CPS 2021 Annual Report

Campbell Primary School
2021 Annual Report
PG / 1

PG / 4CONTENTS
Page 5 Principal’s Report
Page 6 School Context
Page 9 Workforce Composition 2021
Page 10 Student Attendance
Page 11 Student Achievement and Progress
Page 14 Post School Destination
Page 16 Parent/student/teacher satisfaction
with the school
Page 23 School Income by Funding Source
Page 27 Monitoring Of Business Plan 2019-2021

From the Principal
I am pleased to present the Campbell
Primary School (CPS) Annual School Report
for 2021. It was a very positive year, one in
which we managed some disruption with
the impact of the COVID-19 pandemic. I
extend my thanks to the exceptional staff,
outstanding students and highly supportive
families at Campbell Primary School.
Without the combined commitment from
all stakeholders, we would not achieve the
success or enjoy the highly positive culture
we have at CPS.
The Annual Report for 2021 provides parents
and the wider community with information
about our school and provides evidence of
our progress towards achieving our areas of
focus and targets set in our Business Plan
2019-2021. The report also provides us with
the opportunity to celebrate our successes
and achievements, and includes information
about the future actions to be taken in 2022
to improve student achievement and further
enhance the school’s effectiveness.
It is important to note that the Annual Report
is only one component of the total reporting
process that the school undertakes. To gain
a greater knowledge of the school’s purpose
and its operations, the Annual Report should
be read in conjunction with other documents
such as the Business Plan, information
booklets and other information pertaining
to the school’s curriculum and policies all of
which are located on the Campbell Primary
School webpage.
In 2021 we entered the final year of the
2019-2021 Business Plan. The staff, students
and community have all supported great
success of the targets and priorities set
within our plan. Our internal self-review
verified that we experienced a very
successful year.
Such success is noted throughout the Annual
Report with the Department of Education’s
Public School Review (PSR), which was held
in Term 2 of 2021. The PSR provided further
evidence of the exemplary achievement of
our school. A letter was received from the
Deputy Director General, Schools: in which
was written:
“The performance of your school,
determined through your self-assessment
submission and validated by the review
team, has been confirmed to be exceptional.”
The school received a 5-year return for
its next Public School Review. I invite all
readers to view the schools Public School
Review summary which is located on the
CPS webpage and on Schools Online.
Further testimony of our academic success
is noted for 2021, with the school receiving
a certificate from the Minister for Education
– Hon Sue Ellery MLC and the Director
General of Education – Lisa Rodgers. This
certificate was in recognition of Campbell
PS’s Academic Excellence in 2021.
I look forward to 2022 with great confidence
knowing that all staff are committed to
providing the very best education for our
students. It will be a year where we will
finalise and commence our next Business
Plan cycle. This process will include
consultation with all stakeholders and will
see us work collaboratively with the School
Board and community to produce the 2022-
2025 Campbell Primary School Business Plan.
L ynne Bates
Principal
PG / 5

School Context
Campbell Primary School (CPS) opened in 2002 and has
a longstanding reputation as a high achieving school with
a safe and inclusive culture, which supports the growth
of the whole child. The school is located 25 km South of
Perth in Canning Vale within the South Metropolitan
Education Region. Our school is rich in cultural diversity
with 55% of our student population coming from non-
English speaking backgrounds.
To nurture the hearts and minds of all is the school’s
mission statement, with staff committed to this mission.
We are fortunate to have the most amazing students and
supportive community with all upholding the school’s
values of Respect, Resilience and Kindness. Our staff,
both teaching and allied professionals, offer exemplary
teaching practice and care for students. The school has
a very strong pastoral care team with staff working
collaboratively to ensure success for all students.
PG / 6

Student Numbers and Characteristics
Campbell Primary School is an Independent Public School that:
Caters for
583
students
Has an index of
socio-education
advantage of
1087
this has gradually increased
over the last 3 years.
Campbell Primary School caters for:
2.4%
of students with
a disability
14
students funded
for Disability
Resourcing support
1.4%
of students who recognise
themselves as Aboriginal or
Torres Strait Islander descent.
55%
of our students enrolled have
a Language Background other
than English (LBOTE).
Campbell Primary School (CPS) has experienced a substantial
decrease in student numbers in the last 6 years (2015 – 944 students
and 2021 – 583 students). This is due to many new schools opening
along the Eastern Corridor and CPS no longer required to manage
an overflow Kindergarten. This decrease in enrolments has therefore
had a significant impact on the financial position of the school both in
human resourcing and fiscal funding.
PG / 7

“
Thank you for the environment you have
created for my daughter, the level of care
she has received throughout her primary
school life has been incredible. She is so well
equipped for her next chapter, because of the
foundation that you have helped her build.
We cannot thank you enough.
“

Workforce Composition 2021
No FTE AB’L
Administration Staff
Principals 1 1.0 0
Associate/Deputy/Vice Principals 2 2.0 0
Total Administration Staff
3 3.0 0
Teaching Staff
Level 3 Teachers 6 2.5 0
Other Teaching Staff 34 26.2 0
Total Teaching Staff
40 28.6 0
School Support Staff
Clerical/Administrative 5 2.9 0
Gardening/Maintenance 2 1.2 0
Other Non-Teaching Staff 14 8.6 0
Total Non-Teaching Staff
21 12.7 0
Total 64 44.4 0
Staff at Campbell Primary School are merit selected and are committed to the collaborative
culture that exists within the school. In 2021, 40 teaching staff and 21 allied professional staff were
employed at Campbell Primary School. All teaching staff are registered with the Western Australian
Teacher Registration Board and have appropriate teaching qualifications. Our teaching staff are highly
competent and are committed to lifelong learning. They have fully embraced the Western Australian
Curriculum and the latest research-based approaches implemented within the school to improve student
learning. Our allied professionals continue to be provided with professional learning that enables them
to be highly effective educators within the classrooms alongside the teachers. Examples of this include
the MiniLit and Cracking the Code programs used for early intervention. Staff are highly professional
and collaborative.
PG / 9

Student Attendance
Attendance Rate Longitudinal Summary
Table 1: Attendance and Absence Type by Collection Period for Campbell Primary
School
Collection
Period
Attendance
Rate
Regular
Attendance
2015
Sem 1
2016
Sem 1
2017
Sem 1
2018
Sem 1
2019
Sem 1
2020
Sem 1
2021
Sem 1
94.6% 94.3% 95.2% 94.9% 94.2% 86.3% 93.7%
84.1% 81.8% 86.8% 85.3% 81.6% 33.4% 81.1%
Chart 1: Attendance Rate by Collection Period for Campbell Primary School
100
98
Attendance
96
94
92
90
88
86
84
82
80
78
2015 2016 2017 2018 2019 2020 2021
Both the tables and graph above clearly display the impact COVID-19 had on regular attendance at CPS.
What is pleasing is that expected levels of regular attendance returned by Semester 1, 2021.
Families at Campbell Primary School support regular attendance at school. The school maintains high
levels of attendance in all year levels. Processes are in place to monitor attendance and to follow up
unexplained absences, late arrivals and ongoing absences by students. The school works closely with
parents to support regular attendance.
Positive attendance strategies are in place at CPS and include; use of an SMS messaging service for
parents to advise of absences, late arrivals notes, regular letters to parents flagging unexplained
absences, regular monitoring of attendance by Team Leaders, early engagement with parents of students
who may be becoming at risk due to falling attendance rates, education of parents about the positive
links between regular attendance and school achievement and the use of DoE suite of attendance
resources to support families who may be struggling with maintaining regular attendance patterns.
The school engages with families with children in the severe attendance category to set attendance plans.
Consultation with SSEN occurs to further support improved attendance when required.
PG / 10

Student Achievement and Progress
Campbell PS continues to achieve high levels of achievement in NAPLAN testing and regularly performs
above our like schools’ mean. It is through the efforts of our exceptional teaching staff and support from
our families that this level of achievement is attained and more importantly we believe sustainable. The staff
continue to adopt connected practices and use the Pedagogical Framework of iStar: both reduce the variance
in teaching. The schools Professional Learning Committee structure with year level Team Leaders has
proven to be instrumental in supporting our students to reach key standards within the WA Curriculum.
Further testimony of our academic success is noted for 2021, with the school receiving a certificate
from the Minister for Education – Hon Sue Ellery MLC and the Director General of Education – Lisa
Rodgers. This certificate was in recognition of Campbell PS’s Academic Excellence in 2021.
PG / 11

“
The opportunity
to lead our school
was amazing and
I learnt so much
while having fun.
“
Head Girl - Lucy G

Student Achievement and Progress
2021 Year 3 Year 5
School Like Schools School Like Schools
Numeracy 416 419 531 508
Reading 471 453 551 521
Writing 439 442 525 496
Grammar and Punctuation 456 453 546 516
Spelling 454 430 562 522
Like Schools: Like schools are based on school Index of Community and Socio Educational Advantage. ICSEA is a scale which
allows for fair and reasonable comparisons among schools with similar students. Green highlight – above like school.
Average Reading Score
560
540
520
Test Score
500
480
460
Year 3 School
Year 3 Like Schools
Year 5 School
Year 5 Like Schools
440
420
400
380
2016 2017 2018 2019 2020 2021
Year
Average Numeracy Score
540
520
Test Score
500
480
460
440
Year 3 School
Year 3 Like Schools
Year 5 School
Year 5 Like Schools
420
400
380
2016 2017 2018 2019 2020 2021
Year
Average Writing Score
540
520
500
Test Score
480
460
440
Year 3 School
Year 3 Like Schools
Year 5 School
Year 5 Like Schools
420
400
380
2016 2017 2018 2019 2020 2021
Year
PG / 13

Post School Destination
Destination Schools Male Female Total
4174 Canning Vale College 17 30 47
4198 Harrisdale Senior High School 7 4 11
4143 Leeming Senior High School 1 4 5
4126 Willetton Senior High School 2 2 4
4034 Melville Senior High School 1 1 2
4048 Rossmoyne Senior High School 2 2
1441 Australian Islamic College - Kewdale 1 1
1306 Dale Christian School 1
4025 John Curtin College Of The Arts 1 1
1396 Kennedy Baptist College 1 1
6087 Leeming Senior High School Education Support Centre 1 1
4042 Perth Modern School 1 1
1368 Seton Catholic College 1 1
1480 St John Bosco College 1 1
CPS works in partnership with our local intake area (LIA) high school, Canning Vale College to promote
public education. 73% of our Year 6 students attend their LIA high school, this was either Canning Vale
College or Harrisdale Senior High School. 20% of the Year 6 students are successfully placed into either
Gifted and Talented Secondary Selective Entrance Programs or receive scholarships in either private high
schools or Government high schools, this is reflected in the table above.
The school has established a strong relationship with its LIA school Canning Vale College (CVC). CVC
staff support our school in both the Science and Music learning areas, offering Senior Band for our
IMSS students and supporting access to their Science Labs for our senior students. The transition
to high school programme is rich, and in 2021, included former CPS students hosting a formal Q&A
session for our Year 6 students.
PG / 14

“
This school
has a very
nurturing
environment
and caring
for my child’s
learning.
“

Parent/student/teacher satisfaction
with the school
A part of CPS’s self-assessment schedule is collecting feedback from parents, students, and staff. This
information is gathered using a range of tools, one being the National School Opinion Surveys. Feedback
through these surveys is collected biannually. Exit surveys are also completed by any family that is leaving
CPS. We continue to receive very positive feedback from families. The most recent survey results are
displayed within the tables below which also depicts if our mean score has improved, stayed the same
or declined. The feedback has further been triangulated to ensure we are comprehensive in our analysis
when setting plans for improvement. We also look at the data longitudinally to determine any trends.
The results continue to reflect high levels of satisfaction from students, staff and parents. The ratings are
listed on the following pages.
PG / 16

Parent/student/teacher satisfaction
with the school
Parent National School Opinion Surveys 2018 and 2021
Rating Score Rating Score
Strongly agree 5 Disagree 2
Agree 4 Strongly disagree 3
Neither agree now disagree 3
Parent/Carers National School Opinion Survey - Comparison 2018 - 2021
Question
Improvement Same Declined
2018
(158 responses)
Mean Score
2021
(221 responses)
Teachers at this school expect students to do their best. 4.4 4.4
Teachers at this school provide students with useful feedback. 4.2 4.2
Teachers at this school treat students fairly. 4.1 4.2
The school is well - maintained. 4.5 4.4
My child feels safe at this school. 4.4 4.5
I can talk to my teachers about my concerns. 4.5 4.5
Student behaviour is well - managed at this school. 4.0 4.1
My child likes being at this school. 4.3 4.5
The school looks for ways to improve. 4.2 4.1
The school takes parents’ opinions seriously. 3.9 3.9
Teachers at this school motivate my child to learn. 4.2 4.3
My child is making good progress at this school. 4.1 4.2
My child’s learning needs are being met. 4.1 4.2
This school works with me to support my child’s learning. 4.1 4.1
The school has a strong relationship with the local community. 3.9 3.9
The school is well led. 4.0 4.1
I am satisfied with the overall standard of education
achieved at this school.
4.0 4.3
I would recommend this school to others. 4.1 4.3
My child’s teachers are good teachers. 4.4 4.5
Teachers at this school care about my child. 4.3 4.4
PG / 17

“
Thank you to all staff
members at Campbell
Primary school for
helping create a
seamless journey for
my child’s schooling.
“

Parent/student/teacher satisfaction
with the school
Staff National School Opinion Surveys 2018 and 2021
Staff National School Opinion Survey - Comparison 2018 - 2021
Question
Improvement Same Declined
2018
(24 responses)
Mean Score
2021
(33 responses)
Teachers at this school expect students to do their best 4.5 4.9
Teachers at this school provide students with useful feedback.
4.2 4.5
Teachers at this school treat students fairly. 4.5 4.8
The school is well - maintained. 4.2 4.5
Students feel safe at this school. 4.5 4.5
Students can talk to their teachers about their concerns. 4.2 4.6
Parents at this school can talk to teachers about their concerns. 4.3 4.5
Student behaviour is well - managed at this school. 4.1 4.2
Students like being at this school. 4.3 4.6
The school looks for ways to improve. 4.4 4.8
The school takes staff opinions seriously. 4.0 3.9
Teachers at this school motivate students to learn. 4.3 4.7
Students learning needs are being met at this school. 4.0 4.5
This school works with parents to support my students’
learning.
4.1 4.4
I receive useful feedback about my work at this school. 4.0 4.3
Staff are well-supported at this school. 4.0 4.1
The school has a strong relationship with its local community. 4.0 3.9
The school is well led. 4.3 4.5
I am satisfied with the overall standard of education
achieved at this school.
4.2 4.7
I would recommend this school to others. 4.4 4.6
Teachers at this school are good teachers. 4.5 4.9
Teachers at this school care about their students. 4.5 4.9
PG / 19

Parent/student/teacher satisfaction
with the school
Student National School Opinion Surveys 2018 and 2021
Student National School Opinion Survey - Comparison 2018 to 2021
Question
Improvement Same Declined
2018
(158 responses)
Mean Score
2021
(154 responses)
My teachers expect me to do my best 4.5 4.5
My teachers provide me with useful feedback. 4.1 4.1
Teachers at this school treat students fairly. 4.0 3.6
The school is well - maintained. 4.1 3.9
I feel safe at this school. 4.1 3.9
I can talk to my teachers about my concerns. 3.6 3.6
Student behaviour is well - managed at my school. 3.6 3.5
I like being at my school. 3.9 3.7
My school looks for ways to improve. 4.2 4.1
The school takes students’ opinions seriously. 3.6 3.6
My teachers motivate me to learn. 4.2 4.1
My school gives me opportunities to do interesting things. 4.0 4.0
PG / 20

Parent/student/teacher satisfaction
with the school
Triangulated Data - Parents, staff and students
Triangulation of Parent/carer, Staff and Student Survey - Common Questions
Question
Improvement Same Declined
2021
Triangulated responses -
mean score.
Teachers expect students to do their best 4.6
Teachers provide students with useful feedback. 4.3
Teachers at this school treat students fairly. 4.2
The school is well-maintained. 4.3
Students feel safe at this school. 4.3
Parents and students can talk to teachers about their
concerns.
4.2
Student behaviour is well-managed at my school. 3.9
Students like being at this school. 4.3
The school looks for ways to improve. 4.3
The school takes students’ opinions seriously. 3.8
Teachers at this school motivate students to learn. 4.2
The triangulated NSOS results reflect positive improvement in all areas except:
The school takes
students’ opinions
seriously
3.8
Student behaviour is
well-managed at
my school
3.9
Whilst these 2 areas showed a decline in the mean score across all 3 surveys, it is important to note that
the score is still quite high. These 2 areas will be further analysed particularly with the student body and
further determining how the school may improve in these areas.
PG / 21

Thank you to all
educators for putting
the gift of knowledge in
to the kids of the future.
““

School Income by Funding Source
The Targeted Initiative funding for Mental Health, School Psychologist and School Chaplain is
invaluable in supporting some of the school’s most vulnerable students. The school’s budget
financially supports 50% of the employment of the chaplain which aligns with the Business Plan –
Success for all Students.
The EALD, Aboriginality and Social Disadvantage Student Characteristic funding are used to support
a wide range of literacy programmes, human resourcing - additional FTE across the school, both
support staff and teacher coaching and curriculum materials.
To align with the Business Plan and needs of the school, a total of 1.4fte EA time is used across the
school for early learning intervention, case management, EALD student support and NAPLAN readiness.
CPS’s disability funding is used to employ qualified allied professionals to provide a supportive and
inclusive learning environment for the students.
To support the DoE’s Funding Agreement (FA) for Schools 2021 and Statement of Expectation, a
number of monitoring and reporting tools are in place to provide evidence of this management.
These key monitoring tools are across the diverse aspects of the school’s One Line Budget enable
informed decisions to be made. These decisions are made in consultation with the Finance
Committee and the School Board. Balanced and accurate financial management and future based
financial planning is imperative to ensure that the school can continue to have resources and assets
available to deliver learning programmes both now and in the future in line with the Business Plan
of the school.
A substantial amount of locally raised funds ($71,000.00) are generated from the OSHC Deed of
Licence. The Finance Committee and School Board followed due diligence not only financially but
through community input, to select the most appropriate provider in 2021.
PG / 23

School Income by Funding Source
Funding
Allocation of funding
Aboriginality $14 371.00 Support Staff
Disability $320 156.63 4.6fte
Extra Allied Professional
(AP) 0.8 MiniLit, Extra 0.5 for
Projects, Professional Learning
Targeted Professional
Learning, for Special
Needs – AP Technology
English as an Additional
Language or Dialect
$291 155.35
Social Disadvantage $39 850.39
Sub Total $665 533.37
Ethnic Assistant 0.4FTE
Cracking the Code
Support-a-Reader
ICT, English and Mathematics
Curriculum Leaders
Transition Days
Partnerships with Parents
Workshops
School Chaplain
Pastoral Care activities
EA - Cracking the Code
EA - MiniLit
ICT, English and Mathematics
Curriculum Leaders
School Support Salary
Student
characteristics
• Aboriginality
• Disability
• EALD
• Social
disadvantage
Campbell PS receives the following:
School
characteristics
• Enrolment linked
base
Targeted
initiatives
• Mental health
strategy
• Level 3 classroom
teacher
• Universal access
• Chaplaincy
• School
Psychologist
Operational
response
• Dental Clinic
• Cleaning utilities
• Faults
Management
Program
PG / 24

Financial Summary Review
Financial Summary as at December 31st 2021
Revenue - Cash & Salary Allocation Budget Actual
1 Voluntary Contributions $ 19,810.00 $ 19,870.00
2 Charges and Fees $ 48,825.42 $ 48,947.67
3 Fees from Facilities Hire $ 83,522.73 $ 83,522.73
4 Fundraising/Donations/Sponsorships $ 26,448.21 $ 28,853.71
5 Commonwealth Govt Revenues $ 1,788.42 $ 1,788.42
6 Other State Govt/Local Govt Revenues $ 1,000.00 $ 1,000.00
7 Revenue from Co, Regional Office and other Schools $ 4,770.00 $ 4,770.00
8 Other Revenues $ 33,507.28 $ 34,274.24
9 Transfer from Reserve or DGR $ - $ -
10 Residential Accommodation $ - $ -
11 Farm Revenue (Ag and Farm Schools only) $ - $ -
12 Camp School Fees (Camp Schools only) $ - $ -
Total Locally Raised Funds $ 219,672.06 $ 223,026.77
Opening Balance $ 30,775.51 $ 30,775.51
Student Centred Funding $ 562,718.76 $ 562,718.76
Total Cash Funds Available $ 813,166.33 $ 816,521.04
Total Salary Allocation $ - $ -
Total Funds Available $ 813,166.33 $ 816,521.04
Current Year Actual Cash Sources
$000
90
80
70
60
50
40
30
20
10
Locally Generated Revenue - Budget vs Actual
Budget
Actual
Student centres funding
72%
Locally raised funds
23%
Transfers from funds
0%
Other
4%
Other Government grants
1%
Revenue Source
Voluntary Contributions
0
Charges and Fees
Fees from Facilities Hire
Fundraising/Donations/Sponsorships
Commonwealth Govt Revenues
Other State Govt/Local Govt Revenues
Revenue from Co, Regional Office and Other
Other Revenues
Expenditure - Cash and Salary Budget Actual
1 Administration $ 22,058.73 $ 23,366.46
Cash Position as at:
Bank Balance $ 223,805.91
Made up of:
1 General Fund Balance $ 45,234.73
2 Deductible Gift Funds $ -
3 Trust Funds $ -
4 Asset Replacement Reserves $ 173,356.22
5 Suspense Accounts $ 10,460.96
6 Cash Adavances $ -
7 Tax Position $ (6,746.00)
Total Bank Balance $ 222,305.91
2 Lease Payments $ 65,895.85 $ 61,931.37
3 Utilities, Facilities and Maintenance $ 310,414.72 $ 286,965.63
4 Buildings, Property and Equipment $ 138,462.19 $ 153,764.83
5 Curriculum and Student Services $ 182,981.78 $ 157,190.49
6 Professional Development $ 20,371.37 $ 18,598.64
7 Transfer to Reserve $ 67,234.18 $ 67,234.18
8 Other Expenditure $ 1,191.89 $ 1,094.71
9 Payment to CO, Regional Office and other Schools $ 1,140.00 $ 1,140.00
10 Residential Operations $ - $ -
11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ -
12 Farm Operations (Ag and Farm Schools only) $ - $ -
13 Farm Revenue to CO (Ag and Farm Schools only) $ - $ -
14 Camp School Fees to CO (Camp Schools only) $ - $ -
Total Goods and Services Expenditure $ 809,750.71 $ 771,286.31
$000
350
Goods and Services Expenditure - Budget vs Actual
Budget
Actual
Total Forecase Salary Expenditure $ - $ -
Total Expenditure $ 809,750.71 $ 771,286.31
Cash Budget Variance $ 3,415.62
300
250
$000
Cash Position
200
210
150
160
100
110
50
60
0
Administration
Lease Payments
Utilities, Facilities & Maintenance
Buildings, Property & Equipment
Curriculum and Student Services
Other Expenditure
Transfer to Reserve
Professional Development
Payment to CO, Regional Office & Other
Expenditure Purpose
10
General Fund Balance
Deductible Gift Funds
Trust Funds
Asset Replacement Reserves
Suspence Accounts
Cash Advances
Tax Position

“
We appreciate
ALL of the efforts
of the teachers in
helping my child
grow into the
confident child
she is now.
“

Monitoring of Business Plan 2019 - 2021
Business Plan
Targets and
Identified
Priorities
Target
Met
Yes /No
Progress against priority
Planned actions
Maintain
high levels of
progress from
On-Entry to
Year 3
NAPLAN.
Yes
Yes
Year 3
Reading
Year 3
Numeracy
Year
Very high to
high
progress
Moderate
progress
Low to very
low
progress
2021 47% 32% 19%
2019 62% 21% 12%
2018 51% 30% 6%
Year
Very high to
high
progress
Moderate
progress
Low to very
low
progress
2021 50% 29% 21%
2019 58% 22% 20%
2018 61% 26% 13%
• Increase rigour in
interrogation of
On-Entry data to set
targets for student
improvement.
• Closely monitor
achievement and
progress each year
to decrease the
percentage of students
achieving very low to
low progress from On-
Entry to NAPLAN Yr 3.
• Continue to monitor
progress through pre
and post data sets in
cohorts. Target those
students requiring
intervention and
extension.
• MiniLit to continue to
support Tier 2 students.
• Continue
implementation of
InitiaLit and Cracking
the Code.
Stable cohort
Year 3 to Year
5 to achieve
at or above
like schools in
achievement
and strive to
achieve higher
progress than
like schools in
all areas.
Yes - Yr3
Yes - Yr5
No - Yr3
Yes - Yr5
Year
School
Y03
Reading
Like
Schools
School
Y04
Like
Schools
2016 429 436 515 509
2017 448 440 518 522
2018 461 441 518 524
2019 485 453 524 521
2021 471 453 551 522
Year
School
Y03
Writing
Like
Schools
School
Y04
Like
Schools
2016 431 427 503 483
2017 433 427 504 491
2018 434 416 474 479
2019 454 435 491 483
2021 439 442 525 496
• Maintain connected
practice across year
levels, including
adoption of the
pedagogical
framework (iStar)
• Focus on High impact
Teaching Strategies
(HiTS)
• Impact coach
employed 0.6 to
support staff with
implementing HiTS.
• Develop a Scope &
Sequence for Seven
Steps which further
unpacks the steps and
expectations for each
year level
• Investigate the current
teaching practices of
Writing in Years 1 and 2
• Ensure sufficient
resourcing of Year
2 reading materials,
especially to extend
top students
PG / 27

Monitoring of Business Plan 2019 - 2021
Business Plan
Targets and
Identified
Priorities
Target
Met
Yes /No
Progress against priority
Planned actions
Yes - Yr 3
Yes - Yr 5
Punctuation and Grammar
Y03
Y04
• See page 27 for
planned action.
Year
School
Like
Schools
School
Like
Schools
2016 440 450 520 516
2017 462 456 534 524
2018 466 442 518 525
2019 497 462 527 515
2021 456 453 546 516
Stable cohort
Year 3 to Year
5 to achieve
at or above
like schools in
achievement
and strive to
achieve higher
progress than
like schools in
all areas.
No –Yr 3
Yes – Yr 5
Progress –
Yes
in all areas
except Punctuation
and
Grammar
Year
School
Average Numeracy Score
Y03
Like
Schools
School
Y04
Like
Schools
2016 418 415 511 505
2017 416 426 515 511
2018 438 417 500 505
2019 446 425 506 506
2021 416 419 531 508
Progress
Progress - Difference in School and Like Schools Progress - NAPLANs...
25
20
15
10
5
0
-5
-10
-15
-20
-25
Student Progress and Achievement Compared with Like Schools
Higher Progress - Lower Achievement
Lower Progress - Lower Achievement
NAPLAN (2019 - 2021)
Higher Progress - Higher Achievement
Writing
Numeracy
R
G&P
Spelling
Lower Progress - Higher Achievement
-50 -40 -30 -20 -10 0 10 20 30 40 50
Achievement - Difference in School and Like Schools Achievement - NAPLANs...
Year 3 to 5
PG / 28

Monitoring of Business Plan 2019 - 2021
Business Plan
Targets and
Identified
Priorities
Target
Met
Yes /No
Progress against priority
Planned actions
High levels of
achievement
and progress
are evident
from Year 5 to
Year 7 NAPLAN
results.
Achievement
Yes
Progress
Yes:
Numeracy
and Writing
No: Reading
and
Punctuation
and
Grammar
Progress - Difference in School and WA Public Schools Progress - NAPLANs...
35
30
25
20
15
10
5
0
-5
-10
-15
-20
-25
-30
Student Progress and Achievement Compared with WA Public Schools
Former Year 6 students - NAPLAN Year 5 to Year 7
Higher Progress - Lower Achievement
Lower Progress - Lower Achievement
-35
Higher Progress - Higher Achievement
W S
R R N
N W
W
R G&P G&P
N S
R
W
G&P
R N G&P
G&P
S
S
N
Lower Progress - Higher Achievement
S
• Continue to monitor
progress through pre
and post data sets in
cohorts. Target those
students requiring
intervention and
extension.
-80 -70 -60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60 70 80
Achievement - Difference in School and WA Public Schools Achievement - NAPLANs...
2016 2017 2018 2019 2021
Percentage of
students at indicated
risk to
be at or below
14% in
Semester 2.
Yes
12.8 %
Attendance Profile 2021 Semester 2 Compulsory
Regular (90% or greater)
Indicated (80% to

Monitoring of Business Plan 2019 - 2021
Business Plan
Targets and
Identified
Priorities
Target
Met
Yes /No
Progress against priority
Planned actions
Further
develop the
Professional
Learning
Community in
which student
improvement
is assessed
on the basis
of results and
where there
exists collective
responsibility
for high levels
of learning for
all.
Yes • Continued
Focus Area
Team Leader Survey Data
Rating
1 (low)
4 (high)
Reflection
Term 3
There is clarity on what a PLC is and a clear
common purpose exists. 2.4 Improved
There is a clear and committed focus on
student learning. 3.2 Improved
Collective responsibility exists for all
student learning. 3.1 Improved
improvement in
setting SMART
goals for student
improvement based
on student data
collected.
PG / 30

Campbell Primary is everything I could have
hoped for my child when she started her
schooling journey. She is happy which is
reflected in her academic growth. The staff
at Campbell are approachable and very
supportive. We couldn’t be happier!
““

Campbell Rd, Canning Vale WA 6155
9456 8300
campbellprimaryschool.wa.edu.au
PG / 32