CP4192 ANNUAL REPORT 2016_lowres_final

ANNUAL 

ANNUAL 

REPORT 

REPOR 16 

CAMPBELL PRIMARY SCHOOL ANNUAL REPORT 2016

2016 CAMPBELL PRIMARY 

SCHOOL ANNUAL REPORT 

Contents 

4 Principal’s Report 

8 Student Engagement 

12 Learning Area - Numeracy 

14 Learning Area - Literacy 

18 Learning Area - Humanities 

& Social Sciences 

19 Specialist Areas 

24 Partnerships With Parents 

Parent, Staff and Student Survey Information

2016 Campbell Primary School Annual Report 

PRINCIPAL’S REPORT 

“ 

I am very happy to be 

presenting the Campbell 

Primary School Annual Report 

for 2016. 

After a tremendous year 

with many achievements 

this Annual Report provides 

an analysis of the teaching 

outcomes and future directions 

for the school and most 

importantly the performance 

and progress of the students. 

I am very heartened by the 

strong sense of community 

that embraces our school 

and I would like to take this 

opportunity to thank members 

of the School Board who 

provided strong governance 

and guidance to the short, 

and long term direction of the 

school. 

I also thank the members 

of the Parents and Citizens 

Association who have worked 

in earnest to provide many 

opportunities to work with the 

school community in order to 

support resourcing in identified 

areas of our school. In 2016 

the P&C contributed 

$25,000.00 towards 

playgrounds which 

will be installed 

throughout 2017. 

The achievements 

have been many for 

the students and 

the school in 2016. 

This report outlines the key 

elements such as a strong 

focus on policy development 

that provides purpose and 

transparency for staff, 

students and families and 

an unwavering commitment 

to achieving the strategic 

directions outlined in the 

Business Plan 2016-2019. 

To achieve the goals and 

aspirations within the Business 

Plan 2016-2019 the school 

requires the commitment, 

dedication and leadership 

of the staff and I would like 

to thank the teachers and 

administrative staff for 

providing such a high standard 

of education and support 

across the school. Their 

combined positive approach 

has significantly enhanced the 

educational performance of 

our students and strengthened 

the effectiveness of the 

curriculum. 

As an Independent Public 

School we will continue to 

develop as a focused and 

responsive school within the 

local area and the broader 

global community. I look 

forward to the continued 

strong culture of the school in 

2017 and the opportunity to 

inspire all students, staff and 

families to Dream, Believe, 

Achieve. 

Lynne Bates 

Principal 

4

OUR VALUES 

Campbell Primary School 

is committed to the Nine 

Values for Australian 

Schooling as identified in 

the National Framework 

for Values Education in 

Australian Schools. 

RESPECT 

Treat others with consideration and regard, 

respect another’s point of view. 

RESPONSIBILITY 

Be accountable for one’s own actions, 

resolve differences in constructive, nonviolent 

and peaceful ways, contribute to 

society and to civic life, take care of the 

environment 

INTEGRITY 

Act in accordance with principles of moral 

and ethical conduct, ensure consistency 

between words and deeds 

CARE AND COMPASSION 

Care for self and others 

HONESTY AND TRUSTWORTHINESS 

Be honest, sincere and seek the truth 

FAIR GO 

Pursue and protect the common good 

where all people are treated fairly for a 

just society 

DOING YOUR BEST 

Seek to accomplish something worthy 

and admirable, try hard, and pursue 

excellence 

UNDERSTANDING, TOLERANCE 

AND INCLUSION 

Be aware of others and their cultures, 

accept diversity within a democratic 

society, being included and including 

others 

FREEDOM 

Enjoy all the rights and privileges 

of Australian citizenship free from 

unnecessary interference or control, 

and stand up for the rights of others 

OUR VISION 

Campbell Primary School’s 

vision is to ensure that 

all students develop the 

knowledge, skills and 

confidence to achieve their 

individual potential and to 

contribute to society, which 

will establish the foundation 

for lifelong learning. 

5


SCHOOL BUSINESS PLAN 

In 2016 Campbell PS undertook an External 

Review on the Department of External Services 

(DES). This was an extremely positive review 

with commendations made in areas of school 

culture, enriching education programs, staff 

commitment to high standards of education and 

care, leadership and staff for the maintenance 

of high academic standards and the positive 

social and academic outcomes for all students, 

including those from culturally diverse 

communities. 

Throughout 2016 the staff in consultation 

with the School Board developed and ratified 

the 2016-2019 Business Plan. The Business 

Plan identifies our school’s strategic direction 

over the next 3 years. The plan is focused 

upon excellence in student performance and 

provision of a safe, positive and inclusive school 

culture. A continued focus on digital literacies 

and Science Technology Engineering and 

Mathematics (STEM) are also a key features. 

A copy of the Business Plan and DES Review 

Report can be found on the school’s website. 

SCHOOL CONTEXT 

Campbell opened at the beginning of the 2002 

school year and is located in the southern Perth 

suburb of Canning Vale. The design of the school 

reflects the importance of a community within a 

school. 

The school’s motto is “Dream, Believe Achieve”. 

Campbell PS continues its very positive 

reputation within both the community and 

network, being recognized as an innovative 

school. There is a strong sense of community 

within the school as processes have been in 

place to ensure that the school community have 

a voice and role in decision making processes. 

The school is rich in cultural diversity with 37% 

of our student population from non-English 

speaking backgrounds. The multicultural 

aspect of the school is highly valued with 

a very inclusive environment being offered 

to all. In 2016 an Ethnic Education Assistant 

was appointed to support both students and 

families. 

Facilities 

Initial buildings and facilities included: 

Administration block 

Main Teaching Centre incorporating 11 

learning areas with associated activity areas 

Performing Arts Centre including music room, 

covered assembly area and canteen. 

Visual Arts Centre 

Information Centre/Library 

Early Learning Centre including 6 

Kindergarten to Year One classrooms 

Subsequent facilities growth includes: 

Off site Kindergarten, located at Liffey Street, 

just off Campbell Road (South), 

Canning Vale, opened in 2011. 

1 BER 4 classroom cluster 

1 BER 2 Classroom and 2 multi-function 

room cluster 

4 transportable learning areas. 

6

“In 2016 our P&C 

continued to be very 

active and worked 

tirelessly to provide 

opportunities for 

families to be engaged 

with the school. “ 

Renee Montemayor 

Chairperson P& C 

7


STUDENT ENGAGEMENT, 

BEHAVIOR AND ATTENDANCE 

ENROLMENTS 

Year 2011 2012 2013 2014 2015 2016 

Total 

Enrolment 

968 

1020 

1024 

1030 

934 

856 

The enrolment pattern at Campbell PS has 

continued to decline. This is due to the 

opening of Harrisdale Primary School at the 

commencement of 2016, which reduced our 

numbers in the off-site Kindergarten by 100 

students. 

All families that exit the school during the 

school year are requested to complete an exit 

survey inviting feedback. Out of 58 returned 

exit surveys in 2016, 88% of participants 

described their overall experience at the 

school as excellent to above average. An area 

that parents indicated could be improved was 

communication. Overall feedback indicated 

that families were very happy with the school 

and the education it provides. Families that 

left the school did so to either move to other 

school sectors or they moved residential 

address which then led to enrolment at a new 

school. 

8 

? 

How would you describe 

your overall experience at 

Campbell Primary School 

The school continues to 

receive a significant amount of 

requests for enrolment from 

outside of our local intake area, 

this is testament to the positive 

image and reputation the 

school has built over the years. 

Excellent 

Above average 

Average 

Below average 

Unable to comment

“The school 

continues to receive 

a significant amount 

of requests for 

enrolment ..“ 

Andrew Van der Merwe 

Chairperson School Board 

In 2016 the Student Services team was led by Mrs Mandy Ward (Assistant Principal), 

with a Learning Support coordinator appointed 0.2 FTE to assist. The team worked in 

consultation with staff to maximise student engagement. 

Significant work was undertaken in this area in 2016 and included: 

Review and School Board endorsement of the Students at Educational Risk policy; 

Review and School Board endorsement of the Behaviour Management in Schools Policy; 

Continuation of the Parkerville Children and Youth Care School Based Support Services; 

Team approach to SAER including Student Services leader, School Psychologist, and Learning 

Support Coordinator; 

Increase in FTE (0.6 FTE) allocation for Early Intervention programs- MiniLit and Support a Reader; 

Professional Learning for support staff engaged with Special Needs students; 

Numerous Partnerships With Parents programs offered throughout 2016; 

Recommencement of 0-3 Playgroup through Playgroup WA; 

Revisited criteria for Campbell Champion awards for students; 

9


ATTENDANCE 

There is strong evidence that links attendance to educational outcomes for students. Campbell PS 

continues to monitor attendance closely through a range of strategies including: 

The Message You SMS system; 

Entering of attendance in to the school’s Student Information System; 

Phone calls home to parents; 

Regular newsletter and assembly items and 

Use of Attendance Monitoring Plans 

Campbell PS regular attendance is impacted by in term vacation leave, illness and cultural leave. 

2016 Whole School Attendance 

Year 

Regular 

Attendance >90% 

At Risk Attendance 

80-89% 

At Risk Moderate 

60%-79% 

Severe At Risk 

>60% 

Semester 1 2016 82% 15% 3% 1% 

Semester 1 2015 84.1% 13% 2.8% 0.1% 

Semester 1 2014 82.2% 14.1% 3% 0.6% 

Semester 1 2013 83.8% 12.8% 3.3% 0.1% 

Semester 1 2012 84.3% 12.5% 2.8% 0.3% 

The attendance data is for Semester One 2016. The decrease in regular attendance continues to be monitored. 

2016 Year Level Attendance Data 

Year Level 

Regular 

Attendance >90% 

At Risk Attendance 

80-89% 

At Risk Moderate 

60%-79% 

Severe At Risk 

>60% 

P 74% 18% 6% 2% 

1 88% 12% 1% 0% 

2 78% 17% 5% 0% 

3 80% 18% 2% 0% 

4 84% 13% 2% 2% 

5 88% 11% 1% 0% 

6 83% 13% 5% 0% 

Rates of attendance were most concerning in Pre-primary and Year 2 with 26% and 22% 

respectively of students at risk in attendance. We aim to improve in this area in 2017 and decrease 

the percentage of children at risk in attendance. To support this a review of the school’s Attendance 

Policy has commenced. 

In 2016, all Year levels continued to have attendance rates that are above WA Public Schools. 

10

“Throughout the year the P&C focused 

on fundraising events and building 

community. This was evidenced in the 

school’s very successful Evening on the 

Green in Term 4 and the contribution of 

$25,000 to the new nature playground 

which is due to start early 2017 “ 

Renee Montemayor 

Chairperson P& C 

11


LEARNING AREA: 

NUMERACY 

Numeracy continued to be an area of focus 

in 2016 with new teaching resources, 

re-engagement with Numero and the use 

of student achievement data to inform 

classroom planning. Key strategies to 

support improvement in this area have 

included: 

Initial trialling of Maths Online which has 

resulted in Web 2.0 tool being adopted 

as a whole school resource to facilitate 

differentiation of Mathematics teaching for 

2017; 

Computer coding was adopted by the 

Mathematics Committee as an enrichment 

strategy across the school and introduced 

into classrooms; 

Highly successful Partnerships with Parents 

sessions in Numero and Computer coding; 

and 

Both Campbell Literacy and Numeracy 

testing and NAPLAN was provided to 

teachers at the conclusion of the year to 

enable targeted planning in 2017. 

Future Recommendations: 

Continue with Maths Online program to 

support self-paced independent learning 

and classroom differentiation through online 

tools; 

Implement case management approach in 

Numeracy; and 

Continue with Numeracy Blocks. 

In 2016, the Numeracy targets set out to be 

achieved in the 2016-2019 Business Plan are: 

Increase the percentage of students 

achieving 1.0 VEL or above in Pre-Primary. 

(achieved) 

High levels of Year 3 achievement in 

NAPLAN are sustained into Year 5. 

(not achieved) 

Maintain or increase the percentage of Year 

5 students achieving in the top 20% of the 

state in NAPLAN Numeracy to be above 30% 

aspiring to be above 40% in 2017. (not 

achieved) 

Yr 3 to 5 data to remain in the higher 

achievement quadrant when compared to 

like schools, aspiring to achieve in the 

higher achievement and progress quadrant. 

(achieved) 

Maintain positive results in Year 5 for non- 

English speaking background subgroups 

when compared to like schools and National 

means. (achieved) 



when compared to like schools and National 


Achievement of targets set within the first year 

of the Business Plan have been very pleasing. 

With further time to consolidate new areas of 

focus in numeracy we look forward to meeting 

all set targets by 2017 and 2018. 

12

NAPLAN 2016 - Numeracy Results 

The tables below describe the students’ performance in Mathematics from the 2016 NAPLAN 

testing. Average scores are compared with Like Schools, WA and Australian averages. 

Year 3 Year School 

(mean) 

Like 

Schools 

Western 

Australian 

Australian 

Difference Between 

School and Like Schools 

2016 418 415 395 402 +3 

2015 431 408 388 398 +23 

2014 430 411 390 402 +19 

2013 418 412 384 397 +6 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 511 505 486 493 +6 

2015 519 511 485 492 +8 

2014 515 498 476 487 +17 

2013 529 493 474 486 +36 

The Year 3 and Year 5 cohort have continued to achieve above Like Schools, State and Australian 

mean. The gap between Like schools and our school is continuing to close and requires 

monitoring. There is need to increase the percentage of students in the top 20% of the distribution, 

particularly in Year 3. We have also noted an increase in the percentage of students achieving 

in the bottom 20% in Years 3 and 5. Both a case management approach and implementation of 

Maths online will be implemented to address this. 

13



LITERACY 

Literacy remains a whole school area of focus 

with reading being identified as a school 

priority in 2016. Key strategies to support 

improvement in this area have included: 

Continued focus on Western Australian 

Curriculum Implementation; 

Professional learning in both Data analysis and 

Moderation; 

Establishment of a Case Management team; 

Implementation of the MiniLit program for 

Early Intervention; 

Support-a-Reader program; 

Whole school approaches to Guided Reading; 

Implementation of reading assessment 

routines including Miscue Analysis/ Running 

Records (PP to Year 2); 

Implementation of the Lexile Pro Reading 

program including on line application; 

Implementation of Case Management for 

identifies students; 

Commitment to the school’s Whole School 

English Plan and , 

A consistent approach to the Literacy Block. 

All of the above strategies have enabled us to 

both further enhance the quality of teaching and 

learning and closely monitor reading progress. 

The achievement of year level Operational Plan 

targets has been very positive. We expect to see 

our reading results improve in National testing 

in 2017. 

In 2016, the Literacy targets set out to be 

achieved in the 2016-2019 Business Plan are: 

High levels of Year 3 achievement in NAPLAN 

reading are sustained into Year 5. (not 

achieved in 2016) 

Increase the percentage of Year 3 students 

achieving in the top 20% of the state in 

NAPLAN reading to be above 35%, aspiring to 

be 40% or above by 2017. (not achieved in 2016) 

Maintain or increase the percentage of Year 5 

students achieving in the top 20% of the state 

in NAPLAN reading and writing to be above 

30% aspiring to be 40% or above by 2017. 

(not achieved in 2016) 

Year 5 NAPLAN results reflect consistency 

across domains tested in terms or 

achievement and progress with reading 

shifting to higher achievement quadrant by 

2017. 



when compared to Like schools and National 




when compared to Like schools and National 

means. (not achieved in reading, achieved in 

writing but only against National mean not 

Like schools) 

With further time to consolidate new strategies 

introduced in the priority area of reading we 

look forward to meeting set targets by 2017 and 

2018. 

An area of focus in coming years is progress 

with many of our students gaining good 

achievement in NAPLAN but limited progress 

from longitudinal comparisons. This is to be 

addressed through case-management in 2017. 

14

NAPLAN 2016 - Reading 

The tables below describe the students’ performance in Literacy from the 2016 NAPLAN testing. 

Average scores are compared with Like Schools, WA and Australian averages. 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 429 435 416 426 -6 

2015 445 435 413 426 +10 

2014 436 431 407 419 +5 

2013 431 428 406 419 +3 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 515 509 495 502 +6 

2015 506 509 489 498 -3 

2014 504 508 492 501 -4 

2013 524 509 496 450 +15 

The Year 3 reading slipped below Like schools for the first time in several years. The trend line in 

Year 3 reading has also plateaued with a greater percentage of students achieving in the bottom 

20%. Through a continued focus on early intervention and key strategies introduced in this area 

we expect to see improvement. The Year 5 cohort achieved above Like schools for the first time in 3 

years. This is a trend we intend to maintain. 

NAPLAN 2016 - Writing 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 

Difference Between School 

and Like Schools 

2016 431 427 414 421 +4 

2015 452 425 408 416 +27 

2014 444 411 397 402 +33 

2013 435 432 405 416 +3 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 503 482 470 475 +21 

2015 494 493 471 478 +1 

2014 502 478 465 468 +24 

2013 510 486 470 478 +24 

The Year 3 and 5 writing results were pleasing with both cohorts performing above Like schools, 

State and National scores. While the performance of both cohorts is pleasing there is need to 

maintain and or increase the percentage of students in the top 20% of the distribution, in Year 3. 

15


NAPLAN 2016 - Spelling 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 438 431 412 420 +7 

2015 446 421 400 409 +25 

2014 445 422 403 412 +23 

2013 433 421 400 411 +22 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 536 505 488 493 +31 

2015 523 512 493 498 +11 

2014 525 500 492 498 +25 

2013 530 501 487 494 +29 

Both cohorts achieved above Like Schools, State and National averages. There was a significant 

drop in the percentage of students achieving in the top 20% of public schools in Year 3. The 

percentage of students at or below National Minimum standard has also increased slightly in Year 

3. These students require monitoring and ongoing intervention plans. The Year 5 students have 

maintained consistent percentages of students achieving in the top 20% of WA Public Schools and 

Like Schools. 

NAPLAN 2016 - Grammar and Punctuation 


(mean) 

Like 

Schools 

Western 

Australian 

Australian 



2016 440 450 425 436 -10 

2015 471 448 424 433 +23 

2014 455 436 413 426 +19 

2013 448 445 415 428 +3 

Year 5 Year School Like 

Schools 

Western 

Australian 

Australian 



2016 520 516 499 505 +4 

2015 529 521 496 504 +8 

2014 527 511 495 504 +16 

2013 535 514 495 501 +21 

The mean for Year 3 and Year 5 has continued to trend downwards. The percentages of students 

achieving in the top 20% of WA Public Schools and Like Schools has slightly decreased in both Year 

3 and 5. This will be an area to monitor closely in 2017. 

16


SCIENCE 

The School delivered a curriculum based, 

scientifically researched program to students 

in an environment where they feel safe and 

supported in their learning and where all 

students are catered for. 

The Science program is also committed to 

developing partnerships within the broader 

academic community to enhance curriculum 

and academic achievement, civic responsibility 

and environmental sustainability. 

In 2016 the Science program connected with 

the SCSA Judging Standards and WA Curriculum 

to increase student understanding, stimulate 

science with incursions from Earth Sciences 

WA, South East Regional Centre for Urban 

Landcare and the International Centre for Radio 

Astronomy Research. Additionally a whole 

school incursion featuring the ‘Crazy World of 

Science’ was introduced for National Science 

week. These incursions stimulated student’s 

prior learning to associate knowledge with 

real life situations and professions. In addition 

to this students were able to direct questions 

to ‘subject matter experts’ and glean as much 

information as they could. 

Recommendations in 2017: 

Use data from Progressive Achievement 

Test Science to determine if there are any 

evident, global weaknesses in students’ 

science knowledge. Use this information to 

inform pedagogy. 

Determine a clear directive on scholarship 

eligibility, with a view to identifying students 

and managing them accordingly. 

17



HUMANITIES AND 

SOCIAL SCIENCES 

Developing the process for the full 

implementation of Phase 2 Western Australian 

Curriculum in 2017 has been a key focus of 

Humanities and Social Sciences (HaSS) for 

2016. Additionally during 2016, the HaSS 

committee focused on the familiarisation of 

Economics & Business and Civics & Citizenship 

in addition to a whole school moderation task 

in the area of Geography. 

The HaSS team provided key professional 

learning in the area of Geography, with a 

particular focus on fieldwork as a tool to 

support classroom teaching of geographical 

concepts. Resources were updated to support 

the teaching of HaSS across year levels with 

a focus on purchasing reading materials to 

support integration of this learning area. 

Recommendations for 2017: 

Continue to focus on HaSS integration 

through Literacy and ICT; and 

Continue to support teachers in their Phase 

2 full implementation through Professional 

Learning and moderation opportunities. 

“The HaSS team 

provided key 

professional learning 

in the area of 

Geography“ 

Lynne Bates 

Principal 

18


SPECIALIST AREAS 

THE ARTS 

In 2016, an exciting and innovative approach 

to teaching the Arts across the school was 

implemented. The model created involves 

close collaboration and planning between the 

Arts and specialists in Dance, Music and Visual 

Arts. The purpose is to deliver rich learning 

experiences that provide opportunities for 

students to explore ideas and skills of each 

learning area whilst making connections 

between the Arts learning areas. 

The Arts team has worked to develop the Arts’ 

Strategic Plan throughout 2016. The plan 

explicitly outlines the highly collaborative 

approach to delivering the Arts curriculum at 

Campbell PS and the planning between Arts 

Specialists to provide common learning tasks 

that make clear links between learning across 

Dance, Music and Visual Arts. This model 

reflects both the School Business Plan strategic 

directions and SCSA Rules of Engagement for 

teaching the Arts in Primary Schools. 

A celebration of the success of the Arts 

approach at Campbell was the Evening on the 

Green performance that showcased the many 

talents of our students in Dance, Music and 

Visual Arts. 

VISUAL ARTS 

In 2016 the development of an Arts’ Strategic 

Plan has supported the integration of Dance 

and Music in to the Visual Arts program. This 

team approach has the capacity to engage, 

inspire and enrich all students, exciting the 

imagination and encouraging them to reach 

their creative and expressive potential. 

Additionally the Arts’ Strategic Plan is aligned 

with both the Australian and Western 

Australian Curriculums allowing students to be 

exposed to a wide variety of art techniques and 

media such as printmaking, painting, textiles, 

3D modeling and ceramics. 

In 2016 across school collaboration led to 

Campbell students involvement in events such 

as Canning Vale College’s annual art show and 

sharing their artwork with the broader school 

community in the ‘Evening on The Green’ arts 

celebration. 

Highlights included: 

Completion of a large school logo mosaic 

using recycled materials; 

Art displays within the school’s foyer; 

Involvement in the Canning Arts show; 

Art display and auction for the Evening on 

the Green school event 

Selected art works to be framed across the 

school; 

Lunchtime art programs; and 

Participation in the Network Art display. 


Further enrichment of the school 

environment through permanent artwork 

installations ; 

More occasions to exhibit work within the 

school and wider community; and 

Further development of ‘Campbell Arts’, a 

collaborative approach to the Arts within the 

school. 

19


PERFORMING ARTS 

(MUSIC AND DANCE) 

2016 saw the re-introduction of Dance as a 

learning area taught by a specialist teacher. 

A new model of teaching the Arts across the 

school was implemented and involved students 

from Year 3-6 having access to one semester of 

Music and one semester of Dance. This enabled 

a large number of students exposure to both 

production (Visual Arts) and performance 

(Dance and Music) learning areas. 

MUSIC 

Students from PP to Year 6 participated in 

music lessons where they engage in a variety 

of activities that range from singing, playing a 

range of instruments, reading music, composing 

using a range of technologies, learning about 

different musical styles and genres and 

reflecting on their musical experiences. 

Once a again a large choral program was run 

with the Senior Choir open to all students from 

Year 4 to 6. 

At Campbell PS the focus in music is on giving 

our children the opportunity to experience 

Music as a tool of communication, as a 

reflection of their culture and as method of 

expression that they can continue all their lives. 

The school is also involved in the Instrumental 

Music Schools Services (IMSS) program 

and has tuition available in Flute, Clarinet, 

Trumpet, Low Brass, Percussion and Classical 

Guitar. As students become proficient on their 

instruments they were able to join the: 

Year 5 Band Senior Band 

Contemporary Rock Band 

Highlights for 2016: 

ANZAC Day ceremony and performance by 

the school choir; 

Evening Musical Recital; 

Performances at assemblies; 

School Ensembles evening concerts; 

Performances at the Evening on the Green by 

Year 5 and Year 6 band and the Rock Band. 

DANCE 

Students in Dance lessons engaged with the 

Choreography Process, an inquiry model of 

learning that reflects current SCSA guidelines 

of using the Creative Process. Students explore, 

plan, choreograph, perform and reflect upon 

their dances that clearly communicate an idea, 

story or theme to the audience. To support 

the Reading focus across the school in 2016, 

students used a variety of text and picture 

books to explore narrative, characterisation and 

imagery through Dance. 


In addition to Dance as a learning area, 5 

extension groups were offered to students. 

Year 1 Dance Club was conducted in term 

one to engage students with Dance in 

a fun, non-threatening environment. The 

lunchtime sessions gave students an 

alternative area to spend their lunchtime 

and provided opportunity for them to 

improve fitness and gross motor 

coordination. 

Students from Year 4-7 were invited to 

join one of 4 dance troupes as interest 

groups ensuring access to any student 

wanting to be involved. Troupes for Year 4-6 

and boys were held before school and at 

lunchtimes and enabled students to 

choreograph group routines with the 

purpose of performance. All Dance Troupes 

performed exceptionally well at the 

Campbell Arts Evening on the Green 

performance in Term 4 much to the delight 

of the Campbell community. 

The Year 6 Girls Dance Troupe completed 

entry and exit surveys to gain an 

understanding of students’ beliefs and 

engagement with Dance both as a troupe 

and as a learning area at Campbell PS. 

20

The results indicate significant improvement in individual and cohort skills, beliefs and 

understandings. 

Year 6 Dance Troupe Survey Results (out of 5) Term 1 Term 4 

Understanding of rules and expectations 4.5 4.9 

Confidence in contributing ideas during choreography 3.0 3.9 

Confidence performing on stage 4.2 4.6 

Improved skills as a dancer 3.5 4.6 

Dance has helped in other areas of school 2.4 4.2 

Enjoyment and feeling valued as a member of troupe 4.4 4.9 

Particularly pleasing were results showing an 

improvement in student belief that learning 

in Dance has helped them in other areas of 

schooling as this clearly demonstrates the 

success of the Arts approach at Campbell. 


1. Increased collaboration and planning 

common learning tasks across Dance, 

Visual Arts and Music as outlined in the Arts 

Strategic Plan. 

2. Gifted and Talented Troupe: in addition to 

the existing troupes, students will be able 

to audition for a Senior Dance Troupe. 

HEALTH AND PHYSICAL 

EDUCATION 

In 2016 there has been a strong commitment 

to the promotion, prevention and support of 

mental health and resiliency guided by the 

Education Department’s KidsMatter initiative. 

The program provides a foundation at our 

school, embedded throughout our Business 

Plan. 

Within our 2016 staff, we strove to create 

a more positive whole school culture. A 

range of feedback was collected regarding 

risks to staff wellbeing in the workplace, 

with initiatives linked to the Department of 

Education’s direction surrounding ‘Building a 

Culture of High Performance and High Care in 

Every School’ and the organisation Heads Up. 

Furthermore, the ‘Nine Values for Australian 

Schooling’ (as identified in the National 

Framework for Values Education in Australian 

Schools) are explicitly stated in our Business 

Plan along with Strategic Direction Two: An 

Inclusive, Safe and Positive School Culture 

highlighting the importance of an inclusive, 

safe and positive school culture for all. 


A school Chaplaincy Program to be 

introduced in 2017; 

Full accreditation as a KidsMatter school; 

Increased opportunities for PwP sessions 

and community links; 

Support the full implementation, 

assessment and reporting of the health 

learning area, based on SCSA by 2017; 

Whole school approach to mindfulness; 

K-2 KidsMatter surveys to collect baseline 

data for Business Plan Target Setting; and 

Year 3-6 Social Emotional Learning surveys 

to collect baseline data for Business Plan 

Target Setting. 

21


PHYSICAL EDUCATION 

Planning and learning in Physical Education 

is based on the Australian Curriculum to 

ensure students perform and demonstrate the 

appropriate skills for their age. With a focus 

on fair play the “The Campbell Way” links to 

the 2016 Business Plan providing an inclusive, 

safe and positive school culture to ensure 

all students have the opportunity to learn, 

participate, receive feedback, improve skills, 

and achieve success. 

A key focus in 2016 has been to improve 

and develop moving our body curriculum 

outcomes across the school which are the 

movement skills and strategies necessary to 

confidently and competently participate in any 

physical activity. 

Particular highlights for 2016 included: 

Continuation of the Fundamental Movement 

program from Kindergarten to Year 1; 

High levels of participation in school and 

interschool sports; 

Boys’ Dance Troupe; and 

After school specialist sport programs. 


Identify plan and implement areas to 

improve in junior primary fitness levels; 

Introduce club and after school fitness 

opportunities for students and staff; and 

Extend high achievers through tasks and 

activities and visiting coaches. 

INFORMATION COMMUNICATION 

AND TECHNOLOGY 

This year our school’s infrastructure was 

upgraded which included the SOE4 system 

upgrade and Wireless Infill Installation, which 

increases the school’s Wi-Fi capacity. 

The ICT (Information and Communications 

Technology) committee was established in 

2016 to help cater for the increasing demand 

for digital literacy in the classroom. Both the 

implementation of NAPLAN Online in 2018 and 

the development of Digital Technologies Scope 

and Sequence in the Australian Curriculum are 

areas of priority for Campbell PS in the coming 

years. 

The work that the ICT Committee has 

undertaken in 2016 directly supports the 

School’s Business Plan 2016-2019 focus 

strategies of : 

Strengthening of digital technologies across 

the school; 

Enhancing of partnerships with wider 

community through workshops; 

Increase the range of learning technologies 

that enhance student learning opportunities; 

and 

Emphasise instruction in STEM. 

Achievements of the ICT Committee in 2016 

included: 

Continued support of the BYOD initiative in 

Year 5 and 6; 

A survey to gauge staff competency and 

satisfaction with ICT at Campbell Primary 

School 

Introduction of coding (code.org) in 

classrooms from Year 1 -6; 

Very successful Partnerships with Parents 

presentation on coding, which led to 

establishment of an after school Coding 

Club; 

Purchasing of a diverse range of robots, 

which allowed greater exposure to robotics 

in the junior years; and 

Leasing of new laptops and iPads. 

22


Full audit of ICT resources. 

Students to be familiar and competent using 

computers to prepare for participation in 

online NAPLAN testing. 

Further development of Campbell PS Digital 

Technologies Scope and Sequence. 

Further professional development for staff 

regarding use of ICT and familiarisation with 

Australian Curriculum Digital Technologies 

Scope and Sequence. 

Expansion of after school coding club. 

Further establishment of links with 

community, secondary, tertiary and 

professional associations. 

Further consolidation of robotics program. 

EAL/D (ENGLISH AS AN ADDITIONAL 

LANGUAGE OR DIALECT) 

The EAL/D Support Program addresses 

the needs of students from culturally and 

linguistically diverse backgrounds with a 

focus on improving oral and written English 

language. 

Monitoring and reporting of students’ progress 

is conducted using the EAL/D Progress Map. 

This Department of Education document 

provides explicit information for teachers, 

enabling them to make accurate judgements 

about student progress and achievement 

in learning English. In addition, it provides 

information to assist teachers in determining 

their students’ needs and in helping them to 

plan effective teaching and learning programs 

to meet these needs. 


An ethnic assistant was appointed 0. 4 FTE to 

support our many families from culturally 

and linguistically diverse communities; 

Harmony Week activities were undertaken; 

and 

Liaising with interpreters for Semester 1 

reporting and Semester 2 interviews. 

Recommendations for 2017 

Ensure the early identification of EAL/D 

students through enrolment procedures. 

Utilise assessment data from various sources 

to identify students at risk of not meeting 

targets. 

Maintain position of ethnic education 

assistant to assist with interpreting and 

liaising with students and parents. 

“We saw 

strengthening of 

digital technologies 

across the school..“ 

Lynne Bates 

Principal 

23


PARTNERSHIPS WITH PARENTS 2016 

In 2016 Campbell PS ran 16 Partnerships with 

Parents Sessions with the goal to up-skill and 

inform parents and families. 

These sessions were to update parents about 

new and ongoing programs, teaching and 

learning strategies which are embedded into 

classroom practices. In this way parents are 

encouraged to be actively involved in their 

child’s education and are provided with skills 

and strategies to support them at home. 

Recommendations for 2017 

Regular sessions to promote key teaching 

and learning strategies used across the 

school and new initiatives. 

Maintain and develop partnerships with 

the local community and invite key speakers 

in identified areas. 

Further development of the Playgroup and 

continue to build connections with future 

Campbell PS families in the 

community. 

PARENT, STAFF AND STUDENT 

SURVEY INFORMATION 

In order to provide feedback on the school all 

parents, staff and students from Years 5 and 

6 are invited to complete a biannual on-line 

survey. This survey was completed in 2016, with 

a summary of the results listed below. Overall 

all stakeholders responded very positively 

regarding the school environment. 

2016-2019 Business Plan targets: 

Results from the Parent, Student and Staff 

National School Opinion Surveys continue to 

reflect positive satisfaction with the school 

regarding engagement, safety and care for 

students, teaching and leadership. (targets 

achieved) 

The following graphic displays scores and equivalent ratings. 

1 

2 

3 

4 

5 

Total numbers of 

surveys completed 

in 2016: 

Parent/Carers: 196 

Strongly 

Disagree 

Disagree 

Neither 

Agree or 

Disagree 

Agree 

Strongly 

Agree 

Students Year 5 and 

6: 152 

Staff: 47 

The average rating across all survey questions completed by parents was 4.0. 

Staff ratings in all areas were all above to well above 4. 

AVERAGE 

RATING 4.4 

Student ratings showed some areas rated as below 4, they included the following: 

Teachers at my school treat students fairly (3.9) 

AVERAGE 

RATING 4.1 

I can talk to my teachers about my concerns (3.9) 

My school takes students opinions seriously (3.8) 

Student behaviour is well managed at this school (3.6) 

The Behaviour Management in Schools Policy was reviewed to support consistency across year levels. 

The elaborated version of the surveys is available on the school website. 

24

PARENT SURVEY 

AVERAGE 

4 

RATING 

Teachers at this school expect my child to do his 

or her best. 

Teachers at this school provide my child with 

useful feedback. 

Teachers at this school treat students fairly. 

This school is well maintained. 

My child feels safe at this school. 

I can talk to my child’s teachers about my 

concerns. 

Student behaviour is well managed at this 

school. 

My child likes being at this school. 

This school looks for ways to improve. 

This school takes parent’s opinions seriously. 

Teachers at this school motivate my child to 

learn. 

My child is making good progress at this school. 

My child’s learning needs are being met at this 

school. 

This school works with me to support my child’s 

learning. 

This school has a strong relationship with the 

local community. 

This school is well led. 

I am satisfied with the overall standard of 

education achieved at this school. 

I would recommend this school to others. 

My child’s teachers are good teachers. 

Teachers at this school care about my child. 

“Results from the 

Parent, Student 

and Staff National 

School Opinion 

Surveys continue 

to reflect positive 

satisfaction.. “ 

Lynne Bates 

Principal 

25


CAMPBELL PRIMARY SCHOOL 

Financial Summary as at 31 December 2016 

Revenue - Cash Budget Actual 

1 Voluntary Contributions $31,315.00 $31,435.00 

2 Charges and Fees $112,817.63 $116,440.32 

3 Fees from Facilities Hire $70,000.00 $68,829.27 

4 Fundraising/Donations/Sponsorships $48,635.99 $49,899.49 

5 Commonwealth Govt Revenues $825.00 $825.00 

6 Other State Govt/Local Govt Revenues $1,000.00 $1,000.00 

7 Revenue from Co, Regional Office and Other Schools $4,500.00 $4,500.00 

8 Other Revenues $80,419.95 $86,965.10 

9 Transfer from Reserve or DGR - - 

10 Residential Accommodation - - 

11 Farm Revenue (Ag and Farm Schools only) - - 

12 Camp School Fees (Camp Schools only) - - 

Total Locally Raised Funds $349,513.57 $359,894.18 

Opening Balance $228,236.50 $228,236.50 

Student Centred Funding $357,550.80 $357.550.80 

Total Cash Funds Available $935,300.87 $945,681.48 

- Total Salary Allocation - - 

Total Funds Available $935.300.87 $945,681.48 

Other Govt 

Grants 1% 

Current Year Actual Cash Sources 

Contingencies Revenue - Budget vs Actual 

$000 Budget Actual 

140 

Locally Raised 

Funds 37% 

Transfers from 

Reserves 0% 

120 

100 

80 

60 

40 

20 

26 

Other 

12% 

Student Centred 

Funding 50% 

0 

Voluntary Contributions 

Charges and Fees 

Fees from Facilities Hire 

Fundraising/Donations/Sponsorships 

Commonwealth Govt Revenues 

Other State Govt/Local Govt Revenues 

Revenue Source 

Revenue from Co, Regional Office and... 

Other Revenues 

Transfer from Reserve or DGR 

Residential Accommodation 

Farm Revenue (Ag and Farm Schools only) 

Camp School Fees (Camp Schools only)

CAMPBELL PRIMARY SCHOOL 

Financial Summary as at 31 December 2016 

Expenditure Budget Actual 

1 Administration $31,315.85 $39,243.50 

2 Lease Payments $66,801.00 $68,678.85 

3 Utilites, Facilities and Maintenance $317,907.27 $209,831.08 

4 Buildings, Property and Equipment $191,432.57 $171,451.18 

5 Curriculum and Student Services $205,703.90 $186,326.33 

6 Professioinal Development $19,290.91 $18,025.67 

7 Transfer to Reserve - - 

8 Other Expenditure $67,444.40 $84,730.15 

9 Payment to CO, Regional Office and Other Schools $24,585.36 $9,239.18 

10 Residential Operations - - 

11 Residential Boarding Fees to CO (AG Colleges only) - - 

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) - - 

Tax Goods and Services Expenditure $924,481.26 $787,525.94 

Total Forecast Salary Expenditure - - 

Total Expenditure $924,481.26 $787,525.94 

Cash Budget Variance $10,819.61 - 

Contingencies Expenditure - Budget vs Actual 

$000 Budget Actual 

350 

300 

250 

200 

$000 

310 

260 

210 

160 

110 

60 

10 

Cash Position 

General Fund Balance 

Deductible Gift Funds 

Trust Funds 

Asset Replacement Reserves 

Suspense Accounts 

Cash Advances 

Tax Position 

150 

100 

50 

0 

Administration 

Lease Payments 

Facilities and Maintenance 

Buildings, Property and Equipment 

Curriculum and Student Services 

Professional Development 

Transfer to Reserve 

Other Expenditure 

Payment to CO, Regional Office and Other... 

Residential Operations 

Residential Boarding Fees to CO (AG Colleges...) 

Farm Operations (Ag and Farm Schools only) 

Farm Revenue to CO (Ag and Farm Schools... 

Camp School Fees to CO (Camp Schools only) 

Expenditure Purpose 

Cash Position as at: 

Bank Balance $444,036.98 

Made up of: - 

1 General Fund Balance $158,155.54 

2 Deductible Gift Funds - 

3 Trust Funds - 

4 Asset Replacement Reserves $291,463.60 

5 Suspense Accounts $6,531.84 

6 Cash Advances - 

7 Tax Position $12,114.00 

Total Bank Balance $444,036.98 

27

Campbell Road, Canning Vale WA 6155 

Phone: (08) 9456 8300 

Email: campbell.ps@education.wa.edu.au 

Website: campbellprimaryschool.wa.edu.au

CP4192 ANNUAL REPORT 2016_lowres_final

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