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Campbell Primary School<br />

<strong>2021</strong> <strong>Annual</strong> <strong>Report</strong><br />

PG / 1


PG / 4CONTENTS<br />

Page 5 Principal’s <strong>Report</strong><br />

Page 6 School Context<br />

Page 9 Workforce Composition <strong>2021</strong><br />

Page 10 Student Attendance<br />

Page 11 Student Achievement and Progress<br />

Page 14 Post School Destination<br />

Page 16 Parent/student/teacher satisfaction<br />

with the school<br />

Page 23 School Income by Funding Source<br />

Page 27 Monitoring Of Business Plan 2019-<strong>2021</strong>


From the Principal<br />

I am pleased to present the Campbell<br />

Primary School (<strong>CPS</strong>) <strong>Annual</strong> School <strong>Report</strong><br />

for <strong>2021</strong>. It was a very positive year, one in<br />

which we managed some disruption with<br />

the impact of the COVID-19 pandemic. I<br />

extend my thanks to the exceptional staff,<br />

outstanding students and highly supportive<br />

families at Campbell Primary School.<br />

Without the combined commitment from<br />

all stakeholders, we would not achieve the<br />

success or enjoy the highly positive culture<br />

we have at <strong>CPS</strong>.<br />

The <strong>Annual</strong> <strong>Report</strong> for <strong>2021</strong> provides parents<br />

and the wider community with information<br />

about our school and provides evidence of<br />

our progress towards achieving our areas of<br />

focus and targets set in our Business Plan<br />

2019-<strong>2021</strong>. The report also provides us with<br />

the opportunity to celebrate our successes<br />

and achievements, and includes information<br />

about the future actions to be taken in 2022<br />

to improve student achievement and further<br />

enhance the school’s effectiveness.<br />

It is important to note that the <strong>Annual</strong> <strong>Report</strong><br />

is only one component of the total reporting<br />

process that the school undertakes. To gain<br />

a greater knowledge of the school’s purpose<br />

and its operations, the <strong>Annual</strong> <strong>Report</strong> should<br />

be read in conjunction with other documents<br />

such as the Business Plan, information<br />

booklets and other information pertaining<br />

to the school’s curriculum and policies all of<br />

which are located on the Campbell Primary<br />

School webpage.<br />

In <strong>2021</strong> we entered the final year of the<br />

2019-<strong>2021</strong> Business Plan. The staff, students<br />

and community have all supported great<br />

success of the targets and priorities set<br />

within our plan. Our internal self-review<br />

verified that we experienced a very<br />

successful year.<br />

Such success is noted throughout the <strong>Annual</strong><br />

<strong>Report</strong> with the Department of Education’s<br />

Public School Review (PSR), which was held<br />

in Term 2 of <strong>2021</strong>. The PSR provided further<br />

evidence of the exemplary achievement of<br />

our school. A letter was received from the<br />

Deputy Director General, Schools: in which<br />

was written:<br />

“The performance of your school,<br />

determined through your self-assessment<br />

submission and validated by the review<br />

team, has been confirmed to be exceptional.”<br />

The school received a 5-year return for<br />

its next Public School Review. I invite all<br />

readers to view the schools Public School<br />

Review summary which is located on the<br />

<strong>CPS</strong> webpage and on Schools Online.<br />

Further testimony of our academic success<br />

is noted for <strong>2021</strong>, with the school receiving<br />

a certificate from the Minister for Education<br />

– Hon Sue Ellery MLC and the Director<br />

General of Education – Lisa Rodgers. This<br />

certificate was in recognition of Campbell<br />

PS’s Academic Excellence in <strong>2021</strong>.<br />

I look forward to 2022 with great confidence<br />

knowing that all staff are committed to<br />

providing the very best education for our<br />

students. It will be a year where we will<br />

finalise and commence our next Business<br />

Plan cycle. This process will include<br />

consultation with all stakeholders and will<br />

see us work collaboratively with the School<br />

Board and community to produce the 2022-<br />

2025 Campbell Primary School Business Plan.<br />

L ynne Bates<br />

Principal<br />

PG / 5


School Context<br />

Campbell Primary School (<strong>CPS</strong>) opened in 2002 and has<br />

a longstanding reputation as a high achieving school with<br />

a safe and inclusive culture, which supports the growth<br />

of the whole child. The school is located 25 km South of<br />

Perth in Canning Vale within the South Metropolitan<br />

Education Region. Our school is rich in cultural diversity<br />

with 55% of our student population coming from non-<br />

English speaking backgrounds.<br />

To nurture the hearts and minds of all is the school’s<br />

mission statement, with staff committed to this mission.<br />

We are fortunate to have the most amazing students and<br />

supportive community with all upholding the school’s<br />

values of Respect, Resilience and Kindness. Our staff,<br />

both teaching and allied professionals, offer exemplary<br />

teaching practice and care for students. The school has<br />

a very strong pastoral care team with staff working<br />

collaboratively to ensure success for all students.<br />

PG / 6


Student Numbers and Characteristics<br />

Campbell Primary School is an Independent Public School that:<br />

Caters for<br />

583<br />

students<br />

Has an index of<br />

socio-education<br />

advantage of<br />

1087<br />

this has gradually increased<br />

over the last 3 years.<br />

Campbell Primary School caters for:<br />

2.4%<br />

of students with<br />

a disability<br />

14<br />

students funded<br />

for Disability<br />

Resourcing support<br />

1.4%<br />

of students who recognise<br />

themselves as Aboriginal or<br />

Torres Strait Islander descent.<br />

55%<br />

of our students enrolled have<br />

a Language Background other<br />

than English (LBOTE).<br />

Campbell Primary School (<strong>CPS</strong>) has experienced a substantial<br />

decrease in student numbers in the last 6 years (2015 – 944 students<br />

and <strong>2021</strong> – 583 students). This is due to many new schools opening<br />

along the Eastern Corridor and <strong>CPS</strong> no longer required to manage<br />

an overflow Kindergarten. This decrease in enrolments has therefore<br />

had a significant impact on the financial position of the school both in<br />

human resourcing and fiscal funding.<br />

PG / 7


“<br />

Thank you for the environment you have<br />

created for my daughter, the level of care<br />

she has received throughout her primary<br />

school life has been incredible. She is so well<br />

equipped for her next chapter, because of the<br />

foundation that you have helped her build.<br />

We cannot thank you enough.<br />


Workforce Composition <strong>2021</strong><br />

No FTE AB’L<br />

Administration Staff<br />

Principals 1 1.0 0<br />

Associate/Deputy/Vice Principals 2 2.0 0<br />

Total Administration Staff<br />

3 3.0 0<br />

Teaching Staff<br />

Level 3 Teachers 6 2.5 0<br />

Other Teaching Staff 34 26.2 0<br />

Total Teaching Staff<br />

40 28.6 0<br />

School Support Staff<br />

Clerical/Administrative 5 2.9 0<br />

Gardening/Maintenance 2 1.2 0<br />

Other Non-Teaching Staff 14 8.6 0<br />

Total Non-Teaching Staff<br />

21 12.7 0<br />

Total 64 44.4 0<br />

Staff at Campbell Primary School are merit selected and are committed to the collaborative<br />

culture that exists within the school. In <strong>2021</strong>, 40 teaching staff and 21 allied professional staff were<br />

employed at Campbell Primary School. All teaching staff are registered with the Western Australian<br />

Teacher Registration Board and have appropriate teaching qualifications. Our teaching staff are highly<br />

competent and are committed to lifelong learning. They have fully embraced the Western Australian<br />

Curriculum and the latest research-based approaches implemented within the school to improve student<br />

learning. Our allied professionals continue to be provided with professional learning that enables them<br />

to be highly effective educators within the classrooms alongside the teachers. Examples of this include<br />

the MiniLit and Cracking the Code programs used for early intervention. Staff are highly professional<br />

and collaborative.<br />

PG / 9


Student Attendance<br />

Attendance Rate Longitudinal Summary<br />

Table 1: Attendance and Absence Type by Collection Period for Campbell Primary<br />

School<br />

Collection<br />

Period<br />

Attendance<br />

Rate<br />

Regular<br />

Attendance<br />

2015<br />

Sem 1<br />

2016<br />

Sem 1<br />

2017<br />

Sem 1<br />

2018<br />

Sem 1<br />

2019<br />

Sem 1<br />

2020<br />

Sem 1<br />

<strong>2021</strong><br />

Sem 1<br />

94.6% 94.3% 95.2% 94.9% 94.2% 86.3% 93.7%<br />

84.1% 81.8% 86.8% 85.3% 81.6% 33.4% 81.1%<br />

Chart 1: Attendance Rate by Collection Period for Campbell Primary School<br />

100<br />

98<br />

Attendance<br />

96<br />

94<br />

92<br />

90<br />

88<br />

86<br />

84<br />

82<br />

80<br />

78<br />

2015 2016 2017 2018 2019 2020 <strong>2021</strong><br />

Both the tables and graph above clearly display the impact COVID-19 had on regular attendance at <strong>CPS</strong>.<br />

What is pleasing is that expected levels of regular attendance returned by Semester 1, <strong>2021</strong>.<br />

Families at Campbell Primary School support regular attendance at school. The school maintains high<br />

levels of attendance in all year levels. Processes are in place to monitor attendance and to follow up<br />

unexplained absences, late arrivals and ongoing absences by students. The school works closely with<br />

parents to support regular attendance.<br />

Positive attendance strategies are in place at <strong>CPS</strong> and include; use of an SMS messaging service for<br />

parents to advise of absences, late arrivals notes, regular letters to parents flagging unexplained<br />

absences, regular monitoring of attendance by Team Leaders, early engagement with parents of students<br />

who may be becoming at risk due to falling attendance rates, education of parents about the positive<br />

links between regular attendance and school achievement and the use of DoE suite of attendance<br />

resources to support families who may be struggling with maintaining regular attendance patterns.<br />

The school engages with families with children in the severe attendance category to set attendance plans.<br />

Consultation with SSEN occurs to further support improved attendance when required.<br />

PG / 10


Student Achievement and Progress<br />

Campbell PS continues to achieve high levels of achievement in NAPLAN testing and regularly performs<br />

above our like schools’ mean. It is through the efforts of our exceptional teaching staff and support from<br />

our families that this level of achievement is attained and more importantly we believe sustainable. The staff<br />

continue to adopt connected practices and use the Pedagogical Framework of iStar: both reduce the variance<br />

in teaching. The schools Professional Learning Committee structure with year level Team Leaders has<br />

proven to be instrumental in supporting our students to reach key standards within the WA Curriculum.<br />

Further testimony of our academic success is noted for <strong>2021</strong>, with the school receiving a certificate<br />

from the Minister for Education – Hon Sue Ellery MLC and the Director General of Education – Lisa<br />

Rodgers. This certificate was in recognition of Campbell PS’s Academic Excellence in <strong>2021</strong>.<br />

PG / 11


“<br />

The opportunity<br />

to lead our school<br />

was amazing and<br />

I learnt so much<br />

while having fun.<br />

“<br />

Head Girl - Lucy G


Student Achievement and Progress<br />

<strong>2021</strong> Year 3 Year 5<br />

School Like Schools School Like Schools<br />

Numeracy 416 419 531 508<br />

Reading 471 453 551 521<br />

Writing 439 442 525 496<br />

Grammar and Punctuation 456 453 546 516<br />

Spelling 454 430 562 522<br />

Like Schools: Like schools are based on school Index of Community and Socio Educational Advantage. ICSEA is a scale which<br />

allows for fair and reasonable comparisons among schools with similar students. Green highlight – above like school.<br />

Average Reading Score<br />

560<br />

540<br />

520<br />

Test Score<br />

500<br />

480<br />

460<br />

Year 3 School<br />

Year 3 Like Schools<br />

Year 5 School<br />

Year 5 Like Schools<br />

440<br />

420<br />

400<br />

380<br />

2016 2017 2018 2019 2020 <strong>2021</strong><br />

Year<br />

Average Numeracy Score<br />

540<br />

520<br />

Test Score<br />

500<br />

480<br />

460<br />

440<br />

Year 3 School<br />

Year 3 Like Schools<br />

Year 5 School<br />

Year 5 Like Schools<br />

420<br />

400<br />

380<br />

2016 2017 2018 2019 2020 <strong>2021</strong><br />

Year<br />

Average Writing Score<br />

540<br />

520<br />

500<br />

Test Score<br />

480<br />

460<br />

440<br />

Year 3 School<br />

Year 3 Like Schools<br />

Year 5 School<br />

Year 5 Like Schools<br />

420<br />

400<br />

380<br />

2016 2017 2018 2019 2020 <strong>2021</strong><br />

Year<br />

PG / 13


Post School Destination<br />

Destination Schools Male Female Total<br />

4174 Canning Vale College 17 30 47<br />

4198 Harrisdale Senior High School 7 4 11<br />

4143 Leeming Senior High School 1 4 5<br />

4126 Willetton Senior High School 2 2 4<br />

4034 Melville Senior High School 1 1 2<br />

4048 Rossmoyne Senior High School 2 2<br />

1441 Australian Islamic College - Kewdale 1 1<br />

1306 Dale Christian School 1<br />

4025 John Curtin College Of The Arts 1 1<br />

1396 Kennedy Baptist College 1 1<br />

6087 Leeming Senior High School Education Support Centre 1 1<br />

4042 Perth Modern School 1 1<br />

1368 Seton Catholic College 1 1<br />

1480 St John Bosco College 1 1<br />

<strong>CPS</strong> works in partnership with our local intake area (LIA) high school, Canning Vale College to promote<br />

public education. 73% of our Year 6 students attend their LIA high school, this was either Canning Vale<br />

College or Harrisdale Senior High School. 20% of the Year 6 students are successfully placed into either<br />

Gifted and Talented Secondary Selective Entrance Programs or receive scholarships in either private high<br />

schools or Government high schools, this is reflected in the table above.<br />

The school has established a strong relationship with its LIA school Canning Vale College (CVC). CVC<br />

staff support our school in both the Science and Music learning areas, offering Senior Band for our<br />

IMSS students and supporting access to their Science Labs for our senior students. The transition<br />

to high school programme is rich, and in <strong>2021</strong>, included former <strong>CPS</strong> students hosting a formal Q&A<br />

session for our Year 6 students.<br />

PG / 14


“<br />

This school<br />

has a very<br />

nurturing<br />

environment<br />

and caring<br />

for my child’s<br />

learning.<br />


Parent/student/teacher satisfaction<br />

with the school<br />

A part of <strong>CPS</strong>’s self-assessment schedule is collecting feedback from parents, students, and staff. This<br />

information is gathered using a range of tools, one being the National School Opinion Surveys. Feedback<br />

through these surveys is collected biannually. Exit surveys are also completed by any family that is leaving<br />

<strong>CPS</strong>. We continue to receive very positive feedback from families. The most recent survey results are<br />

displayed within the tables below which also depicts if our mean score has improved, stayed the same<br />

or declined. The feedback has further been triangulated to ensure we are comprehensive in our analysis<br />

when setting plans for improvement. We also look at the data longitudinally to determine any trends.<br />

The results continue to reflect high levels of satisfaction from students, staff and parents. The ratings are<br />

listed on the following pages.<br />

PG / 16


Parent/student/teacher satisfaction<br />

with the school<br />

Parent National School Opinion Surveys 2018 and <strong>2021</strong><br />

Rating Score Rating Score<br />

Strongly agree 5 Disagree 2<br />

Agree 4 Strongly disagree 3<br />

Neither agree now disagree 3<br />

Parent/Carers National School Opinion Survey - Comparison 2018 - <strong>2021</strong><br />

Question<br />

Improvement Same Declined<br />

2018<br />

(158 responses)<br />

Mean Score<br />

<strong>2021</strong><br />

(221 responses)<br />

Teachers at this school expect students to do their best. 4.4 4.4<br />

Teachers at this school provide students with useful feedback. 4.2 4.2<br />

Teachers at this school treat students fairly. 4.1 4.2<br />

The school is well - maintained. 4.5 4.4<br />

My child feels safe at this school. 4.4 4.5<br />

I can talk to my teachers about my concerns. 4.5 4.5<br />

Student behaviour is well - managed at this school. 4.0 4.1<br />

My child likes being at this school. 4.3 4.5<br />

The school looks for ways to improve. 4.2 4.1<br />

The school takes parents’ opinions seriously. 3.9 3.9<br />

Teachers at this school motivate my child to learn. 4.2 4.3<br />

My child is making good progress at this school. 4.1 4.2<br />

My child’s learning needs are being met. 4.1 4.2<br />

This school works with me to support my child’s learning. 4.1 4.1<br />

The school has a strong relationship with the local community. 3.9 3.9<br />

The school is well led. 4.0 4.1<br />

I am satisfied with the overall standard of education<br />

achieved at this school.<br />

4.0 4.3<br />

I would recommend this school to others. 4.1 4.3<br />

My child’s teachers are good teachers. 4.4 4.5<br />

Teachers at this school care about my child. 4.3 4.4<br />

PG / 17


“<br />

Thank you to all staff<br />

members at Campbell<br />

Primary school for<br />

helping create a<br />

seamless journey for<br />

my child’s schooling.<br />


Parent/student/teacher satisfaction<br />

with the school<br />

Staff National School Opinion Surveys 2018 and <strong>2021</strong><br />

Staff National School Opinion Survey - Comparison 2018 - <strong>2021</strong><br />

Question<br />

Improvement Same Declined<br />

2018<br />

(24 responses)<br />

Mean Score<br />

<strong>2021</strong><br />

(33 responses)<br />

Teachers at this school expect students to do their best 4.5 4.9<br />

Teachers at this school provide students with useful feedback.<br />

4.2 4.5<br />

Teachers at this school treat students fairly. 4.5 4.8<br />

The school is well - maintained. 4.2 4.5<br />

Students feel safe at this school. 4.5 4.5<br />

Students can talk to their teachers about their concerns. 4.2 4.6<br />

Parents at this school can talk to teachers about their concerns. 4.3 4.5<br />

Student behaviour is well - managed at this school. 4.1 4.2<br />

Students like being at this school. 4.3 4.6<br />

The school looks for ways to improve. 4.4 4.8<br />

The school takes staff opinions seriously. 4.0 3.9<br />

Teachers at this school motivate students to learn. 4.3 4.7<br />

Students learning needs are being met at this school. 4.0 4.5<br />

This school works with parents to support my students’<br />

learning.<br />

4.1 4.4<br />

I receive useful feedback about my work at this school. 4.0 4.3<br />

Staff are well-supported at this school. 4.0 4.1<br />

The school has a strong relationship with its local community. 4.0 3.9<br />

The school is well led. 4.3 4.5<br />

I am satisfied with the overall standard of education<br />

achieved at this school.<br />

4.2 4.7<br />

I would recommend this school to others. 4.4 4.6<br />

Teachers at this school are good teachers. 4.5 4.9<br />

Teachers at this school care about their students. 4.5 4.9<br />

PG / 19


Parent/student/teacher satisfaction<br />

with the school<br />

Student National School Opinion Surveys 2018 and <strong>2021</strong><br />

Student National School Opinion Survey - Comparison 2018 to <strong>2021</strong><br />

Question<br />

Improvement Same Declined<br />

2018<br />

(158 responses)<br />

Mean Score<br />

<strong>2021</strong><br />

(154 responses)<br />

My teachers expect me to do my best 4.5 4.5<br />

My teachers provide me with useful feedback. 4.1 4.1<br />

Teachers at this school treat students fairly. 4.0 3.6<br />

The school is well - maintained. 4.1 3.9<br />

I feel safe at this school. 4.1 3.9<br />

I can talk to my teachers about my concerns. 3.6 3.6<br />

Student behaviour is well - managed at my school. 3.6 3.5<br />

I like being at my school. 3.9 3.7<br />

My school looks for ways to improve. 4.2 4.1<br />

The school takes students’ opinions seriously. 3.6 3.6<br />

My teachers motivate me to learn. 4.2 4.1<br />

My school gives me opportunities to do interesting things. 4.0 4.0<br />

PG / 20


Parent/student/teacher satisfaction<br />

with the school<br />

Triangulated Data - Parents, staff and students<br />

Triangulation of Parent/carer, Staff and Student Survey - Common Questions<br />

Question<br />

Improvement Same Declined<br />

<strong>2021</strong><br />

Triangulated responses -<br />

mean score.<br />

Teachers expect students to do their best 4.6<br />

Teachers provide students with useful feedback. 4.3<br />

Teachers at this school treat students fairly. 4.2<br />

The school is well-maintained. 4.3<br />

Students feel safe at this school. 4.3<br />

Parents and students can talk to teachers about their<br />

concerns.<br />

4.2<br />

Student behaviour is well-managed at my school. 3.9<br />

Students like being at this school. 4.3<br />

The school looks for ways to improve. 4.3<br />

The school takes students’ opinions seriously. 3.8<br />

Teachers at this school motivate students to learn. 4.2<br />

The triangulated NSOS results reflect positive improvement in all areas except:<br />

The school takes<br />

students’ opinions<br />

seriously<br />

3.8<br />

Student behaviour is<br />

well-managed at<br />

my school<br />

3.9<br />

Whilst these 2 areas showed a decline in the mean score across all 3 surveys, it is important to note that<br />

the score is still quite high. These 2 areas will be further analysed particularly with the student body and<br />

further determining how the school may improve in these areas.<br />

PG / 21


Thank you to all<br />

educators for putting<br />

the gift of knowledge in<br />

to the kids of the future.<br />

““


School Income by Funding Source<br />

The Targeted Initiative funding for Mental Health, School Psychologist and School Chaplain is<br />

invaluable in supporting some of the school’s most vulnerable students. The school’s budget<br />

financially supports 50% of the employment of the chaplain which aligns with the Business Plan –<br />

Success for all Students.<br />

The EALD, Aboriginality and Social Disadvantage Student Characteristic funding are used to support<br />

a wide range of literacy programmes, human resourcing - additional FTE across the school, both<br />

support staff and teacher coaching and curriculum materials.<br />

To align with the Business Plan and needs of the school, a total of 1.4fte EA time is used across the<br />

school for early learning intervention, case management, EALD student support and NAPLAN readiness.<br />

<strong>CPS</strong>’s disability funding is used to employ qualified allied professionals to provide a supportive and<br />

inclusive learning environment for the students.<br />

To support the DoE’s Funding Agreement (FA) for Schools <strong>2021</strong> and Statement of Expectation, a<br />

number of monitoring and reporting tools are in place to provide evidence of this management.<br />

These key monitoring tools are across the diverse aspects of the school’s One Line Budget enable<br />

informed decisions to be made. These decisions are made in consultation with the Finance<br />

Committee and the School Board. Balanced and accurate financial management and future based<br />

financial planning is imperative to ensure that the school can continue to have resources and assets<br />

available to deliver learning programmes both now and in the future in line with the Business Plan<br />

of the school.<br />

A substantial amount of locally raised funds ($71,000.00) are generated from the OSHC Deed of<br />

Licence. The Finance Committee and School Board followed due diligence not only financially but<br />

through community input, to select the most appropriate provider in <strong>2021</strong>.<br />

PG / 23


School Income by Funding Source<br />

Funding<br />

Allocation of funding<br />

Aboriginality $14 371.00 Support Staff<br />

Disability $320 156.63 4.6fte<br />

Extra Allied Professional<br />

(AP) 0.8 MiniLit, Extra 0.5 for<br />

Projects, Professional Learning<br />

Targeted Professional<br />

Learning, for Special<br />

Needs – AP Technology<br />

English as an Additional<br />

Language or Dialect<br />

$291 155.35<br />

Social Disadvantage $39 850.39<br />

Sub Total $665 533.37<br />

Ethnic Assistant 0.4FTE<br />

Cracking the Code<br />

Support-a-Reader<br />

ICT, English and Mathematics<br />

Curriculum Leaders<br />

Transition Days<br />

Partnerships with Parents<br />

Workshops<br />

School Chaplain<br />

Pastoral Care activities<br />

EA - Cracking the Code<br />

EA - MiniLit<br />

ICT, English and Mathematics<br />

Curriculum Leaders<br />

School Support Salary<br />

Student<br />

characteristics<br />

• Aboriginality<br />

• Disability<br />

• EALD<br />

• Social<br />

disadvantage<br />

Campbell PS receives the following:<br />

School<br />

characteristics<br />

• Enrolment linked<br />

base<br />

Targeted<br />

initiatives<br />

• Mental health<br />

strategy<br />

• Level 3 classroom<br />

teacher<br />

• Universal access<br />

• Chaplaincy<br />

• School<br />

Psychologist<br />

Operational<br />

response<br />

• Dental Clinic<br />

• Cleaning utilities<br />

• Faults<br />

Management<br />

Program<br />

PG / 24


Financial Summary Review<br />

Financial Summary as at December 31st <strong>2021</strong><br />

Revenue - Cash & Salary Allocation Budget Actual<br />

1 Voluntary Contributions $ 19,810.00 $ 19,870.00<br />

2 Charges and Fees $ 48,825.42 $ 48,947.67<br />

3 Fees from Facilities Hire $ 83,522.73 $ 83,522.73<br />

4 Fundraising/Donations/Sponsorships $ 26,448.21 $ 28,853.71<br />

5 Commonwealth Govt Revenues $ 1,788.42 $ 1,788.42<br />

6 Other State Govt/Local Govt Revenues $ 1,000.00 $ 1,000.00<br />

7 Revenue from Co, Regional Office and other Schools $ 4,770.00 $ 4,770.00<br />

8 Other Revenues $ 33,507.28 $ 34,274.24<br />

9 Transfer from Reserve or DGR $ - $ -<br />

10 Residential Accommodation $ - $ -<br />

11 Farm Revenue (Ag and Farm Schools only) $ - $ -<br />

12 Camp School Fees (Camp Schools only) $ - $ -<br />

Total Locally Raised Funds $ 219,672.06 $ 223,026.77<br />

Opening Balance $ 30,775.51 $ 30,775.51<br />

Student Centred Funding $ 562,718.76 $ 562,718.76<br />

Total Cash Funds Available $ 813,166.33 $ 816,521.04<br />

Total Salary Allocation $ - $ -<br />

Total Funds Available $ 813,166.33 $ 816,521.04<br />

Current Year Actual Cash Sources<br />

$000<br />

90<br />

80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

Locally Generated Revenue - Budget vs Actual<br />

Budget<br />

Actual<br />

Student centres funding<br />

72%<br />

Locally raised funds<br />

23%<br />

Transfers from funds<br />

0%<br />

Other<br />

4%<br />

Other Government grants<br />

1%<br />

Revenue Source<br />

Voluntary Contributions<br />

0<br />

Charges and Fees<br />

Fees from Facilities Hire<br />

Fundraising/Donations/Sponsorships<br />

Commonwealth Govt Revenues<br />

Other State Govt/Local Govt Revenues<br />

Revenue from Co, Regional Office and Other<br />

Other Revenues<br />

Expenditure - Cash and Salary Budget Actual<br />

1 Administration $ 22,058.73 $ 23,366.46<br />

Cash Position as at:<br />

Bank Balance $ 223,805.91<br />

Made up of:<br />

1 General Fund Balance $ 45,234.73<br />

2 Deductible Gift Funds $ -<br />

3 Trust Funds $ -<br />

4 Asset Replacement Reserves $ 173,356.22<br />

5 Suspense Accounts $ 10,460.96<br />

6 Cash Adavances $ -<br />

7 Tax Position $ (6,746.00)<br />

Total Bank Balance $ 222,305.91<br />

2 Lease Payments $ 65,895.85 $ 61,931.37<br />

3 Utilities, Facilities and Maintenance $ 310,414.72 $ 286,965.63<br />

4 Buildings, Property and Equipment $ 138,462.19 $ 153,764.83<br />

5 Curriculum and Student Services $ 182,981.78 $ 157,190.49<br />

6 Professional Development $ 20,371.37 $ 18,598.64<br />

7 Transfer to Reserve $ 67,234.18 $ 67,234.18<br />

8 Other Expenditure $ 1,191.89 $ 1,094.71<br />

9 Payment to CO, Regional Office and other Schools $ 1,140.00 $ 1,140.00<br />

10 Residential Operations $ - $ -<br />

11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ -<br />

12 Farm Operations (Ag and Farm Schools only) $ - $ -<br />

13 Farm Revenue to CO (Ag and Farm Schools only) $ - $ -<br />

14 Camp School Fees to CO (Camp Schools only) $ - $ -<br />

Total Goods and Services Expenditure $ 809,750.71 $ 771,286.31<br />

$000<br />

350<br />

Goods and Services Expenditure - Budget vs Actual<br />

Budget<br />

Actual<br />

Total Forecase Salary Expenditure $ - $ -<br />

Total Expenditure $ 809,750.71 $ 771,286.31<br />

Cash Budget Variance $ 3,415.62<br />

300<br />

250<br />

$000<br />

Cash Position<br />

200<br />

210<br />

150<br />

160<br />

100<br />

110<br />

50<br />

60<br />

0<br />

Administration<br />

Lease Payments<br />

Utilities, Facilities & Maintenance<br />

Buildings, Property & Equipment<br />

Curriculum and Student Services<br />

Other Expenditure<br />

Transfer to Reserve<br />

Professional Development<br />

Payment to CO, Regional Office & Other<br />

Expenditure Purpose<br />

10<br />

General Fund Balance<br />

Deductible Gift Funds<br />

Trust Funds<br />

Asset Replacement Reserves<br />

Suspence Accounts<br />

Cash Advances<br />

Tax Position


“<br />

We appreciate<br />

ALL of the efforts<br />

of the teachers in<br />

helping my child<br />

grow into the<br />

confident child<br />

she is now.<br />


Monitoring of Business Plan 2019 - <strong>2021</strong><br />

Business Plan<br />

Targets and<br />

Identified<br />

Priorities<br />

Target<br />

Met<br />

Yes /No<br />

Progress against priority<br />

Planned actions<br />

Maintain<br />

high levels of<br />

progress from<br />

On-Entry to<br />

Year 3<br />

NAPLAN.<br />

Yes<br />

Yes<br />

Year 3<br />

Reading<br />

Year 3<br />

Numeracy<br />

Year<br />

Very high to<br />

high<br />

progress<br />

Moderate<br />

progress<br />

Low to very<br />

low<br />

progress<br />

<strong>2021</strong> 47% 32% 19%<br />

2019 62% 21% 12%<br />

2018 51% 30% 6%<br />

Year<br />

Very high to<br />

high<br />

progress<br />

Moderate<br />

progress<br />

Low to very<br />

low<br />

progress<br />

<strong>2021</strong> 50% 29% 21%<br />

2019 58% 22% 20%<br />

2018 61% 26% 13%<br />

• Increase rigour in<br />

interrogation of<br />

On-Entry data to set<br />

targets for student<br />

improvement.<br />

• Closely monitor<br />

achievement and<br />

progress each year<br />

to decrease the<br />

percentage of students<br />

achieving very low to<br />

low progress from On-<br />

Entry to NAPLAN Yr 3.<br />

• Continue to monitor<br />

progress through pre<br />

and post data sets in<br />

cohorts. Target those<br />

students requiring<br />

intervention and<br />

extension.<br />

• MiniLit to continue to<br />

support Tier 2 students.<br />

• Continue<br />

implementation of<br />

InitiaLit and Cracking<br />

the Code.<br />

Stable cohort<br />

Year 3 to Year<br />

5 to achieve<br />

at or above<br />

like schools in<br />

achievement<br />

and strive to<br />

achieve higher<br />

progress than<br />

like schools in<br />

all areas.<br />

Yes - Yr3<br />

Yes - Yr5<br />

No - Yr3<br />

Yes - Yr5<br />

Year<br />

School<br />

Y03<br />

Reading<br />

Like<br />

Schools<br />

School<br />

Y04<br />

Like<br />

Schools<br />

2016 429 436 515 509<br />

2017 448 440 518 522<br />

2018 461 441 518 524<br />

2019 485 453 524 521<br />

<strong>2021</strong> 471 453 551 522<br />

Year<br />

School<br />

Y03<br />

Writing<br />

Like<br />

Schools<br />

School<br />

Y04<br />

Like<br />

Schools<br />

2016 431 427 503 483<br />

2017 433 427 504 491<br />

2018 434 416 474 479<br />

2019 454 435 491 483<br />

<strong>2021</strong> 439 442 525 496<br />

• Maintain connected<br />

practice across year<br />

levels, including<br />

adoption of the<br />

pedagogical<br />

framework (iStar)<br />

• Focus on High impact<br />

Teaching Strategies<br />

(HiTS)<br />

• Impact coach<br />

employed 0.6 to<br />

support staff with<br />

implementing HiTS.<br />

• Develop a Scope &<br />

Sequence for Seven<br />

Steps which further<br />

unpacks the steps and<br />

expectations for each<br />

year level<br />

• Investigate the current<br />

teaching practices of<br />

Writing in Years 1 and 2<br />

• Ensure sufficient<br />

resourcing of Year<br />

2 reading materials,<br />

especially to extend<br />

top students<br />

PG / 27


Monitoring of Business Plan 2019 - <strong>2021</strong><br />

Business Plan<br />

Targets and<br />

Identified<br />

Priorities<br />

Target<br />

Met<br />

Yes /No<br />

Progress against priority<br />

Planned actions<br />

Yes - Yr 3<br />

Yes - Yr 5<br />

Punctuation and Grammar<br />

Y03<br />

Y04<br />

• See page 27 for<br />

planned action.<br />

Year<br />

School<br />

Like<br />

Schools<br />

School<br />

Like<br />

Schools<br />

2016 440 450 520 516<br />

2017 462 456 534 524<br />

2018 466 442 518 525<br />

2019 497 462 527 515<br />

<strong>2021</strong> 456 453 546 516<br />

Stable cohort<br />

Year 3 to Year<br />

5 to achieve<br />

at or above<br />

like schools in<br />

achievement<br />

and strive to<br />

achieve higher<br />

progress than<br />

like schools in<br />

all areas.<br />

No –Yr 3<br />

Yes – Yr 5<br />

Progress –<br />

Yes<br />

in all areas<br />

except Punctuation<br />

and<br />

Grammar<br />

Year<br />

School<br />

Average Numeracy Score<br />

Y03<br />

Like<br />

Schools<br />

School<br />

Y04<br />

Like<br />

Schools<br />

2016 418 415 511 505<br />

2017 416 426 515 511<br />

2018 438 417 500 505<br />

2019 446 425 506 506<br />

<strong>2021</strong> 416 419 531 508<br />

Progress<br />

Progress - Difference in School and Like Schools Progress - NAPLANs...<br />

25<br />

20<br />

15<br />

10<br />

5<br />

0<br />

-5<br />

-10<br />

-15<br />

-20<br />

-25<br />

Student Progress and Achievement Compared with Like Schools<br />

Higher Progress - Lower Achievement<br />

Lower Progress - Lower Achievement<br />

NAPLAN (2019 - <strong>2021</strong>)<br />

Higher Progress - Higher Achievement<br />

Writing<br />

Numeracy<br />

R<br />

G&P<br />

Spelling<br />

Lower Progress - Higher Achievement<br />

-50 -40 -30 -20 -10 0 10 20 30 40 50<br />

Achievement - Difference in School and Like Schools Achievement - NAPLANs...<br />

Year 3 to 5<br />

PG / 28


Monitoring of Business Plan 2019 - <strong>2021</strong><br />

Business Plan<br />

Targets and<br />

Identified<br />

Priorities<br />

Target<br />

Met<br />

Yes /No<br />

Progress against priority<br />

Planned actions<br />

High levels of<br />

achievement<br />

and progress<br />

are evident<br />

from Year 5 to<br />

Year 7 NAPLAN<br />

results.<br />

Achievement<br />

Yes<br />

Progress<br />

Yes:<br />

Numeracy<br />

and Writing<br />

No: Reading<br />

and<br />

Punctuation<br />

and<br />

Grammar<br />

Progress - Difference in School and WA Public Schools Progress - NAPLANs...<br />

35<br />

30<br />

25<br />

20<br />

15<br />

10<br />

5<br />

0<br />

-5<br />

-10<br />

-15<br />

-20<br />

-25<br />

-30<br />

Student Progress and Achievement Compared with WA Public Schools<br />

Former Year 6 students - NAPLAN Year 5 to Year 7<br />

Higher Progress - Lower Achievement<br />

Lower Progress - Lower Achievement<br />

-35<br />

Higher Progress - Higher Achievement<br />

W S<br />

R R N<br />

N W<br />

W<br />

R G&P G&P<br />

N S<br />

R<br />

W<br />

G&P<br />

R N G&P<br />

G&P<br />

S<br />

S<br />

N<br />

Lower Progress - Higher Achievement<br />

S<br />

• Continue to monitor<br />

progress through pre<br />

and post data sets in<br />

cohorts. Target those<br />

students requiring<br />

intervention and<br />

extension.<br />

-80 -70 -60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60 70 80<br />

Achievement - Difference in School and WA Public Schools Achievement - NAPLANs...<br />

2016 2017 2018 2019 <strong>2021</strong><br />

Percentage of<br />

students at indicated<br />

risk to<br />

be at or below<br />

14% in<br />

Semester 2.<br />

Yes<br />

12.8 %<br />

Attendance Profile <strong>2021</strong> Semester 2 Compulsory<br />

Regular (90% or greater)<br />

Indicated (80% to


Monitoring of Business Plan 2019 - <strong>2021</strong><br />

Business Plan<br />

Targets and<br />

Identified<br />

Priorities<br />

Target<br />

Met<br />

Yes /No<br />

Progress against priority<br />

Planned actions<br />

Further<br />

develop the<br />

Professional<br />

Learning<br />

Community in<br />

which student<br />

improvement<br />

is assessed<br />

on the basis<br />

of results and<br />

where there<br />

exists collective<br />

responsibility<br />

for high levels<br />

of learning for<br />

all.<br />

Yes • Continued<br />

Focus Area<br />

Team Leader Survey Data<br />

Rating<br />

1 (low)<br />

4 (high)<br />

Reflection<br />

Term 3<br />

There is clarity on what a PLC is and a clear<br />

common purpose exists. 2.4 Improved<br />

There is a clear and committed focus on<br />

student learning. 3.2 Improved<br />

Collective responsibility exists for all<br />

student learning. 3.1 Improved<br />

improvement in<br />

setting SMART<br />

goals for student<br />

improvement based<br />

on student data<br />

collected.<br />

PG / 30


Campbell Primary is everything I could have<br />

hoped for my child when she started her<br />

schooling journey. She is happy which is<br />

reflected in her academic growth. The staff<br />

at Campbell are approachable and very<br />

supportive. We couldn’t be happier!<br />

““


Campbell Rd, Canning Vale WA 6155<br />

9456 8300<br />

campbellprimaryschool.wa.edu.au<br />

PG / 32

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