Gidgegannup Primary School aims to enable all students to have the opportunity to acquire the skills necessary to realise their full potential in life – socially, intellectually, emotionally and physically.

Nature of the Community

Gidgegannup is approximately 22.5 kilometres from Midland and is the most eastern district within the City of Swan, covering 35,748 hectares. It is zoned rural.

Gidgegannup town-site provides a focus for potential growth in the north-eastern hills. A church has also been built by the community and there is a fire station supported by volunteer fire brigades. There is a small shopping centre and a news agency, operating as a post office. Horses, cattle, goats, sheep, deer, emus, alpacas, donkeys, even cats and dogs are bred. Olives and citrus fruit are grown and a world famous goat cheese produced locally. A local paper, the Gidgegram is published each month. Gidgegannup is a thriving community with diverse interests, magnificent scenery and a wonderful lifestyle.

The District of Gidgegannup has a total of 2300 people representing 2.4% of the City of Swan population. Of this number, approximately 250 people reside in the town-site itself. In the period 2001-2008 the district of Gidgegannup experienced a 15.5% growth.

The majority of residents are of Australian origin, with very few having a multicultural background. English is the predominant language spoken.

It is estimated that 50-60 percent of Gidgegannup residents commute outside the City of Swan to their place of employment.

There is no public transport either within Gidgegannup, or between the town and other localities, therefore young people are reliant on local facilities and parental transport.

The school is in a very tranquil setting, within the village centre and has a rural outlook. The classroom clusters are built on the contours of a hill using this elevated aspect to advantage. An attractive garden has been developed and it would be difficult to find a more idyllic position.

From the Principal

I am pleased to present the 2008 Annual Report. This report provides parents and community members with information about activities and performance over the past year at our school.

I have been privileged to work with a dedicated group of individuals who have worked cooperatively to implement strategies for improved student performance. Their commitment has provided the framework for the future success of our students. On behalf of our school community I thank all teachers and support staff for their professionalism and good work in 2008.

Community

The involvement of our school community is actively encouraged. Parents/caregivers assist in a variety of ways and have the opportunity to be members of the School Council and/or Parents and Citizens Association

The P & C has continued to play a prime role in the support of students at our school. Throughout the year meetings were well attended, providing a thoughtful perspective and strong support to initiatives and the acquisition of identified resources.

In 2008 the School Council welcomed three new members – Ms Nola Cugini as Community Member, Ms Liz Goddard representing the P&C and Ms Liz Di-Ilio, the new staff representative.

The School Council has met regularly and has, this year, endorsed the 2008 School Plan, initiated the 2008 schedule of Contributions and Charges and reviewed the financial reports. The group also reviewed the School Dress Code and endorsed our Anti bullying and Mobile Phone policies.

The Learning Program

All students participate in activities related to each of the 8 learning areas – English, Mathematics, Health and Physical education, Society and Environment, Science, The Arts (music, drama, visual art), Technology and Enterprise and French (Year 1-7).

Last year 85% of our Year 7 students attended Eastern Hills Senior High School with another 2% winning entrance to specialist courses at other Government Senior High Schools. Approximately 15% of our students will attend high schools outside the government school system.

We have set targets to increase attendance of Year 5 and7 students with emphasis on the boys.

Enrolment trends remain consistent at 320-350 students but with future subdivisions the trend could possibly increase in the next 3-5 years.

Student Retention

The majority of students remain until the end of year 7 but with some students moving to private high schools at the end of year 6.

● Since 2004 the percentages of students achieving the reading, writing and spelling benchmarks has fluctuated with no particular trend of improvement or decline. The performance of yr 3and 5 will be continually reviewed.

● Steady performance over time is apparent in some aspects of numeracy. Our achievement from yr3-7 displays steady value adding.

● The percentage of Year 7 students meeting the benchmark standards is consistently higher than state data in all 3 literacy areas. Writing has been a focus for yr 7 and good improvements in this area were noted until 2007 but a dip occurred in 2008. The change to NAPLAN and the revised format may have been a factor.

● The percentage of Year 3 & 7 students meeting the benchmark standards in Writing is consistently above state data but there are fluctuations. A possible reason maybe the use of only one writing form, a narrative, to evaluate students writing skills. Year 7 writing was well down on other years. This group of students are the half cohort. This will be reviewed in 2009.

Gidgegannup Primary School is value adding within the expected performance except for Year 5 Spelling and Writing which sit on the edge of expected performance. A whole school approach to Literacy and Numeracy is being further developed in 2009.

	Numeracy	Literacy
Highlights	· Maths challenge for learning tables · Class Books – Puzzles demonstrating understandings · Mental Problem Solving Term 3 · Order according to mass using small heavier tins and lighter large tins. · First Steps strategies being implemented · Improved handover of IEP’s to new teacher (accountability) · Partner / group work with manipulative operations	· Mentoring – Support a Reader working well. · Phonics · Modelled writing · Meeting broad range of abilities in the class · Creativity · Planning and Resources · Use of 6 thinking hats · Use of Tony Ryan’s Thinkers Keys
Year in Review – How the students performed.	· Mid year Review by Deputy showed marked improvement by most of the class many moving 2-3 WAMSES. · Mental recall, problem solving (simple) showed marked improvement. · First Steps Maths in Number and Measurement indicated that students needed more hands on activities. · Numeracy Net for all students · NAPLAN – Analysis led to planning term 4. · Introduction to First Steps Maths – Measurement · Students’ encouraged showing understanding with the use of open ended tasks. · Numeracy Net pro-forma – students assessed in number	Students performed well. Review during middle of the year indicated students had improved in general 10-20 WAMES in the first 6 months. Spelling and writing needs attention – refocus on rules and sound · Emphasis on Oral Language · Focus on Phonological Awareness · Assessment tool used (SPAT – Sutherland Phonological Awareness Tool) with students at risk Yr 1 & 2 · SPAT test – students at Risk · Literacy checkpoints – Literacy Net (At risk students) · NAPLAN performance of yr 3, 5 and 7 reviewed weakness areas for planning · Literacy Net
Future Directions – Plans for this year major focus.	· Focus on measurement needed related to NAPLAN analysis. · Continue implementation of First Steps Number strategies · Develop familiarity with First Steps Measurement activities and criteria. · M.J.C. – common tasks in numeracy and measurement · Numeracy Net pro-forma – assesses students in number and measurement. · Continue to develop common assessment tasks in the early childhood	· Continue focus on vocab – especially in context. · Extend students to a wide range of written representations and forms. · Spelling in general needs attention. · Collaboration- review writing strategies. · Thematic approach – More meaningful literacy activities links to curriculum areas · Support for students at risk · Individual programme & group programme for children below expectations · Collaborative planning of assessment tasks for M.C.J. · A need to develop support strategies for children not working to capacity · Further develop use of different genres in early years · Collaborative meeting to discuss Whole School Approach to Literacy and Making Consistent Judgements

Arts - Music

L.O.T.E.

Physical Education

Highlights

Focus on untuned percussion during which they read the music and also created the music. These pieces were then performed to their class peers. The students learnt about Irish music and learnt the songs and created mime and song.

Recorder

Year 5 and 6 students continued their recorder playing, performing at Assemblies and their own end-of-year concert for parents and peers

Learning a LOTE helps students to gain a better understanding of other societies. They are able to develop an ability to interact with people and cultures other than their own. Both face to face and through technology (for example, The Internet), and acquire skills and understanding that can be used in future social, cultural and vocational contexts.

Through learning a LOTE, students develop further skills in relation to language in general. The process provides students with an additional means of developing literacy skills by focusing their attention on language learning skills and strategies.

Student’s enthusiasm and love of sport.

The improvement in the students’ movement/ball skills, team work and collaboration. Increased self confidence.

Faction swimming, athletics, cross country carnivals the students were actively involved. The fun-run for Yrs 1-3. T-ball and Cricket clinics.

Swimming

Dancing lessons culminating in a school social.

Year in Review – How the students performed.

They learnt about the reading of music and the rhythm and beat of music. Singing to the piano music with the smaller children was very well accomplished and many different songs and movement were learnt by the students.

Students need more movement and this is important for the older students as this is reflected in BMIS.

Choir numbers increased in 2008.

Recorder

Selected year 4 students commenced recorder lessons at the start of term 1 2008

Yr 1-3 greatly enjoyed their learning journey by listening to the target language and responding to it through repetition, action and response in English.

Yr 4-5 further developed their listening and speaking skills as well as worked on their understanding of written texts with extensive teacher support.

Yr 6-7 students started to try to use LOTE to communicate ideas and information using predominantly well rehearsed language and to write short texts on familiar topics after practice and with teacher support.

The students are all talented in all their different ways and their performance reflects their love for sport and the competitive nature they have.

We competed extremely well in the athletics interschool bringing home Champion School. The netball and football teams gave all they had with interschool competitions. The football team was undefeated and won Eagles Cup.

Future Directions – Plans for this year major focus.

To continue with the instrumental work. The movement to music and the singing of music, to encourage and foster a love of music in all of the students.

Students to be more involved with singing and enjoyment. Create school song.

Recorder

All year 4 students are learning the recorder this year.

20 year 5 students are continuing

6 year 6 students are continuing plus 3 new students.

To continue developing student knowledge of the structure of the target language, to teach them skills to make meaning of any spoken or written text.

To encourage independent student learning, providing program continuity, incorporate HOT strategies in students learning.

To continue to work on movement skills with particular focus on ball skills. .

Tabloid sports carnival in March.

Active after School Communities programme throughout this year.

Professional Engagement Gidgegannup Primary School Staff

Staff Retention

All teaching staff meet the professional requirements to teach in Western Australian Schools and are registered with the Western Australian College of Teaching.(90% of staff have at least a 4 year degree , 10% with a 5th year qualification such as a Master of Education or equivalent.)

All staff engaged in a minimum of 4 days of professional learning. This included:

School Community Interaction

Our values program was continued with the plan developed and available on the teachers shared drive.

A focus in 2007/8 was the environmental/cultural area. This involved many of the local businesses and parents/students/teachers working bees. The area was officially opened in 2008 during Harmony day.

Weather watch program implemented in 2008 and continuing into 2009. A highlight was the visit by the helicopter and Jeff Newman and the News results.

The student councillors sponsor a Sri Lankan student through World Vision. They are supported by the student body and the wider community.

The P&C, school gardener and school staff met for a grounds committee for school enhancement.

The wetlands area used school, local and commercial community interests to develop school grounds.

This information is taken from the last staff and parent survey conducted by the school in 2006. The survey was based on the school’s performance and effectiveness and received an extremely positive response from the school community.

3) This school shows it is trying to find ways to improve personal and social development of the students.

5) Teachers at this school provide a stimulating learning environment and make school work interesting and enjoyable.

9) Parents are kept well aware about their child’s progress and achievement levels.

10) The school provides parents with opportunities and information to improve their understanding about current trends and teaching strategies.

A new parent survey will be conducted early 2009 as endorsed by the School Council.

Education Level/Year	2007		2008
Education Level/Year	School	State	School	State
Primary	93.6%	93.1	93.2%	92.6%
Secondary		88.4		87.6%

Total teaching staff - 2008	21
Teaching staff retained from previous year	19
Staff Retention Rate	*=19/21 100\#0.0%90.5%**

	2006	2007	2008
Teaching Staff	95%	98.8%	=0.98694456858841539 *100\#0.x%98.7%
School Support Staff	95%	94.9%	=0.95094620808073438 *100\#0.0%95.1%
All School Staff	95%	97.3%	*=0.97251707437415602 100\#0.0%97.3%**

Gidgegannup PS
Number of Teaching and Non Staff			28
Minimum Days			4

Total PL Expenditure			$7,753.65

School Grant	77819
Voluntary Contributions	11910
Charges	21232
Utilities Grant	22056
Donations	14331
Special Purpose Grants	118895
Carried Forward 2007	106680
Total	265923

Nature of the Community

From the Principal

Community

The Learning Program

Student Retention

Highlights

Highlights

Recorder

Recorder

Highlights

K-3

K-3

K-3

K-3

K-3

K-3

K-3

K-3

Professional Engagement Gidgegannup Primary School Staff

Staff Retention

School Community Interaction