Budget 2013
SOURCE
Previous Year‟s Balance
Salary Pool Allocation
Voluntary Contributions
Bank Interest
Term Investment Interest
School Grant
Commissions
Utilities
Other Revenue
TOTAL REVENUE
Less Salary Pool
Less Unallocated
Less Cost Centres
TOTAL EXPENDITURE
AMOUNT
$ 45 494
$ 50 000
$ 28 560
$ 1 000
$ 15 600
$153 700
$ 7 500
$ 92 942
$ 6 300
$ 391 496
$ 50 000
$ 19 964
$ 321 532
$ 391 496
P&C Donations
30 iPads
30 iPad Smart Covers
32 Bay iPad Cart
Sand Junior Play(self-funded)
Fete Banners & Signage(self-
$17,100.00
$1,227.30
$3,518.00
$1,731.89
$1,600.00
funded)
Sub Total
iPhone App(funds committed)
Nature Garden(funds committed)
Reading Eggs(funds committed)
30 iPad Air(funds committed)
30 iPad Smart Covers(funds
$25,077.19
$1,000.00
$2,000.00
$4,442.00
$18,000.00
$1,227.30
committed)
Teacher-parent interviews continue to be positive and there is a
strong home-school partnership at Carine. Class teacher meetings
at the beginning of the year were very well attended and very
positive feedback came from parents about this experience.
The school‟s website attracts many positive comments and we
continue to get enrolment enquiries through the considerable
information available to parents on our website.
Information about our school from the My School‟s website has also
been viewed positively by our community.
E:\Carine Admin Developments\School Report Stuff\Annual Report 2013\CARINE PS ANNUAL REPORT 2013 Final.doc
32 Bay iPad Cart(funds
$3,718.00
committed)
Sub Total
Total
$30,387.30
$55,464.49