Chapman Primary School
Board Report
2014
Presentation of Students Citizenship Award to Chapman Primary School students by General Peter Gration AC OBE
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Chapman Primary School Annual Board Report 2014
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It
complies with reporting requirements detailed within the Education ACT 2004 and the
National Education Agreement.
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© Australian Capital Territory, Canberra, 2014
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is http://www.chapmanps.act.edu.au.
Inquiries about this publication should be directed to:
Chapman Primary School
Perry Drive
Chapman ACT 2611
General Inquiries:
Telephone (02) 6205 7300
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Chapman Primary School Annual Board Report 2014
About our school
Introduction to School
Chapman Primary School is a preschool to year 6 school and in 2014 had an enrolment of
598 students.
The school works with families to assist students to become responsible, caring and
cooperative learners who actively participate in a broad curriculum that serves their present
needs and provides a secure grounding for later learning and living. The school values of
friendship, respect, integrity, cooperation, never give up attitude, diversity and support
underpin the school ethos.
The curriculum is planned, flexible, explicit, and dynamic and reflects the children's interests
and needs. To ensure optimum performance in all learning areas, especially in literacy and
numeracy, continuous formative and summative assessment is implemented. Information
and Communication Technology is embedded across the curriculum and in 2014 with the
support of a DECO grant, an E Learning Centre was established.
The school has high expectations of each student’s achievement and there is a strong focus
on providing a rigorous academic program. Specialist programs include physical education,
music and Indonesian. Curriculum at Chapman reflects and promotes inclusivity,
intercultural understanding, ethnic and gender diversity.
In 2014 parents, staff and children indicated in the Satisfaction Survey that they are highly
satisfied that their children are getting a good education at Chapman Primary School (CPS).
Chapman Primary School continues to be a school of choice in the South Weston region and
takes its enrolments from the Priority Enrolment Area (PEA) of Chapman and shared zones
of Rivett and Stirling. The school has increased its enrolments by four classes in the past four
years and due to demands on space currently only enrols children living in the PEA. In 2014
an increased demand for preschool places and a change to the guidelines of the Children’s
Regulatory Services has meant 92 children were enrolled.
In 2014 the school continued to work towards achieving its mission by providing a positive
climate of trust and respectful relationships in flexible learning spaces. In doing so, each
child was able to reach his/her potential in an engaging learning environment which
encourages creativity, critical thinking and the development of self-confidence.
Chapman Primary School is a sustainable school which nurtures a love of learning and brings
personal, social and environmental responsibility to the community. Creating a sustainable
future will enable the school to improve and protect the health and well-being of our
children.
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Chapman Primary School Annual Board Report 2014
Student Information
Student enrolment
In 2014 there was a total of 596 students enrolled at this school.
Table: 2014 Student Enrolment Breakdown
Group
Number of Students
Male
282
Female
314
Indigenous
6
LBOTE
87
Source: Planning and Performance, August 2014
Student attendance
The following table identifies the attendance rate of students by year level during 2014.
Student attendance rate is the percentage of school days attended by students in each year
level at the school. Student attendance is measured over two school terms; that is from the
first day of the school year for students in term one to the last day of term two.
Table: 2014 Semester 1 attendance rates
Year Level
Attendance Rate %
K
95.0
1
95.0
2
94.9
3
94.2
4
95.4
5
95.7
6
94.5
Source: Planning and Performance, July 2014
Teacher attendance rolls are marked twice daily and all absences noted. If there has been
no notification by the parents of an absence, on the second day the parent will be
contacted. The school follows Directorate guidelines regarding student absences and
parents are notified of their obligations at the term 1 information session and each term in
the school newsletter, the Communicator.
Staff Information
Teacher qualifications
All teachers meet the professional requirements for teaching in an ACT public school.
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Chapman Primary School Annual Board Report 2014
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate
qualification is shown below.
Table: 2014 Qualification of Teaching Staff
Qualifications
Teaching staff (%)
Certificate/Diploma/Degree
100%
Postgraduate
25%
Source: School Data, 23/2/2015
Workforce Composition
In 2014 the workforce composition of the school is highlighted in the following table. The
data is taken from the school’s verified August pay report. For reporting purposes it includes
all school staff including preschools if applicable, staff absent for a period of less than four
consecutive weeks, staff replacing staff absent for more than four consecutive weeks. It
does not include casuals, staff who were not paid in this period, staff absent for a period of
four consecutive weeks or longer nor unfilled vacancies.
Table: 2014 Workforce Composition Numbers
Role
Total
Administrative Service Officers
8
General Service Officers & Equivalent
1
School Leader A
1
School Leader B
1
School Leader C
2
Teachers
35
TOTAL
48
Source: Workforce Management, August census 2014
Note: This table includes pre-school staffing
There are two indigenous staff at this school.
Volunteers
Our community of parents, carers and grandparents willingly support the school by
volunteering their time to assist with a range of school programs and P&C activities. The
estimated number of hours in which volunteers have worked in the school during 2014 are
12720 hours.
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Chapman Primary School Annual Board Report 2014
School Review and Development
In 2014, the ACT Education and Training Directorates Strategic Plan 2014-2017 provided the
framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2014 and the School Improvement
Framework which are the overarching documents providing support to achieve high
standards in student learning, innovation and best practice in ACT public schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self-assessments against
their school plans. In the fourth year schools undergo an external validation process. This
process provides an independent and unbiased assessment of the school’s progress towards
achieving system and school priorities.
Chapman Primary School was validated in 2014. A copy of the validation report can be
found on the school website.
School Satisfaction
Schools continually use a range of data collection tools to gain an understanding of the
satisfaction levels of their parents and carers, staff and students. In August/September
2014 the school undertook a survey to gain an understanding of school satisfaction at that
time. Staff, parents and students from year 5 and above, with the exception of students in
special schools, were invited to take part in an online survey.
Overall Satisfaction
In 2014, 126 parents, 44 staff and 110 students responded to the survey. Where less than
five responses were received the results were not reported due to concerns about
participant privacy.
In 2014, 91% of parents and carers, 100% of staff, and 94% of students at this school
indicated they were satisfied with the education provided by the school.
As well in 2014, 14 national parent survey items and 12 national student survey items were
included in the surveys. These items were approved by the Standing Council on School
Education and Early Childhood (SCSEEC) for use from 2014. The following tables show the
percentage of parents and carers and students who agreed with each of the national items
at this school.
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Chapman Primary School Annual Board Report 2014
Table: Proportion of parents and carers in agreement with each national opinion item
Item
(%)
Teachers at this school expect my child to do his or her best.
89
Teachers at this school provide my child with useful feedback about his or her
school work.
84
Teachers at this school treat students fairly.
91
This school is well maintained.
98
My child feels safe at this school.
97
I can talk to my child’s teachers about my concerns.
94
Student behaviour is well managed at this school.
86
My child likes being at this school.
98
This school looks for ways to improve.
87
This school takes parents’ opinions seriously.
82
Teachers at this school motivate my child to learn.
94
My child is making good progress at this school.
92
My child's learning needs are being met at this school.
91
This school works with me to support my child's learning.
90
Source: 2014 School Satisfaction Surveys, September 2014
Table: Proportion of students in agreement with each national opinion item
Item
(%)
My teachers expect me to do my best.
96
My teachers provide me with useful feedback about my school work.
79
Teachers at my school treat students fairly.
77
My school is well maintained.
90
I feel safe at my school.
94
I can talk to my teachers about my concerns.
59
Student behaviour is well managed at my school.
65
I like being at my school.
84
My school looks for ways to improve.
93
My school takes students’ opinions seriously.
70
My teachers motivate me to learn.
89
My school gives me opportunities to do interesting things.
90
Source: 2014 School Satisfaction Surveys, September 2014
This information can be considered alongside information available on the My School website
(http://www.myschool.edu.au).
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Chapman Primary School Annual Board Report 2014
These results as well as the continual review of school performance contributed to the
evaluation of our school plan and the development of annual operating plans. The school
plan is available on the school website.
Professional Learning
During 2014 the staff at Chapman Primary School focused their professional learning on the
following system and school identified areas:
•
•
•
•
•
•
•
•
•
•
Participation by the leadership team in Principals as Literacy Leaders in Schools
(PALLs) program
Teacher participation in PALLs including Reading Institutes 1 and 2
Implementation of the Reading Institutes –“Putting the faces on the data”
Understanding the Disability Standards
iPad as a tool for learning and sharing iPad applications
Science – Primary Connections and Network sharing and moderation.
Dylan Williams – Formative Assessment.
Understanding the National Quality Standards (NQS).
Online training modules – Mandatory Reporting, Work Place Health and Safety, Code
of Conduct.
National School Improvement Tool.
A range of professional learning opportunities were also facilitated by the Literacy and
Numeracy coordinators and included:
•
•
•
•
1:1 Coaching
Mentoring
Targeted professional learning relating to a point of need
Quality Teaching model- Classroom Vacations.
Learning and Assessment
Performance in literacy and numeracy
Early Years Assessment
Students in kindergarten undertake an on-entry assessment of their early reading and
numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student
results are reported against five performance bands at the end of semester one and two.
The following table shows the comparison of the school against the ACT on raw scores in
reading and mathematics.
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Chapman Primary School Annual Board Report 2014
Table: Chapman Primary School PIPS 2014 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
51
125
51
124
Mathematics
40
55
39
54
Source: Planning and Performance December 2014
Chapman Primary PIPS results showed positive progress of the cohort of 73 kindergarten
students in terms of growth shown when tracking mean raw scores against the ACT
average. In the reading element of the PIPS test Chapman Primary kindergarten students
began the year with an average score of 51. When retested they scored an average of 125
compared to the ACT average of 124. This indicates that Chapman Primary kindergarten
students finished slightly above the ACT average in reading proficiency. At the end of 2014,
55 out of 73 kindergarten students (76 percent) achieved average progress or better in
reading, a 2 percent decrease from the previous year.
In mathematics Chapman Primary kindergarten students began the year at an average
score of 40 (two points less than the previous year) compared to the ACT average of 39.
When retested Chapman Primary kindergarten students scored an average of 55
compared to the ACT average of 54. This indicates that Chapman Primary kindergarten
students began the year slightly above the ACT average in mathematics proficiency and
continued to add value throughout the year at a similar rate to the ACT. In maths 61 out of
73 (84 percent) students achieved average progress or better. Twenty one percent of
students showed better than expected growth.
In term 4 all kindergarten children participated in the Chapman Lit Hit program to provide
additional support to students before starting year 1. The writing strand was again
identified as an area for improvement. A highly resourced eight week program was written
using a standard format including writing indicators from First Steps to be used for
assessment. Data collected during the six week Lit Hit program included pre and post
writing samples. Writing samples and a Marie Clay Dictation assessment taken at the end
of the program provided evidence that all students had improved their writing skills and
knowledge.
Other programs that the school implemented to improve student learning outcomes in
literacy and numeracy are:

Cars and Stars a reading and comprehension program used in years 4-6 has
continued to be influential in supporting students to make improvements in their
reading comprehension abilities. In 2014 Cars and Stars comparative data has been
interrogated to identify individual student weaknesses and as a consequence
strategies have been carefully planned and aligned with the teaching of reading and
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Chapman Primary School Annual Board Report 2014
writing. Semester 2 2014 results showed improvement across most strategies
especially in student ability to make predications.



the Count Me In Too - Schedule for Early Number Assessments (SENA 1 and 2)
provided teachers with rich information about student’s mathematical strategy
development and informs groupings for differentiation.
the Mental Computations program has its own software for recording data and
analysing student outcomes. This tool has been effectively used in years 5 and 6 to
monitor and track student achievement.
Bee Spelling and Matrix Spelling – Bee Spelling is implemented from K-6 and classes
in years 3-6 are implementing a focused spelling program Matrix Spelling and
collecting student achievement data in a variety of formats at this stage.
NAPLAN Assessment
Students in years 3, 5, 7 and 9 in all ACT schools participated in the National Assessment
Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing,
spelling, grammar, punctuation and numeracy.
In 2014, no students were exempt from testing based on nationally agreed criteria.
Results are not reported when there are fewer than five students with NAPLAN results. This
rule is applied to protect the privacy of students in small schools.
The following table shows the 2014 mean scores achieved by our students compared to the
ACT.
Table: Chapman Primary School 2014 NAPLAN Mean Scores
Test Domain
Year 3 School
Year 3 ACT
Year 5 School
Year 5 ACT
Reading
453
440
561
523
Writing
420
405
495
474
Spelling
421
413
510
502
Grammar & Punctuation
455
441
550
520
Numeracy
428
415
524
499
Source: Performance and Planning December 2014
Analysis of the 2014 NAPLAN data indicates that reading continues to be a strength for the
school. The NAPLAN year 3 reading result were above the ACT mean. The NAPLAN year 3
reading data indicated 3% of students were below NMS and 67% of all year 3 students
scored in the top two bands.
The mean score for students in year 5 reading was 38 scaled points above the ACT mean
with both girls and boys scoring above the mean. There was 84%% of students in bands 6, 7
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Chapman Primary School Annual Board Report 2014
and 8 with 35% of students in band 8. Reading was identified as part of a Key Improvement
Strategy in Priority One of the School’s Strategic Plan. In 2014 the leadership team and all
teachers participated in structured Principals as Literacy Leaders in schools (PALLs)
professional learning which provided a platform for the whole staff to develop shared
understanding and practices about teaching, learning and reading. Deeper analysis of
evidenced based data has led to improvement in student reading performance across the
school.
Following the introduction of a whole school approach to spelling and the analysis of data
through the Bee Spelling program and the Spelling Matrix, NAPLAN spelling results indicate
improvement in both years 3 and 5. Year 3 and year 5 results were both 8 scaled points
above the ACT mean.
Further analysis of our NAPLAN results can be found when we report against our priorities
and targets.
Performance in other areas of the curriculum
Sports and PE play a major role in developing the physical and social skills of our children
from preschool to year 6. There are many elements and levels of involvement for the
students. A specialist PE teacher has a lead role in the development and delivery of the PE
curriculum and is supported by a PE/Sports committee to guide our programs at Chapman.
Children from kindergarten to year 2 participate in a Fundamental Motor skills program
which is planned and delivered by classroom teachers. Dance and Skipping are other
physical activities in which children can participate. In 2014 our Chapman Champs
demonstration skipping team performed their exemplary routines for the school community
and at other ACT schools.
Dance once again featured in the performing arts program. Thirty children from years 3 and
4, in collaboration with dance students from Canberra College, participated in the ACT
Education and Training Directorate Arts spectacular, Step into Limelight.
Ukulele instruction for all students in years 3 and 4 is now embedded into the school’s music
curriculum and ukulele players have had opportunities to perform at school events. The
Chapman Primary music program now enables a sequenced explicit teaching of musical
concepts from preschool to year 6 through singing, recorder, ukulele, the Instrumental
Music programs.
Every class teacher is a leader of the visual arts curriculum and art is integrated into aspects
of Integrated Inquiry units. The annual Alkira Art show again showcased artworks by all
students from preschool to year 6.
In responding to the gifts and talents of students in years 5 and 6, one third of students had
the opportunity to participate in the Maths Olympiad and the Da Vinci Decathlon. Thirty ACT
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Chapman Primary School Annual Board Report 2014
schools participated in an academic gala day. Students in year 5 were awarded first place in
the Da Vinci Decathlon in the area of Philosophy, Creative Producers and Cartography. Year
6 were awarded first place in the categories of General Knowledge, Engineering and Code
Breaking.
Environmental education has become an integral part of our school culture. It is our belief
that by being informed citizens and by acting for an environmentally sustainable future with
opportunities for positive action, the school improves and protects the health and wellbeing
of all its participants. Following an audit of the Integrated Inquiry units of work, it was clear
all classes gained knowledge relating to aspects of sustainability including water and energy
efficiency. The school received two awards acknowledging ‘best practices in sustainability.’
Indonesian is the schools Language Other than English. All children from kindergarten to
year 6 participated in the program which provides an introduction to Indonesian language
and culture. The school was fortunate to receive the expertise of a language intern,
sponsored by the Indonesian Government.
Progress against School Priorities in 2014
Priority 1
Align curriculum practices to inform teaching and assessment resulting in continuous
improvements in student learning outcomes.
Target
By the end of 2014:

achieve the Directorate targets for reading and numeracy at year 3 and 5.
Directorate Priority areas covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High
performance, Business innovation and improvement.
Progress
Within this priority we actioned the following two key improvement strategies:

Embedded consistent, whole school approaches to improve student outcomes in
numeracy and literacy.

Continued curriculum development and formalised Chapman Primary School (CPS)
documentation that aligns with the Australian Curriculum.
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Chapman Primary School Annual Board Report 2014
In embedding consistent, whole school approaches to improve student outcomes in
numeracy and literacy the aim was to apply a range of consistent, whole school approaches
to teaching and assessing literacy and numeracy.
This was achieved through:

The Curriculum Committee incorporating Australian Curriculum content into
Integrated Inquiries, creating overviews to show timing of units, linking K-6 English
and Mathematics planning with assessment tools and creating generic K-6 teaching
overviews of the Australian Mathematics Curriculum and creating a whole school
spelling document. The Australian Curriculum was used as a springboard to further
develop teacher pedagogy and a deeper understanding of its purpose.

Professional Learning Team (PLT) Meetings were used to create documents which
would support the use of consistent practices across the school. They were used to
facilitate whole school professional development in mandated literacy.

Action Learning Friends researching and judging the success of different approaches
to teaching literacy and numeracy and sharing their findings with their teams and the
whole staff. The 3X3 Professional Development Report was an effective way for
teachers to feedback individual learning from targeted professional learning.

Professional learning which increased understandings of aspects of the English and
Mathematics curriculums combined with PLTs to unpack the implications of this
learning. The Principal as Literacy Leaders (PALLS) initiative had a significant impact on
the improved consistency of delivery of literacy across the school from Preschool to
year 6.

GROWTH coaching to personalise teacher’s professional development learning.
In 2014 the school worked on aligning literacy assessment tools such as reading level
benchmarks with ACT Reading Benchmark Guidelines, BEE spelling inventories and CARS &
STARS assessment with A-E reporting.
In term 4 2013, in preparation to support improvement in reading across the school in the
following year, each teaching team analysed their most recent student reading level data to
create a ‘names’ on the data summary. This information was collated and used as evidence
to inform reporting to parents and the planning of future teaching and learning. In January
2014 individual student photos and GradeXpert reading level data were used to create
“faces on the data walls”. This data was visited during professional discussions to support
teachers with planning decisions for their classes and to encourage increased personalized
learning. The data was reviewed each term by the leadership team to monitor individual
student progress.
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Chapman Primary School Annual Board Report 2014
The school defined and endorsed Count Me in Too, Mental Computations, Mathletics and
Go Maths as core programs and as resources to support consistent application of the
Mathematics curriculum. Targeted professional learning to strengthen teachers
understanding and skills in implementing these programs will continue to be a focus in
2015.
The school was the recipient of a small Financial Literacy Australia Grant which involved
Year 5/6 students at two schools Chapman Primary and Duffy Primary. Goals of the project
were:
•
for Year 5/6 students, to understand how money is used in a simulated real world
environment
•
operate and use a budget in order to make choices about long-term financial wellbeing.
The funds enabled the school to resource a project which enabled students to spend the
year involved in a simulated economy based on real life events including budgeting, income,
expenses and spreadsheets. Students were pre and post tested on Australian Curriculum
financial literacy content to show growth in their financial understanding over the year.
The success of trialled spelling practices from 2013 was expanded and standardised
recording tools were used to communicate student progress in Spelling matrix and BEE
Spelling in 2014. This has allowed for the implementation of a consistent, whole school
approach to improving student outcomes in spelling.
In relation to the second strategy to continue curriculum development and formalise CPS
documentation that aligns with the Australian curriculum, teachers worked on creating a
consistent overview for the Mathematics Australian Curriculum (AC) content.
The overview outlined the strand to be taught, the Australian curriculum reference to
achievement standard, content, proficiency strand and the teaching focus linked to Go
Maths. This work was undertaken to ensure that we were accountable to the Australian
Curriculum and to make clear links between our teaching, assessment and reporting
practices in Mathematics.
Similarly, a K-6 overview of the Australian Curriculum achievement standard references to
the teaching of spelling was also created. This document made links to the practices
employed at Chapman such as the David Hornsby Approach, CARS and STARS, and BEE
Spelling.
The CPS moderated work samples collection includes a greater number of literacy work
samples than numeracy samples. The teachers have been more confident in annotating
student’s writing using the AC English Achievement Standards and First Steps Writing
continuum to describe student skills and understandings. In semester 2 the persuasive
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Chapman Primary School Annual Board Report 2014
writing genre was chosen to be annotated to further strengthen consistency in writing
across the school.
In 2014 work continued on planning Integrated Inquiry units on recently released curriculum
content in History and Science. The finalisation of these documents is ongoing as new
curriculum areas are released.
These actions resulted in the following progress against our identified target for this priority:
Reading and Numeracy Directorate targets for both years 3 and 5 were met and were
above the ACT mean.
Table: Chapman Primary School 2014 NAPLAN Targets
Year 3
Year 3
Year 5
Year 5
Domain
Target
Actual
Target
Actual
Reading
460 ± 20
453
542 ± 16
561
Numeracy 425 ± 14
428
512 ± 16
524
Source: Performance and Planning December 2014
School targets for 2014 are based on a five year (2009 -13) school NAPLAN mean plus
aspirational loading.
Priority 2
Embed a culture of collegial, reflective practice informed by evidence based research
Targets
By the end of 2014:

100% of teachers participate in Quality Teaching (QT) vacations

reading data indicates that every child has added value from end of semester 1 to end
of semester 2.
Directorate Priority areas covered with this priority

Quality Learning, Inspirational teaching and leadership, High expectations, High
performance.
Progress
The leadership team identified three key improvement strategies to support and facilitate
Strategic Priority 2.

Embed the use of the Quality Teaching model (QTm) for refining teaching and
assessment practice.

Further develop whole school understandings and skills in the use of data and tracking
tools to inform practice.
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Chapman Primary School Annual Board Report 2014

Implement Instructional Leadership for the leadership team to provide qualitative
feedback to staff.
The Quality Teaching model (QTm) was identified as a pedagogical based framework that
would support teachers with reflecting on their teaching and improving their practices. In
2014 QT facilitators continued to work with teachers to embed the use of the Quality
Teaching Model (QTM) for refining teaching and assessment practice.
A survey of teachers had identified areas that needed further development to strengthen
the model and to increase the professional engagement and accountability of all
participating teachers. The written documentation to provide feedback to teachers about
the observed lesson and the process for the follow-up professional reflective conversation
needed improved structures. Recognising that the impact and rigor of QT Instructional
Rounds was missing from our Classroom Vacations feedback documentation, the QT lead
facilitators reviewed the documentation and reinstated their role in leading the reflective
conversations as Instructional Leaders. Through their planning and coordination 100% of
teachers had the opportunity to participate in a QT round either demonstrating or observing
a lesson. As a result CPS now has a further improved QT Classroom Vacations model which
will continue to be utilised to improve teacher pedagogy through classroom observation and
constructive feedback in future years. The QT lead facilitators and leadership team will
continue to lead, monitor and evaluate this version of QTm throughout 2015.
In engaging teachers to develop whole school understandings and improved skills in the
use of data to monitor student progress, better use of evidence to inform practice became
the focus. GradeXpert continued to be the key data storage and retrieval system for
teachers at Chapman. Teachers continued to enter data and use the information to inform
their teaching and reporting. The data sets entered across the school into the data base are:
- PM reading levels, Bee Spelling, NAPLAN and PIPs. The executive had access to GradeXpert
to review student achievement data and to evaluate program effectiveness to inform the
school’s goal setting and priorities for the Annual Operating Plans. GradeXpert training and
other professional learning continued to be coordinated to support teachers to use a range
of assessment data efficiently and effectively. Throughout 2014 the school experienced
difficulty in the administrative and technical support of GradeXpert which at times created
difficulties as teachers could not enter and retrieve data in a timely manner.
When reviewing this key improvement strategy during External Validation in 2014, the panel
recommended that the school explore opportunities to improve the way in which data are
stored, made accessible and analysed to provide information to continually improve student
learning. They also recommended that further development of teachers’ and leaders’ data
literacy skills through targeted professional learning be a priority. The panel recognised that
Chapman is a high performing school and that with deeper interrogation and triangulation
of data the school will be able to identify areas for further improvement, both in terms of
achievement and wellbeing in the future.
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Chapman Primary School Annual Board Report 2014
The leadership team proactively planned and facilitated ongoing professional discussions
and analysis of data to build a collaborative, collegial and reflective school culture. Formal
opportunities were scheduled each term in the Professional Development and Meeting
timetable. Regular focused discussions reviewing and analysing student data occurred
across the school and in professional learning teams (PLTs). The leadership team used the
scripted Disciplined Dialogue questions with staff to scaffold the interrogation of student
achievement data and school NAPLAN results.
In continuing to implement Instructional Leadership for the leadership team to provide
qualitative feedback to staff the leadership team has implemented and refined key
organizational structures and communication processes, to provide improved professional
feedback to teachers. These include:
•
Professional Pathways & Annual Professional Discussions
•
Coaching & Mentoring
•
Professional Learning Forums
•
Quality Teaching Model.
In 2014 the GROWTH model continued to be utilised as a framework when leading
professional discussions and coaching conversations. During 2011-2014 thirty-four teachers
have participated in personal GROWTH coaching sessions, conducted by the Literacy &
Numeracy and ICT coordinators, targeting a specific area of pedagogy that they want to
develop. Regular, personalised constructive feedback was provided during these sessions by
the coach. The coaching model is embedded in professional learning practices and as such,
provides highly valuable professional support. It provides a positive environment to receive
constructive feedback about practice.
The Staff Satisfaction Survey data showed 80 percent of CPS staff indicating they receive
constructive feedback about their practice. Although no change from 2013, 97 percent of
staff indicated that there are processes in place that support their practice. There was no
change between 2013 and 2014 as in both years the response rate was 97%.In 2014 all teachers
received written feedback following their Annual Professional Discussion.
The leadership team ideally aimed to utilise the system endorsed ‘Instructional Rounds’
principles to increase the time spent in classrooms observing teaching practice and engaging
with the students during learning. Although the entire school executive work in classrooms
with teachers, support program differentiation and work beside teachers and students, the
instructional leadership formal classroom visits and observations have not been consistently
scheduled. We acknowledge that without a planned, regularly timetabled lesson
observation and/or classroom visit, being prioritised into each leader’s calendar as a
professional commitment, it is too easily pushed aside due to the day to day demands of the
job. This is an area for future leadership discussions to design a manageable plan to increase
our time in classrooms and provide ‘real time’ feedback.
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Chapman Primary School Annual Board Report 2014
These actions resulted in the following progress against our identified targets for this
priority:
Through the school planning and coordination 100% of teachers had the opportunity to
participate in a QT round either demonstrating or observing a lesson, therefore this target
was achieved.
Reading data indicates that every child has added value from end of semester 1 to end of
semester 2.
Priority 3
Establish a shared vision of excellence reflecting innovative practices and aspirations for the
future.
Targets
By the end of 2014:

increase in parent satisfaction related to Community partnerships are valued and
maintained from 82 percent to 85 percent

increase in parent satisfaction related to Computer technology is an integral part of
teaching and learning at my child’s school from 73 percent to 80 percent.
Directorate Priority areas covered with this priority

Quality Learning, Inspirational teaching and leadership, High expectations, High
performance
Progress



Undertake a process of community consultation and collaboration to review and
update the school’s vision and mission statement.
Implement the use of appropriate technologies to enhance student learning and build
broad community and global connections.
Further develop sustainability practices that forge strategic partnerships with the wider
community.
The key Improvement strategy to undertake a process of community consultation and
collaboration to review the School Vision and Purpose Statement was achieved in 2013. In
2014 the vision, mission and graduate profile were articulated to the community at
information sessions and through the school newsletter. They were also utilised as criteria
in determining the year 6 Achievement Awards and in the 2014 graduation speech given by
the Principal.
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Chapman Primary School Annual Board Report 2014
Chapman Primary has continued to develop practices that ensure that the community
engages in best practices in sustainability. Through the Sustainable Schools Program our aim
is to: equip students with the skills to manage and maintain positive relationships with
themselves and others; provide students with a variety of healthy eating options and be
actively engaged in environmentally friendly actions.
A key element of maintaining these practices across the school is the high level of
engagement and uptake by students to further develop sustainability practices that forge
strategic partnerships with the wider community.
Achieving accreditation in Biodiversity and in recognition of the work that the Chapman
Primary community has done to create a sustainable school environment, the school was
awarded status as a 5 Star Sustainable School from the Australian Sustainable Schools
Initiative (AuSSI - ACT). The award was presented to the school by the Minister for the
Environment Simon Corbell. This prestigious award can partly be attributed to the strategic
planning by the school through the School Plan, support from the student’s sustainability
action groups and subsequent allocation of funds in the school budget towards
infrastructure that enabled the visions of sustainability to be achieved.
Chapman Primary was also the recipient of an award presented to representatives of the
student action groups by General Peter Gration AC, OBE on behalf of the Order of Australia
Committee for the ACT. The award was for meritorious group activity in community service
and citizenship projects for students between kindergarten and year 12 and celebrated the
school’s achievements in sustaining best practice in recycling, water and energy efficiency,
biodiversity and curriculum.
The 2014 School Satisfaction survey 93% of students indicated that the use of learning
technologies is an integral part of learning and teaching in their classroom. This is an
improvement of Professional dialogue re data points from the results of the previous year.
The change in the student’s perceptions about their access to IT equipment can be
attributed to the 2014 Smart Schools funding and financial assistance from the School Board
which has seen a large investment being made in the purchase of a variety of devices
throughout the school that includes:




16 new PCs and trolley
10 iPads and trolley for the preschool
30 iPads and trolley for senior students
2 new short throw projectors.
In its review the External Validation panel noted that the targets relating to parent
satisfaction around the use of ICT were not achieved. The report stated the school has
begun to address this through the purchasing of new hardware and the continued
development of staff expertise.
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Chapman Primary School Annual Board Report 2014
Throughout the year, training through peer coaching was conducted with staff learning how
to best utilise technology in the classroom for teaching and learning. The success of this
change is evident in the following actions:

this approach was effective in supporting all teachers to use new technologies such as
iPads in classrooms

the coach shared his/her knowledge with team members and provided “in time”
support for questions of practice and provides 1:1 coaching following the GROW
model. A record of coaching has commenced.

with the support of a DECO grant the creation of an E Learning Centre was also
established. This included the purchase of 6 iPads and a trolley, which were used in
Semester 2, 2014 to support students with special needs

a whole school ICT audit was conducted in Term 2, 2014, to track and monitor all ICT
devices within the preschool and primary school

a further investigation into other video conferencing tools such as Adobe Connect was
conducted in Semester 1, 2014. Two online conferences were planned and carried out
but due to low broadband access in Indonesia, connection could not be made. Further
discussions with Shared Services regarding other online means of communicating will
be investigated further in 2015.
The targets for community partnerships continued to be well above the system average and
there was a significant improvement in results from the previous year (82% in 2013). There
were 90% of parents that agreed that community partnerships are valued and maintained,
so our target of 85% was not only achieved but exceeded. This improvement can be
attributed to the development of the document entitled ‘How we communicate to our
School Community’ by the Communication Working Party. The framework was presented to
parents at the annual information evening at the commencement of the 2014 school year
and articulated again through the school newsletter. Its aim is to strengthen parent
engagement in education and to improve clarity and dissemination of information.
The creation of a Chapman Primary School Facebook page is one example of the strategies
employed to improve communication with parents and the wider community. The page is
regularly monitored and school events are publicized by a Chapman staff member.
Membership of this page has steadily grown from 2012 to 2014 with 266 members liking the
page, this equates to 40 percent of the parent community. As from May 2014, the Facebook
page has reached an audience of 1217. Further investigation into the creation of a Chapman
Primary School application for mobile devices will be a focus in 2015.
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Chapman Primary School Annual Board Report 2014
Our second target was to increase our parent satisfaction related to Computer technology is
an integral part of teaching and learning at my child’s school from 73 percent to 80 percent.
This target was not achieved. Data from the 2014 Satisfaction Survey of parents indicated
that 70% of parents agreed that computer technology was an integral part of teaching and
learning, a three point decrease on the previous year. There were 20% of parents that
neither agreed nor disagreed. Further analysis of these results indicated that 49% of overall
responses were from new parents to the school (preschool and kindergarten).
Priority 4
To provide Preschool Education in accordance with the National Quality Standards.
Targets
By the end of 2014:

Chapman Preschool continues to meet NQS.
Links to Directorate Strategic Plan
Inspirational Teaching and Leadership, High Expectations, High Performance, Connecting
with Communities and Families, Business Innovation and Improvement.
Progress
In 2014 we provided preschool education in accordance with the following standards:
The documentation about each child’s programs and progress is available to families.

Teachers programs reflect use of the Early Years Learning Framework (EYLF) and
provided a range of documentation including portfolios and a written report each
semester
Each child’s agency is promoted, enabling them to make choices and decisions and influence
events and their world.

Educators responded to children’s ideas and play providing a range of open-ended
activities which enable children to investigate, explore and imagine. The outcomes
of these experiences were recorded in children’s portfolios.
Implement flexible eating times to better meet the needs of the children across the day.

A healthy choice of eating was embedded in the program by introducing a table
where children can choose to eat small snacks in addition to those provided for
lunch and recess.
The premises, furniture and equipment are safe, clean and well maintained.

The Irrigation system was repaired and grass areas regenerated.
Outdoor and indoor spaces are designed and organised to engage every child in a quality
experience in both built and natural environments.
21
Chapman Primary School Annual Board Report 2014

Whilst there was no increase in storage areas, there was a continuation in the
improvements to the outdoor environment, including the addition of play boxes and
play spaces. Teacher planning provided improved opportunities for shared play
between units.
The service builds relationships and engages with their local community.



Preschool and kindergarten teachers led by the Deputy Principal collaborated to
develop more effective transition programs and processes to support children from
moving from preschool to Kindergarten.
Preschool parents participated in the Class carer’s induction meeting and were
provided with clear guidelines regarding their role as Class carer.
Weekly team meetings provided a channel of communication for teachers and
educators.
These actions resulted in Chapman Preschool achieving its target for this priority which was
to continue to meet the identified National Quality Standards.
Preschool Unit- Quality Improvement
The National Quality Framework which has been agreed by the Council of Australian
Governments (COAG) has put in place a new National Quality Standard to ensure high
quality and consistent early childhood education and care across Australia. The National
Quality Standard assists the school in identifying preschool unit strengths and areas that
require improvement. The school has identified the following preschool unit strengths using
the National Quality Standard. Areas for improvement will be identified in the School’s
Operating Plan.
Education program and practice

Early Years Learning Framework (EYLF) and Every Chance To Learn (ECTL) linked to
current programs.

Programs are planned to suit individual children.

Play based program that reflects student interests.

Activities are differentiated to cater for individual needs and interests.

Evaluation and documentation of student learning.
Children’s health and safety

Individual student health needs are documented and action plans are centrally
displayed.

Hygiene practices established from the beginning of the year (e.g. hand washing).
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Chapman Primary School Annual Board Report 2014

Posters display hygienic toileting practices.

Parents informed at information nights and in newsletters about health reason for
exclusion from preschool (infectious diseases).

Rest times are scheduled into daily program.

Advise parents and send home information sheets regarding healthy food options.

Students are regularly reminded to stop for a drink. Water is available throughout day.

Lunch eating is supervised at student tables.

Regular outdoor activity is an integral part of planning such as a daily obstacle course,
scooters, bicycles, balls, skipping.

All staff are trained in Fundamental Motor Skills program and this is incorporated into
daily timetable.

Rosters ensure adult supervision of students at all times.

Sandpit is covered each day and inspected each morning on removal of the cover.

Hazardous substances are stored correctly.

Approved evacuation procedures are made visible and discussed regularly at staff
meetings.

Chapman School Evacuation policy available on school intranet.

All staff has attended Mandatory Reporting professional development and know their
roles and responsibilities. Principal is notified immediately of any incidences.
Relationships with children
Respectful and equitable relationships are developed and maintained with each child

Chapman values FRIENDS program at the beginning of year (Friendliness, Respect,
Integrity, Everyone Cooperates, Never Give Up Attitude, Diversity and Support)
supports relationship building.

Respectful practices occur such as ensuring every child is greeted individually.

Opportunities are created where each child can engage with educator in meaningful
and open interactions.

Attended professional learning to review school vision and purpose to take into
account all stakeholders points of view.
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Chapman Primary School Annual Board Report 2014
Staffing arrangements

All Educators are appropriately trained with early childhood qualifications.

Educator-to-student ratios are maintained at all times and documented in timetables.

All Educators abide by the Professional Code of Conduct and procedures are in place
to address breaches.

Unit meetings are conducted regularly.

Meeting protocols established to ensure all staff are respected and have an
opportunity to recognise each other’s strengths and skills.

Staff dinners are organised to build relationships.
Leadership and management

Early Childhood Professional Learning Team led by Deputy Principal seeks to promote
best practice and shared understandings.

Parents working as volunteers in the preschool are required to complete volunteer
nomination forms each year and sign in when working in the school.

Information about acting leadership opportunities are advertised to all staff.

New staff and beginner teachers are supported by mentor experienced teachers.

A statement of philosophy has been created through a Quality Learning process
facilitated by Michael King .

All staff complete Professional Pathways or Probation/Contract report procedures
with a supervisor and/or mentor.

An annual self-assessment process is undertaken and strengths are reported to the
Board and any area for improvements are included in the School Operational Plan.
Physical environment
The service takes an active role in caring for its environment and contributes to a
sustainable future.

Preschool follows school recycling policies which include education about what can be
recycled.

Blue and Red recycling bins are in each classroom.

Compost and worm farms are used daily for green waste.

Promotion of waste wise practices such as reducing waste in lunch boxes .
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Chapman Primary School Annual Board Report 2014

Recyclable materials are used in preschool craft activities.

In the past yearly excursions to No Waste Education centre have occurred to introduce
and reinforce our sustainable practices.

Students have the opportunity to plant and tend to vegetables, herbs and flowers in
the garden.

Parent working bee to maintain garden areas occur throughout the year.

Water saving devices on all taps.
Collaborative partnerships with families and communities

Families are encouraged to participate in the preschool program in various ways such
as preparing fruit, helping with activities, sharing interests, maintaining garden areas,
fundraising, joining Preschool sub-committee and Board representation.

Parents are provided with a comprehensive Preschool Information Booklet at the
beginning of their child’s Preschool year.

Opportunities are made available throughout the year for parents to have interviews
with teachers. Parents are also regularly contacted by teachers to maintain excellent
communication.

Regular newsletters are sent home.

Parent information sessions are held to assist parents to understand their child’s
development.

Preschool representatives on the P&C and Board and govern the operation of
Preschool.
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Chapman Primary School Annual Board Report 2014
Financial Summary
The school has provided the Directorate with an end of year financial statement that was
approved by the school board. Further details concerning the statement can be obtained by
contacting the school.
The following summary covers use of funds for
operating costs and does not include expenditure
in areas such as permanent salaries, buildings and
major maintenance.
Professional learning
The average expenditure at the school level per
fulltime equivalent teacher on professional
learning was $798.
Voluntary contributions
This school received $45942 in voluntary
contributions in 2014. These funds were used to
support the general operations of the school. The
spending of voluntary contributions is in line with
the approved budget for 2014.
Financial Summary
31-Dec-14
INCOME
Sel f management funds
Vol untary contri buti ons
Contri buti ons & donati ons
Subj ect contri buti ons
External i ncome (i ncl udi ng
communi ty us e)
Proceeds from s al e of as s ets
Bank Interes t
TOTAL INCOME
341682
45942
15692
7231
25669
0
9935
446151
EXPENDITURE
Uti l i ti es and general overheads
Cl eani ng
Securi ty
Mai ntenance
Mandatory Mai ntenance
Admi ni s trati on
Staffi ng
Communi cati on
As s ets
Leas es
General offi ce expendi ture
Educati onal
Subj ect cons umabl es
TOTAL EXPENDITURE
OPERATING RESULT
Actual Accumul ated Funds
Outs tandi ng commi tments (mi nus )
BALANCE
136218
91976
13356
84654
0
9057
28320
10201
41930
31
19701
61409
5955
502808
-56657
106594
4932
45005
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Chapman Primary School Annual Board Report 2014
Reserves
Name and purpose
Amount
Expected Completion
Outdoor Performance Area 2015/16
50000
12/2016
35000
12/2016
10000
12/2016
5000
12/2015
Chapman Primary hosts three whole
school performances each year. There
is limited capacity in the school hall. An
outdoor stage would support our
community engagement goal.
Junior Sandpit
To provide an additional play space
and to improve opportunities for
outdoor play.
Kitchen & Amenities Upgrade 2015/16
Kitchen facilities are poor and there is
inadequate space for 50 members of
staff.
ICT to progress the 2015 Annual School
Plan.
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Chapman Primary School Annual Board Report 2014
Endorsement Page
I declare that the Chapman Primary School Board has operated in accordance with the
provisions of the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a
public school, other than the principal of the school ifa) The member is absent from 3 consecutive meetings of the board without reasonable
excuse or leave given by the board or
b) Contravenes section 49 (disclosure of interests by members of school boards)
without reasonable excuse.
46
The members of the school board of a public school must, whenever is necessary,
nominate a member of the board as a member of any selection panel established by
the chief executive to make recommendations to the chief executive about the
appointment of the principal to the school.
47 (2) However, the school board must meet at least four times a year.
48 (10)The school board must keep minutes of its meeting.
49
Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board
otherwise decides, the member (The first member) must nota) be present when the board considers the issue or
b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school
board must give the chief executive a statement of any disclosure of interest under
this section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representative:
Community Representative
Teacher Representative
Board Chair:
Principal:
Deborah Lovatt
Robin Stanier
Michelle May
Sheree Bond
Anne Simpson
Michael Aldred
Joanne Forster
Priscilla Reyenga Holborrow
I certify that to the best of my knowledge and belief the data and information reported in
this Annual School Board Report represents an accurate record of the school’s operations in
2014.
Principal Signature: _________________________
Date: _____________
I approve the report, prepared in accordance with the provision of the ACT Education Act,
section 52.
Board Chair Signature: __________________________
Date: ____________