2014 Beeliar Primary School Annual Report

1.
AT A GLANCE At Beeliar
Dear Parents, Carers and School Community Members
SCHOOL SONG
Stand Tall at Beeliar
Standing with our heads held high
Stand Tall at Beeliar
Standing with our heads held high
It is with great pleasure that I present to the Beeliar Primary School community
the Annual School Report for 2014. The 2014 school year has been another
positive year of consolidation with strong progress being made towards a range
of goals and targets that were set in our Business Plan 2013-2015.
Student verse
We are the kids of Beeliar
We are the kids of Beeliar
We‟re working hard and standing
tall
„Cos we‟re the kids of Beeliar
It has been my privilege to work with a dedicated group of staff who care deeply
about children and work tirelessly to see them achieve their potential. I would
like to take this opportunity to thank all of our school staff for their wonderful
support and work in 2014.
Staff Verse
We are the staff of Beeliar
We are the staff of Beeliar
We‟ll help you learn and hold your
head high
Because we want the best for you
Parent Verse
We are the mums
We are the dads
We are the parents of Beeliar
We‟ll help you learn and hold your
head high
Because we want the best for you
OUR SCHOOL MOTTO
Stand Tall
OUR GOLDEN RULE
Treat everyone how you would like
to be treated
OUR SCHOOL LOGO
2014 was a very constructive year for the Beeliar Primary School Community in
our second year as an Independent Public School. There were many highlights
which have resulted in our students and staff having access to a wide range of
excellent educational activities.
Specific highlights in 2014 included:
• Six students winning places in gifted and talented programs in public high
schools.
• A strong focus on performance through music (choirs), class assemblies and
end of year concerts, as well as a junior music production called Australia –
the Sight … The Sounds … The Songs…
• Literacy and Numeracy Week open classrooms for family members.
• The school‟s participation and strong results in interschool sporting events.
• Our annual school camp to Baldivis for Year 6 and 7 children.
• The Central Cockburn Education Network (CCEN) Science Challenge.
• Strong collaborative practices of teachers and coaching models implemented
by teacher leaders.
• Strong curriculum leadership demonstrated by teacher leaders across the
state (as Teacher Development School - English) and as part of the CCEN.
• The wide range of educational incursions and excursions provided for all
children.
• The strong support shown by parents through the School Board and through
the P&C to provide the school with just under $30,000 for much needed
resources.
• Visit from Cambodian Ministry of Education, Youth and Sport personnel.
As part of the school reporting and accountability process, this report provides
you with a snapshot of how our school performed in 2014. Achievement results
continue to show that our students are making admirable progress although
there are always areas in which we can improve. These results help us to
determine our strengths as well as the areas of challenge so that we can plan
for future teaching and learning experiences.
I trust that you find this report to be a practical and informative summary of our
2014 school year. Additional information can be found on the Department of
Education‟s „Schools Online‟ website at http://www.det.wa.edu.au/schoolsonline.
PAM POLLARD
PRINCIPAL
Wetlands to the Waves
Represents the position of Beeliar
PS between the Lakes in the
Yangebup/Beeliar area and the
Indian Ocean at Coogee
STUDENT LEADERS
BEELIAR IDENTITIES
An active group of student councillors met to promote student activities. The
2014 Head Boy was Jaxon Bellchambers and Head Girl was Emily Litt.
HEAD BOY
The Student Councillors were Cayden Jessen, Chloe Gasmier, Luke
Nicholas, Felicity Field, Taylor Yates and Shanae Cammell.
Jaxon Bellchambers
The Faction Captains and Vice Captains were Hannah-Rose Skonis and
Carys Milby (Amelia); Brayden Strandly and Riley Sheedy (Cambria);
Cheyanne Green and Jacob Plunkett (Edina); and Lewis Hollis and Jenna
Symington (Maranda).
Other students from Years 6 and 7, too many to mention, took on leadership
roles such as Play Tall Leaders and Peer Mediators. They all did a great job
and contributed to a positive playground environment.
PARENT AND COMMUNITY INVOLVEMENT
The School Board under the Chairmanship of Tim Algie was active in
providing feedback to the school on setting directions for 2015 and changing
the membership numbers of the School Board. This was in addition to
reviewing the Contributions and Charges Policy, and monitoring the school‟s
performance and financial expenditure.
HEAD GIRL
Emily Litt
Strong parent involvement was evident in 2014 with an active Parents and
Citizens Association (P&C) under the presidency of Claire Porter. The
fundraising committee led by Tanya Yukich worked tirelessly to raise funds for
the school. The majority of the funds were raised through the School Fete
which was a huge success. This year the P&C have provided the school with
approximately $30,000 for much needed resources.
SCHOOL BOARD
The funds raised went towards outdoor seating for the Year 3-6 children, hats
for every Kindergarten child, bus travel to and from the Year 6/7 Camp, home
readers, sports equipment, a student scholarship and funds towards the music
production and increasing the time of the school chaplain. The sensory bike
path was completed and officially opened by the Mayor of Cockburn. The
efforts of the P&C were inspirational.
Denise Bradley with the assistance of Michelle Swallow and Nancy Hender
manages the P&C Uniform Shop. The shop provides an invaluable service to
the school. Erica Blake took over as the uniform shop treasurer from Amanda
McCammish. All are thanked for their amazing efforts.
The P&C Canteen continued to provide healthy food and drinks at school for
staff and students. Over 80% of items on offer in the school canteen are
considered “green”, meaning foods are low in fat, sugar and salt. Michelle
Bloomfield has continued to wow us as canteen manager with Claire Porter as
the canteen treasurer. The school community is also very grateful to all of the
volunteers for their hard work in the canteen.
The P&C continued to grow its school banking program. Jacinta Bushnell and
Melissa Plunkett provided this service to the students and it is pleasing to see
the increase in the number of children banking each week.
Tracy Ross operated a Bookclub through Scholastic Australia so that students
could purchase quality affordable reading books. Thank you, Tracy.
In addition to the P&C and School Board, many other parents actively
supported the school by volunteering their time to help in the classroom, in
school reading programs including MultiLit and Support-a-Reader, to set up the
Art Exhibition, create props for assemblies and special events such as
Graduation, set up the Book Fair, with P&C fundraisers, and the list goes on. I
would like to thank all of our volunteers for their ongoing commitment to, and
support of, our school.
Special thanks are extended to Tanya Yukich, Amanda McCammish and
Jacinta Bushnell who have worked tirelessly as members of the P&C.
Chairperson
Tim Algie
Parent Representatives
Kristie Popkiss
Trace Radcliffe
Karen Boult
School Representatives
Principal
Pam Pollard
Sarah Gasmier
Fern O‟Donnell/Shayna Driscoll
Executive Officer
Brenda Taylor
P&C COMMITTEE
President
Claire Porter
Vice President
Tanya Yukich
Secretary
Jo Forward
Treasurer
Karen Boult
P&C Fete
SCHOOL STAFF
Principal
Pam Pollard
Deputy Principals
Josh Butler
Karen Ford
Level 3 Classroom Teachers
Jan Bell
Jeanette Hay
Senior Teachers
Ainslie Boland
Joanne Curry
Sarah Gasmier
Cheryl Hancock
Stephanie Madgwick
Fern O‟Donnell
Sandra van Galen
Demelza Hamilton
Diane Piper
Learning Team Coordinators
Diane Piper
Shayna Driscoll
Adrian Hall
Julie-Anne Muir
Adam Batt
Registrar
Brenda Taylor
School Officers
Angie Brierley/Larna Jones
Julie Nixon-Smith
FINANCIAL INCOME AND EXPENDITURE
The income and expenditure graph below indicates the funds in 2014. The
school received an estimated 60% of our Primary contributions and charges
and 80% of our Pre-Primary and Kindergarten contributions and charges. All
funds raised were allocated in consultation with the Finance Committee and
School Board.
2014 Income
2014 Expenditure
Voluntary Contributions
Charges and Fees
Government Allowances
P&C Contributions
$18,036.00
$72,315.60
$0
$ 26,700.00
Administration
Leases
Utilities
Repairs/Maintenance/
Grounds
Building Fabric and
Infrastructure
$13,126.18
$3,555.74
$84,038.24
$25,177.56
Fundraising/Donations/
Scholarships
$ 683.15
Department of Education
Grants
Other state government
grants
Commonwealth grants
Trading activities
Other
$ 309,357.28
Assets and resources
$35,430.71
$0
Education services
$125,565.66
$0
$0
$38,037.26
Other specific programs
Trading activities
Salary pool payments to
Central Office
Other
Transfers to Reserves
$1,840.25
$0
$0
Internal Transfers
Total
Opening Balance
$16,326.06
$481,455.35
$68,166.89
$549,622.24
Total Contingencies
Expenditure
$363,797.21
Total Funds Available
$18,036.00
$8,200.00
$11,362.87
$55,500.00
Cash Position as at:
Bank Balance
Made up of:
1
2
3
4
5
6
7
General Fund Balance
Deductible Gift Funds
Trust Funds
Asset Replacement Reserves
Suspense Accounts
Cash Advance
Tax Position
Total Bank Balance
$518,575.42
$0
$185,825.03
$0
$0
$309,401.83
$26,409.88
$0
-$3,061.32
$518,575.42
Library Officer
Joan Plummer
Teachers: 28
Education Assistants: 12
Cleaners: 5
Gardener
Bob van Galen
Aboriginal Liaison Officer
Marie Lynden
School Chaplain
Steve Heron
SPECIALIST PROGRAMS
Music (PP – Year 3)
Physical Education
Performing Arts
Visual Arts
Italian (Year 4 – 7)
QUALIFICATIONS
All teaching staff meet the
professional requirements to teach in
Western Australian public schools and
can be found on the public register of
teachers of the Teacher Registration
Board of Western Australia.
Donations were received from the City of Cockburn and IGA Beeliar.
Community business support continues to thrive in Beeliar, and is
appreciated by all at Beeliar Primary School.
Scholarships were received from Metres Down Under, the Beeliar P&C,
Beeliar Medical Centre and Cockburn Rotary Club. The scholarships were
awarded to Year 5 students for the following year.
The Information, Communication and Technology (ICT) Committee
implemented the 2014 stage of the ICT Replacement and Upgrade Plan. This
included the rollout of the Windows 7 operating system to all computers across
the school and an upgrade in the Apple operating system for the laptop trolley.
This has enabled a more secure, reliable environment in ICT. The ICT
committee developed a vision, and scope and sequence for the implementation
of iPads across Kindergarten to Year 3. This includes a strategic upgrade of
Wireless Access Points to handle the increase of wireless devises in the school.
SCHOOL SATISFACTION SURVEYS
Surveys were administered online to students, parents and staff during the
course of 2014. The results of the surveys showed the effect of the ongoing
partnerships between the students, parents and staff and highlighted that the
main stakeholders hold Beeliar Primary School in high esteem.
The survey data was collected with four possible responses; Strongly Agree,
Agree, Disagree, Strongly Disagree and Unable to Comment. Students
responded to 32 questions, parents to 40 questions and staff 49 questions.
STUDENT AWARDS
School Dux
Felicity Field (Yr 7)
Citizenship Awards
Luke Nicholas (Yr 7)
Hannah Skonis (Yr 6)
Beeliar Heartbeat Award
Chloe Gasmier (Yr 6)
Lakeland Leadership Awards
Cayden Jessen
Nina Goddard
Environmental Awards
Jaxon Bellchambers
Jacob Plunkett
Two students Luke Nicholas
and Peter Pupovac won places
in Gifted and Talented
programs at Melville SHS and
John Curtin College of the Arts
Identified as areas of strength across all three groups surveyed included:
 BPS is well organised and runs smoothly
 BPS encourages a sense of pride in achievement
 BPS has clear goals and a positive school identity
 BPS has high standards of student behaviour
 Students at BPS are encouraged to achieve to the best of their ability
 Teachers at BPS care about how their students are going
Identified as areas of improvement were the following:
 BPS needs to communicate better their anti-bullying strategies
 Parents and students need to be given more opportunities to have a say
about BPS.
The anti-bullying area will be addressed as part of the 2015 Stand Tall Plan
while a communication strategy has been devised through the School Board.
Ten Year 6 & 7 students won
places in the NOVA (academic
extension) program at Lakeland
Senior High School (LSHS)
Ten students learn the classical
guitar with Mr Ryan Huxley from
the School of Instrumental Music
Big Day Out
STUDENT PARTICIPATION
Student Numbers
Please Note: These numbers exclude Kindergarten students and reflect the
move of Year 7 students to secondary schools.
Student Attendance
Non-Aboriginal
Aboriginal
Total
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
School
Like
Schools
WA
Public
Schools
2012
93.9%
92.9%
93.3%
75.4%
88.9%
81.1%
92.1%
92.7%
92.3%
2013
94.1%
93.3%
93.7%
81.4%
89.1%
80.7%
92.9%
93.1%
92.6%
2014
93.2%
93.2%
93.2%
79.5%
84.2%
80.4%
92%
92.7%
92.1%
Principal’s Morning Tea
NAPLAN RESULTS
LITERACY
All Year 3, 5 & 7 results with the
exception of
Year 3 grammar and punctuation
were at expected levels
Year 3 grammar and punctuation
was above expectation
Over 90% of Year 3 & 5 students
achieved the national minimum
standard in all Literacy areas
Years 3 students out performed
Australian mean in all areas
except reading which is greater
than the state mean
Year 5 students achieved above
state mean in writing and spelling
STUDENT ACHIEVEMENT
The National Assessment Program - Literacy and Numeracy (NAPLAN)
tests have been conducted in Australian schools since 2008. The tests
were conducted in May 2014 for all students in Years 3, 5, 7 and 9. All
students in the same year level were assessed on the same test items in
the domains of reading, writing, language conventions (spelling, grammar
and punctuation) and numeracy.
LITERACY
BPS performed at expected standards in all literacy areas in Years 3, 5 & 7
with the exception of Year 3 Grammar and Punctuation which was above
expected level.
Year 3 students performed above the state results in all areas of literacy
while Year 5 students performed above the state in writing and spelling and
above „like‟ schools in Grammar and Punctuation. Year 7 results were
below „like‟ schools in all areas of Literacy.
Writing Longitudinal Data - School vs State Mean
Y03
Students made greater progress
between Years 3 and 5 than „like‟
and other public schools in
Writing
Strong progress was evident in all
Literacy areas between Year 5 & 7
More Year 3 students in top 20%
than „like‟ schools
State
School
State
School
State
2010
395
396
452
467
521
525
2011
417
401
478
465
495
520
2012
413
404
465
465
503
515
2013
414
401
466
464
492
509
2014
404
394
482
459
490
504
Percentage of Students Achieving at / above NMS in Literacy
Lower % of Year 3 students in
bottom proficiency bands than
state
National Literacy and Numeracy
Week
Y07
School
Higher % of Year 3 students in top
proficiency bands than state
Fewer Year 5 students in the
bottom 20% in Writing, Spelling,
and Grammar & Punctuation
Y05
Year
Reading
Year
3
Year
5
Year
7
Writing
Spelling
Grammar &
Punctuation
2012
2013
2104
2012
2013
2104
2012
2013
2104
2012
2013
2104
93%
97%
96%
95%
97%
96%
86%
90%
98%
91%
90%
98%
76%
98%
94%
85%
89%
96%
96%
96%
96%
85%
94%
92%
90%
89%
94%
83%
79%
88%
83%
87%
88%
93%
84%
85%
The number of students achieving at or above the minimum national
standard increased in Year 3 Grammar and Punctuation and Spelling; Year
5 Writing, and Year 7 Reading and Writing. Results across all the other
Literacy areas were similar to previous years.
Students made
greater progress
than „like‟ schools
between Years 3
to 5 in Writing.
Based upon the NAPLAN data for 2014 our targets for 2015 are to improve
achievement in Reading across the school by:
 Maintaining percentage of high achieving-students in top 20% from
Year 3 to 5 and
 Reducing percentage of students in Year 3 and 5 in bottom 20%, and
 Increase progress in all areas, and maintain Writing, from Year 3 to 5.
NAPLAN RESULTS
NUMERACY
Percentage of Students Achieving at / above MNS
NUMERACY
2012
2013
2014
Year 3
90%
93%
100%
Year 5
87%
94%
90%
Year 7
90%
97%
83%
BPS students performed at
expected
standards
in
numeracy in Years 3 and 5 and
below expected standards in
Year 7.
Average Numeracy Score
NUMERACY
Year 3 and 5 results were at
expected levels
Year 7 students performed below
expected levels
100% of Year 3 students achieved
at or above the national minimum
standard
Year 3 & 5 student results were
similar to „like‟ schools
There were more students than
„like‟ schools in the Top Proficiency
Bands in Year 3
Students made similar progress to
„like‟ schools between Years 3 and
5
There were more students than
„like‟ schools in the Lower
Proficiency Bands in Year 7
Numeracy directions were also set for 2015 along with the allocation of
resources. There is a whole school focus on increasing the number of
students in the higher Proficiency Bands and reducing the numbers in the
lower Bands. We are also focusing on increasing the progress of students
between Year 3 and 5 and Years 5 and 7. To achieve this, teachers will
focus on improving the achievement of students in problem solving and
reasoning, and by extending the use and comprehension of mathematical
language.
SCIENCE
Year 5 students were tested using the old Western Australian Measurement
of Standards Evaluation (WAMSE) tests while we identify other testing more
closely connected to the Australian curriculum. Our strengths in 2014 were
graphing, investigation planning and the completion of tables to represent
data. Our weaknesses were variables, representing data from tables to
graphs, reading scales and fair testing and these areas will form the basis
of our improvement plan for 2015.
STUDENT BEHAVIOUR
There has been a continual decrease since 2009 in the number of students
being withdrawn from class and suspended from school. The number of
incidents that results in withdrawal or suspension has also decreased.
The school is very proactive in putting in place programs to support
students to be successful in the classroom and playground by making
positive choices throughout the day. Further information on the school‟s
approach to behaviour management and pastoral care is provided in the
following section of the report.
CCEN Science Challenge
Pre-primary SciTech Excursion
SCHOOL ACHIEVEMENTS
WA Education Award
Nomination
Primary School of the Year
Senior Teacher Status
Was achieved by Diane Piper
Lakeland Senior High School
students visited BPS to support
our students with:
Literacy and Numeracy Week,
Interschool Sports Carnivals,
School-based sports training, and
Structured Workplace Learning
Students from Beeliar participated
in activities at Lakeland Senior
High School in:
Science,
Touch Rugby, and Wicked
Wednesday
(an extension program for
students in Year 5 and 6)
BPS students who now attend
LSHS
Decorate a Door Panel
SCHOOL PRIORITIES – ACADEMIC AREAS
SCHOOL PRIORITIES – ACADEMIC AREAS
The whole school literacy focus was developing and implementing a scope
The whole school literacy focus on guided writing resulted in improved
and sequence for spelling and reading; this included the implementation of
student performance in writing. This focus included the development of a
common approaches to spelling journals and guided reading. The Supportscope and sequence for punctuation and grammar and spelling. Students at
A-Reader was established with the help of a dedicated group of parents.
educational risk were supported through programs such as Multi-Lit, Supporta-Reader, Letters and Sounds tracking booklets, and repeated reading
The literacy teacher leader Deb Eke supported all teachers with planning
programs. An area that we could develop further is extending our talented and
and worked within classes with the greatest levels of need. In addition to the
gifted students.
spelling and reading scope and sequences, a whole school approach to
editing was implemented as well as a common approach to phonological
The literacy teacher leader Deb Eke supported all teachers with planning and
awareness K – Year 2. Tracking booklets for students K – Year 2 and
worked within classes with the greatest levels of need. Teachers embraced
students at educational risk (Years 4 – 7) were created and used as a
the planning model and some year level teams also collaborated outside of
monitoring tool for phonological awareness.
the designated planning sessions.
All teachers implemented Literacy Blocks making it a whole school
All
teachers implemented
Literacy
Blocks making
a whole school
approach.
approach.
They all planned
collaboratively
and itwelcomed
colleagues
into
They
all
planned
collaboratively
and
welcomed
colleagues
into their
their classrooms to give them feedback on guided writing.
classrooms to give them feedback on guided writing.
BPS is a Teacher Development School in English with an additional Arts
BPS
is aand
Teacher
Development
School in to
English
withresources
an additional
focus
focus
teachers
worked together
create
andArts
provide
and
teachers
worked
together
in
a
team
to
create
resources
and
provide
professional learning for classroom teachers across the state.
professional learning for classroom teachers across the state.
Kindergarten teacher Sandy van Galen continued with Toddler Tales with
Sandy
Galen
(Kindergarten
teacher)
continued
Toddler
Tales telling
Sandyvan
telling
stories
twice per term
to toddlers
in ourwith
school
library.
stories twice per term to toddlers in our school library.
In numeracy, teachers focused on understanding operations particularly
Inmulti
Numeracy,
on patterns
understanding
problem-solving
and
step wordteachers
problems,focused
money and
in algebra,
the interpretation
reasoning
and
extended
the
use
of
comprehension
of
the
mathematical
of graphs, and understanding units in measurement and geometry.
language of the Australian Curriculum.
Paul Gillett continued asthe mathematics teacher leader and worked with
Paul
Gillett members
continued toasmaintain
the mathematics
teacher
leaderinand
along with
committee
the school‟s
momentum
mathematics.
Karen
Ford
worked
in
classrooms
planning
with,
and
modelling
for,
teachers.
He, along with Karen Ford, also worked in classrooms planning with,
and
Teachers
focused
on
developing
a
common
understanding
of
the
strategies
modelling for, teachers.
included in the scope and sequence for mental mathematics that was
developed
andsequence
implemented
by the staff
in 2014. was developed by the staff
A scope and
for mental
mathematics
and implemented in 2014.
The science teacher leader Jeanette Hay, also worked in classrooms planning
and
teachersleader
in theJeanette
focus areas.
teachers to
The mentoring
science teacher
Hay, She
also worked
worked with
in classrooms
establish
a
bank
of
assessment
tasks
in
each
of
four
content
areas
to assist
planning and mentoring teachers in the focus areas.
teachers to make consistent judgements of science achievement.
During National Literacy, Numeracy and Science Week staff coordinated
History
continued
forof
theour
school
in 2014
with80%
Adrian
and Sarah
an open
day for as
thea focus
families
students.
Over
of Hall
families
were
Gasmier
taking
leading
roles.
They
provided
professional
learning
for
staff
represented by either a parent, grandparent, aunt or uncle, brother orthe
sister,
and
raised
the
awareness
of
the
resources
and
materials
available
for
or community member. It was a great success as most children hadthis
a
new
Australian Curriculum
representative
with whom subject.
to share their journey.
All
four teacher
leaders
worked
teams
to develop
and Hall
moderate
History
continued
as a focus
forwith
the their
school
in 2014
with Adrian
and
common
assessment
tasks
to
assist
with
greater
understanding
of
the new
Sarah Gasmier taking leading roles. They provided professional learning
for
Australian
standards.
the staff and
raised the awareness of the resources and materials available
for this new Australian Curriculum subject.
In 2014, teachers were introduced to Visible Learning as a whole school
instructional
framework.
They
were encouraged
supported
to implement
The other three
teacher
leaders
continued toand
familiarise
staff
with the
this
approach
in
their
classrooms
focusing
on
establishing
with
the students
National Curriculum in English, mathematics and science.
the learning intentions for their lessons.
CCEN Science Challenge
All teacher leaders took active roles in the CCEN with many other classroom
Developing
teacher leaders
has been
an within
area ofour
success
Beeliar.
teachers providing
professional
learning
school atand
acrossMany
the
teachers
have
been
active
facilitators
not
only
at
Beeliar
but
also
for the
network.
Cockburn Central Education Network. Some teachers have also taken on
roles
Network Coordinator
Leaders,closely
regularly
collaborating
with peers
from
The as
Kindergarten
teachers worked
together
to develop
a shared
other
schools
in
the
network.
understanding of the new Kindergarten Guidelines.
During National Literacy, Numeracy and Science Week staff coordinated
an open day for the families of our students. Over 80% of families participated
in the literacy, numeracy and science activities during this week. It was a
great success as most children had someone with whom to share their
learning.
NON – ACADEMIC
AREAS
2009
2009 STAFF
In 2014, BPS continued to build resilience and self-regulating skills around the
school ethos Stand Tall. The Virtues / Values program continues to be the
foundation of our behaviour management and pastoral care approach at the
school. A virtue/value is released at an assembly each month and followed up
in classrooms. Posters are then created and published using photographs of
children „caught‟ demonstrating the Virtue of the Month.
The Stand Tall committee led by Narelle Scott focused on consolidating the
successful practices operating in the school and on reviewing the trends
emerging with the new data collection processes. They also implemented
strategies to support children in the areas of greatest need.
SCHOOL PRIORITIES
Virtues of 2014
February
March
April
May
June
July
August
September
October
November
December
Enthusiasm
Understanding
Courage
Flexibility
Helpfulness
Confidence
Courtesy
Perseverance
Initiative
Integrity
Generosity
The trend in playground data continues to show a decrease in the number of
incidents of low-level behaviour resulting in the Stand Tall Committee
introducing a number of positive strategies to acknowledge and reward
students who consistently Stand Tall.
Students were acknowledged for their positive behaviour choices with a Play
Anywhere Day, where students were able to move around the school and
spend recess and lunchtime in any play area. This was a very successful
acknowledgement, demonstrating the strong bonds between siblings, buddy
classes and other multi-age fostered relationships. The students played very
successfully with other students of all ages.
Whole school approaches such as Play Tall and Peer Mediation continued to
set students up for success. Both programs explicitly teach and provide
students with appropriate ways to play together at recess and lunchtime.
Senior students are trained as mediators to assist younger students resolve low
level disputes while play leaders help set up games and activities for students
in the Year 1 and 2 paly area.
Sports competitions such as the Champion‟s Shield and the BBC Cup are very
popular with staff and students alike. Adam Batt, the Physical Education
teacher, worked hard to keep these competitions interesting and competitive
throughout the year. He was ably supported by Josh Butler and Renee
Cuthbertson.
Lunchtime Clubs
Chess: Paul Gillett
Basketball: Adam Batt
Design: Stephanie Madgwick
ICT: Helen Abreu / Angie Gaspar
Junior Musical Production
A Protective Behaviours program was implemented across the school to equip
students with skills to stay safe and to know what to do in a potentially unsafe
situation. Teachers were supported to teach the program content and by Steve
Heron, Narelle Scott and Diane Piper.
A focus on attendance was introduced to try to improve the percentage of
students attending regularly. Regular attendance was rewarded with students
being given Gold Attendance Awards if they had attended more than 90% of
the time.
Grab the Mic Music Event
Staff
mentors
continue
to
support
children
identified
as
at
social/emotional/behavioural risk with a low-key emphasis on building and
sustaining relationships. Staff have two or three children each to mentor and
the staff quietly keep an eye on them, and make conversations with them on a
regular basis.
Staff voluntarily conducted clubs for interested students during lunchtimes each
week. The Chess Club games culminated in a championship event: the ICT
Club produced a film for one of the Virtues of the Month; the Design Club
members designed and made garments to themselves to wear; and the
Sporting Competitions invariably ended with a Student AllStars versus Staff
match in the chosen sport.
Steve Heron the school chaplain has had a very positive impact on our
children. He provides support the children who may be experiencing difficulties
at school and/or at home. The children approach Steve with their concerns and
he supports them with strategies that will empower them to cope with their
challenges.
SIMS Music Program
SCHOOL HIGHLIGHTS
Interschool Athletics
rd
Cross Country: 3
rd
Division A Carnival: 3
Lakeland Touch Rugby Cup
nd
Boys‟ A Team: 2
st
Girls‟ A Team: 1
nd
Boys‟ B Team: 2
nd
Girls‟ B Team: 2
Winter Sports Fixtures
st
Boys‟ Football: 1
Eagles Cup
Winner
1st
2nd
3rd
4th
Faction Champions
Cambria 1034 points
Edina
1032 points
Amelia
944 points
Maranda 810 points
Visual Art: Block Mosaics
SCHOOL HIGHLIGHTS
BPS had much to celebrate in 2014. In addition to their successes in literacy,
numeracy and science as outlined previously in this report, students at BPS
excelled in sport and the Arts.
On the sports field, we had many successes under the guidance of our
Physical Education specialist teacher, Adam Batt. We participated in the A
Division in the interschool Athletics Carnival and finished a commendable third
overall and second in the team events. We placed in many other many
interschool competitions - the boys‟ football during the winter fixtures, one
touch rugby team came first while the remaining three finished second and the
interschool cross country team placed third overall.
Our students have also had individual successes across many sports:
three students were selected to represent WA in the School Sport WA fixtures:
Olly Purser for cross-country and soccer, J.J. Naleba for rugby league and
Tyler McMiles for touch rugby. Carys Milby represented the state in ice
skating, John-Graham Tamariki and Archie and Maisie Davies all represented
Australia in martial arts, Chloe Ingham for cheerleading, and Oliver and Eddy
Purser in cross country.
Some of our students have won scholarships into specialist sporting programs
in public high schools: Jaxon Bellchambers, J.J. Naleba, Steve Lochrenberg,
Chloe Ingham, Breanna Boyd, Waiana Clair-Cairns and Brayden Strandly are
in the touch rugby program at LSHS, Ollie Purser is in the soccer program at
John Curtin, Tyler McMiles and Keegan De Kocker won places in the Cricket
Academy at Kent Street SHS, and Chloe Power is in the hockey program at
Como SHS. Even with all these highlights, our strengths remain our
sportsmanship, and encouragement of team spirit and teamwork.
The Faction Athletics Carnival was extremely successful with Cambria
winning by two points from Edina. Amelia and Maranda placed third and fourth
respectively. Shakira Pickett and Jaxon Bellchambers were stand-outs on the
day to as the Senior Champions. Maranda won the Spirit Shield.
Our Arts program continues to grow under the leadership of three specialist
teachers. This year, the children‟s artistic talents were again proudly displayed
in a junior musical called Australia - The Sights, The Sounds, The Songs and a
Visual Arts Exhibition at Atwell College.
Senior School Choir
In 2014, students in P-3 participated in a Junior Choir while selected students
in Years 4-7 participated in the Senior Choir and guitar tuition through the
School of Instrumental Music. There is also a Pre-primary singing group and
all groups had open rehearsals which were well attended by the students‟
families and friends.
The senior choir performed with distinction (and cute-ness) on a number of
occasions; at Lakeland Senior High School‟s Evening on the Green, on
ANZAC Day, and during special assemblies. Both choirs performed admirably
at the school fete. The performing arts program was very successful again this
year with students performing superbly at assemblies.
School Assembly - TA1
Many senior students have been accepted into specialist arts programs in
public schools: Anastacia Mateljan, Caris Milby and Shelby Johnson-Brown for
Arts / Media and Erin Kirk for drama at the John Curtin School of the Arts;
Cheyenne Green, Hannah-Rose Skonis, Teina Hawke and Lewis Hollis for
Music Technology at LSHS and Veronique Sanders for Graphic Design at
Melville SHS.
School assemblies continue to be a highlight at BPS with many parents
attending to watch their children perform their class item and to be a part of the
release of the month‟s virtue. The virtue is introduced to the school community
through story-telling, music and role play by students, teachers and parents.
Wicked Wednesday was held each Wednesday afternoon during Weeks 4-8
of Term Two and Term Three at Lakeland Senior High School (LSHS).
Teachers from the high school conducted courses for Year 5 and 6 students
at their school utilising the specialist laboratories and / or equipment used by
secondary students. Twenty students attended the four courses.
Wicked Transition was implemented as a transition process for students with
additional needs who were attending LSHS in 2015. The students took part in
an 8 week transition program at the high school, enabling the students to
foster relationships with staff, support staff and student leaders from LSHS.
The Wicked Transition program included students from all LSHS feeder
schools.
SCHOOL HIGHLIGHTS
ECE Sensory Bike Path
Beeliar Beginnings
School Grounds - The P&C was successful in attracting funding for a
sensory path in the Early Childhood Area. Parents conducted a Busy Bee to
prepare the area for the path. The school‟s gardener then built the path with
assistance from Mrs Michelle Bloomfield. The students absolutely love it.
Promotion of sustainability practices continued within the school in the form
of recycling paper, batteries, glasses, mobile phones and ink cartridges. Helen
Abreu coordinated the recycling programs with the help of her Year 4 children.
The Power Rangers Program coordinated by Jo Curry continued in 2014. It
was very successful with classes checking that lights, Smart boards and air
conditioners were turned off before recess and lunch every day. The school‟s
utilities costs were reduced last year and we believe it was due to this
program.
Year 6/7 Camp
Year Six and Seven students attended the School Camp in Baldivis. They
engaged in all the activities with gusto and were very well supported by their
teachers Angie Gaspar, Sarah Gasmier, and Josh Butler, and our chaplain,
Steve Heron. Specialist teachers Cheryl Hancock (Visual Arts), Adam Batt
(Physical Education) and Melissa Bonini (Italian) also attended the Camp. Mrs
Hancock supported students create large art pieces while Mr Batt organised,
umpired and participated in numerous sports competitions with the students.
A play group for children aged from 0-3 years old was launched in Term Two
last year. Beeliar Beginnings aims to foster the developmental milestones of
children and support parents/caregivers in fostering their child‟s educational
and social needs prior to them entering the school system. The program also
facilitates opportunity to build relationships between children, their
parent/caregivers and the school. Attendance was at capacity and a waiting
list was established. Feedback from the program has been overwhelmingly
positive. A number of concerned parents accessed the program to familiarise
their anxious children with the school environment and staff. This has eased
their transition into school and all Beeliar Beginning participants have made a
confident start to the school year.
Our children raised almost $3,000 for charity last year. $2,000 went to our
sister school in Cambodia to buy teacher materials and reading books. This
supports the previous items bought with funds raised for Wat Phnom Primary
School. The remaining $1,000 went to Foodbank and the Red Cross.
We were fortunate in having two educators from Cambodia visit our school as
part of the Angkor Project in November. Mr Chap Saporn and Mr Sam
Samenta from the Ministry of Education, Youth and Sport in Cambodia spent
the morning at BPS and I don‟t know who enjoyed the experience more – our
visitors, or our staff and students. The children were very excited to make the
connection with our visitors after fundraising for our sister school Wat Phnom
for so long. To date we have raised almost $10,000 for toilets, drinking water,
fences (to keep the buffaloes out of the school), generators, reading books
and teaching materials for our sister school.
Camp Australia is continuing to provide before and after school care at BPS.
The service has grown to include holiday care and they are now catering for
up to 25 students in the morning and 40 students in the afternoon.
Cambodian Visitors
“I would like to take the chance to thank you for creating such a beautiful school to be a part of. This is my third
year involved with the School Board and P&C. I really appreciate the opportunity given for me to be a part of my
children‟s education.
I love walking through our school every day saying hi to staff and students and the bright bubbly atmosphere
makes it a great place to be. This also extends to our community; it is fantastic to see Beeliar Students smiling
back at you down at the local shops, often with a „hi Trace or hi Mrs R…‟
Seeing children grow from things I have helped with in some small way makes my day. I am proud to not only
to be on the Board and P&C but to be a parent at our school. Our school is easy to be involved with; my
children‟s educational journey is incredible because of a community effort. – It‟s great! Thanks so much again.”
Parent Comment (Name Supplied)
86 The Grange, BEELIAR
WA
6164
Phone: (08) 9437 5955
Email: beeliarps@education.wa.edu.au
Facebook: Beeliar Primary School