Image courtesy of MSP Photography

East Beechboro Primary school 2019 Annual report SCHOOL PRIORITIES Dear Parents and School Community Improving Literacy and Numeracy Skills I would like to present to you the 2019 East Beechboro Primary School Annual Quality Teaching and Leadership Report.

Safety and Wellbeing This report is designed to provide information about the performance of East Partnerships Beechboro Primary School in the third and final year of our current Business Plan. It

East Beechboro Primary School highlights our achievements and successes, opportunities for improvement and will maintains a strong focus on Literacy and inform our community of our initiatives and outcomes. Numeracy for all students from Kindergarten to Year 6. Student learning at East Beechboro Primary is our prime focus and is maximised through The teaching and learning programs robust, high quality and structured teaching programs, exceptional resources and strong have been enhanced and supported leadership. through Education Department The continued success of East Beechboro Primary School is a direct guidelines, resources, specialised staff result of the tremendous efforts of our school community to ensure that and professional learning. all our students are given the best educational opportunities. I would STAFF PROFESSIONAL like to take this opportunity to acknowledge and thank our dedicated ENGAGEMENT: staff and community for working together to ensure that our vision of Staff are continually undertaking the Education Department professional staff and parents working together in a partnership in learning “Online” courses and are education continues at East Beechboro Primary School.

Working With Children accredited. I look forward to working with the school community throughout 2020 and thank all

PROFESSIONAL LEARNING IN THE involved in helping to make 2019 a successful year.

AUSTRALIAN CURRICULUM, Sincerely AND THE TEACHING OF READING Shayne Harris - Principal AND SPELLING Professional learning in The Our School - “Strength in Honour” Australian Curriculum, phonics and East Beechboro is a highly respected Independent Public School in the City of Swan the teaching of reading and spelling. catering for the educational needs of approximately 515 students from Kindergarten to Staff have undertaken workshops and planning sessions enhancing staff Year 6. Our student population is inclusive of many cultural backgrounds as well as capacity to teach Reading and Spelling students with special needs. more effectively. School Vision Statement All teaching staff meet the “Our purpose is to create a secure and positive environment developing the knowledge, professional requirements to teach in skills and attitudes which maximise each child’s potential to contribute to society.” Western Australian public schools and are registered to teach with the ENDORSEMENT Teacher Registration Board.

FUNDRAISING Over the course of 2019, students held several fundraising events for various child health organisations.

A total of $1442.35 was donated to Karen Lippinkhof Date: 04/05/2020 the Perth Children’s Hospital. $576.70 was raised as part of Jeans for School Board Chair Genes Day. $390.45 was raised for Footy Colours Shayne Harris Date: 04/05/2020 Day where all funds went to support the Fight Cancer Foundation. Principal

The 2019 Annual School Report has the endorsement of the East Beechboro Primary School Board which is representative of the East Beechboro Primary School Community and Staff. Our staff of professional educators, support staff and school community, all of whom recognise parents as prime educators, care for our students and work with a shared vision to establish a learning environment that provides a well-balanced education which maximises student emotional, social and academic outcomes. We have a shared commitment to the importance of quality relationships, upon which a safe, dynamic, happy and productive learning environment is maintained.

The belief that underlies school operations is that by working together in a partnership of mutual respect and purpose we can optimise learning and child development. Teaching and learning is based on educational best practice where knowledge is communicated to all stakeholders, working with a clear vision of priorities and the needs of all.

Our dedicated and professional staff provide comprehensive educational programs designed to produce well-rounded individuals who possess strong social and personal skills alongside their academic strengths. Programs reflect the importance of an effective early childhood education and the need for all our students to master essential literacy and numeracy skills. Professionals in associated fields of psychology, curriculum and visiting teacher services also provide valuable assistance in our endeavours to support the needs of all students.

Specialist Programs include, Languages (Indonesian), Music, Choir and Physical Education. Every effort is made to ensure students identified as talented and gifted are given the opportunity to participate in a range of extra curricular activities and curriculum extension. East Beechboro is a school that takes pride in its productive role in the local community. We welcome and support parental involvement and encourage parents to take an active role supporting the school by working collaboratively with a shared vision of assisting our students to reach their potential.

Our school has a commitment to values through the Virtues and Restorative Justice programs. The school has an established student incentive program and uses the Friendly Schools Plus program to teach students strategies for bullying prevention and improve emotional wellbeing which enable students to be acknowledged for positive actions and behaviours. We aspire to develop qualities that contribute to the growth of resilient students, staff and caregivers, who are encouraged to actively demonstrate good citizenship and responsibility in their daily lives. Explicit teaching of values including, consideration, respect, courtesy, commitment, reliability and friendliness is apparent in all classrooms.

Students are encouraged to engage in leadership positions to allow them to develop the essential knowledge, skills and values that enable them to make valuable contributions to the school and wider community. All our leaders serve as representatives of the student body and have a leadership tradition of quality and excellence.

PRIORITY 1 Targets: Improving  Increase current percentage of students at or above National Minimum Standard in NAPLAN. Literacy &  Achievement of students in Year 3 and 5 is at or above like schools in all NAPLAN Numeracy assessments. Skills

Strategies Milestones

Provide opportunities for staff to engage  Annual review of NAPLAN data through phase of learning teams to collaboratively in rigorous analysis of student inform improvement planning. performance data in literacy and numeracy.  All teaching staff participated in the production of the Annual Report for the School Board and school community. Targeted intervention for Years 3 and 5 students in  Education Assistants provided support and intervention using literacy and numeracy using MIS and EARS data formalised role descriptions (eg negotiated briefs). preparation for future NAPLAN tests.  Targeted intentional teaching for identified students and groups of students. Maintain phase of learning teams to focus on curriculum  Regular phase of learning team meetings during School Development planning, moderation and review of student Days and staff meetings. performance.  Use of learning teams in School Development Days, learning area/ operational plan reviews and curriculum planning.

Refine the delivery of explicit teaching strategies in all  Peer observation process. year levels in all areas of literacy and numeracy.  Performance Management process incorporates teacher self-review. Use of an evidence-based approach to adopting whole  Trialled a whole school approach to teaching Numeracy (ORIGO). school effective learning and teaching practices which  Continued to review and develop whole school literacy plan to reinforce includes class differentiated plans in Pre-Primary to Year guided reading, spelling and Talk4Writing. 6.  Staff PD in Talk4Writing. Continue to use systemic and school-based  School self -assessment schedule (MIS) and operational plans are assessments to create accurate profiles of student aligned to school business plan targets. achievement and progress.  Use of Benchmark Documents

Support and develop Curriculum Leader role by refining  Regular Curriculum Leader/Admin planning/review meetings. whole school approaches to delivery of the WA  Continued review and update of EBPS Way teaching and learning file. Curriculum with consistency of pedagogy, standards and expectations. Collaborate with identified educational service providers  Ongoing partnership with NEMLDC/Outreach Service, ECU and Morley who promote and model key areas of curriculum Schools’ Network. delivery.  Staff undertaking of professional learning from NEMLDC to refine delivery of the Talk 4 Writing program.

RECOMMENDATIONS:  Maintain Literacy and Numeracy as priority areas for 2020.  Establish Learning Support Coordinator (LSC) role to refine processes for addressing the needs of students at educational risk.  Use MiniLit program for targeted intervention of identified Year 1 and Year 2 students.  Train staff in MacLit program for targeted intervention of identified Year 3-6 students.  Maintain funding and support for Curriculum Leader roles to develop teacher capacity in Literacy and Numeracy.  Continued focus on addressing student non-attendance. Targets: PRIORITY 2  Maintain a high percentage of staff agreeing that they are provided with appropriate opportunities to develop as a teacher. Quality  Maintain a high percentage of staff agreeing that they are provided with appropriate Teaching and opportunities to develop as a leader. Leadership  Maintain a high percentage of Year 6 students agreeing that they are provided with appropriate opportunities to develop their capacity for leadership.

Strategies Milestones

Maintain alignment of professional  Annual Performance Management Cycle. learning and performance  Use of AITSL Australian Professional Standards for Teachers as a self-reflection tool. management with Australian  Regular review of Performance Management Policy and procedures. Professional Standards for Teaching and for Principals. Continue to develop and refine  Peer observation feedback twice yearly.

Peer Review Process  Classroom observation feedback from NEMLDC/Outreach Service.  Continued to develop an in-school model of feedback with an emphasis to improve teaching Opportunities for staff to share practice and student outcomes. best practice and effective  Curriculum Leader presented professional learning to Education Assistants to develop their teaching strategies with understanding of and ability to implement an intervention program. colleagues.  Technologies Committee planned and delivered regular PL to build staff knowledge in the Digital Technology Curriculum.

Distributed leadership model to  Provided high quality professional learning opportunities for staff in the WA Curriculum and engage, support and build staff effective pedagogy. capacity for teaching excellence.  Selected staff undertook Professional Learning through NEMLDC to further develop understanding of literacy strategies and reduce the variation of teaching and learning

between classrooms.  All staff to used whole school processes and policies across core curriculum areas (EBPS Way).  Continuation of whole school committees and cost centre management.  Continued to fund and support Curriculum leadership roles.  Continued staff involvement in Language Development Centre School Leadership program.  Staff Mentoring Program established: Experienced classroom teachers mentored newer staff to provide support in delivering a whole school approach to teaching (EBPS Way).

Provide opportunities to develop  Students developed leadership potential through: student capacity for leadership. Student Council operations - Faction Leaders - Young Leaders’ Conference - School Choir - School sports programs and activities - Operational roles and duties in many school contexts. Students are encouraged to Recognition of personal excellence through positive incentives such as: pursue personal excellence in all  Honour Certificates presented at formal assemblies facets of school life.  Andrew Stewart Awards (Virtues Awards) - 1222 certificates issued in 2019 = an average of 2.78 certificates per student. 151 badges/medallions issued. This represents an increase compared to 2018 results.  Aussie of the Month Awards, Administration Honour Certificates, Certificates of Distinction and Leavers Awards.  Entry into Secondary Specialist Programs. RECOMMENDATIONS:  Continue to provide staff with opportunities for professional learning in the Western Australia Curriculum.  Maintain alignment of professional development and performance management with the Australian Professional Standards for Teaching.  Continue Curriculum Leadership roles and the development of whole school processes.  Distributed Leadership to be at Learning Area Committee level.  Restructure Learning Area Committees to allow for distributed leadership. Targets: PRIORITY 3  Attendance rates to be maintained at or above state average. Safety and  School survey results show high percentage of students feel the school is a safe and caring Wellbeing environment.

Strategies Milestones Whole school approach to  Using standardised formats, Individual Education Plans are developed with the involvement case-management plans for of community stakeholders. students at educational risk.  IEP’s regularly monitored and maintained in line with MIS schedule and Performance Management Agreement.

 Utilising SEN program to enhance efficiency of IEPs.

 Engaging other agencies as required to assist with case management and support for students and families.

 Regular review of school policies and procedures for SAER including disability, behaviour, attendance and academically at risk. Whole school approach to providing  Evidence of staff promoting our school vision and values using the following whole school a safe, healthy and engaging strategies: - Virtues Program - Individual Educational Learning Plans - Friendly Schools environment that supports quality Plus - Twice daily student communication meetings - Cyber-Safety awareness - Structured teaching and learning and positive playground activities - Andrew Stewart Awards - Mid and End of Term Rewards - Honour behaviours. Certificates - Incursions and Excursions - Restorative Justice - Student Leadership opportunities - Aussie of the Month Awards - Class Distinction Awards - Designated game areas established - Additional sports equipment for students at break times - Sports programs and interschool competitions.

 Safety and Wellbeing Committee regularly reviewed practices and procedures to ensure a whole-school approach to behaviour management is maintained.

 Provided cyber safety presentations for staff, students and parents.

 Use of the Aboriginal Cultural and Standards Framework.

 Maintained funding for in-school chaplaincy program.

 Promoted environmental sustainability through the cross curriculum priorities of the Western Australian Curriculum and through: - Paper recycling - Battery recycling - Maintaining Waterwise and Sunsmart School accreditation.

School Grounds’ Committee  Continued to develop playground areas through combined funding from the school and P&C. represented by staff and community  Applied for additional funding through the Department of Education WA for building upgrades, car parks and infrastructure replacement.

RECOMMENDATIONS:  Continue to review School Behaviour Management and Students at Educational Risk processes.  Continue to upskill new staff on Friendly Schools Plus and School Behaviour Management processes.  Continue to reinforce strategies and approaches to minimise instances of bullying within school programs and in school publications.  Maintain implementation of school community surveys and continue to analyse data to inform programs.  Maintain the in-school Chaplaincy program by reapplying for funding to ensure continuation of program.  Continue to ensure that all staff complete Cultural Awareness Learning. PRIORITY 4 Targets: To develop staff and student relationships with the broader community. Partnerships (Including parents, local government, business, other educational institutions, government and non-government agencies.)

Strategies Milestones

Maintain and strengthen our positive school culture within and  Encouraged parent involvement in the Biennial National Parent across the school community to provide rich and valuable Opinion Survey, particularly families of ethnic backgrounds to experiences. increase participation rates.

 Accessed community grants and services to enhance the Encourage formal and informal involvement of our community in educational experiences of all students. the future directions for EBPS Promotion of the work of the School Board & P&C.  Seek input from stakeholders (P&C and School Board) to identify and inform future directions of the school.

 Raised community awareness of School Board functions.

 Identified and established new partnership opportunities with

external business/agencies within the local community. Honour inclusivity and cultural diversity within the EBPS  Teachers incorporated cultural considerations in their planning to community. build learning experiences based on cultural strengths and encourage the expertise of parents.

 Encouraged engagement of parents with English as a second language to access the EBPS website and employ Google Translate.

Further commitment to pastoral care of students and the school  School Chaplain promoted services to students and whole school community community.

RECOMMENDATIONS:

 Maintain existing community partnerships and develop new links to external local community organisations that may complement or enhance the vision and direction of the school  Communicate and encourage opportunities for community involvement within the school  Continue to review school community feedback to assist in improving student outcomes and school effectiveness. STUDENT PERFORMANCE

Reporting to Parents Student assessment is an ongoing process of the comprehensive collection and analysis of student achievement data. Teachers make meaningful judgements based on this information to inform programs and lessons. Teachers use various methods of gaining accurate information when communicating to parents and when reporting on student performance. At East Beechboro Primary School, parents are informed of student progress in many formats. Classroom and individual parent meetings along work samples and formal reports provide parents with valuable information about their child’s performance. NAPLAN - NATIONAL ASSESSMENT PROGRAM LITERACY and NUMERACY NAPLAN is an annual national assessment for all students in Years 3, 5, 7, and 9. Students in these year levels participate in tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. The tests provide parents and schools with an understanding of how individual students are performing at the time of the tests. They also provide schools, states and territories with information about how education programs are working and which areas need to be prioritised for improvement. NAPLAN is one part of a comprehensive and balanced assessment system which complements local assessment and the professional judgements of classroom teachers. 2019 NAPLAN This year’s Year 3 NAPLAN results have continued to indicate that tested students are achieving within the expected level in all testing areas.

Assessment results for Year 5 students also indicate that tested students are achieving the expected levels in all areas except for Reading. Strategies currently in place for Literacy and Numeracy will continue to ensure future improvements and success by:  Individual, class and whole school data examination.  Pre-Primary On-Entry Assessment to identify specific student academic needs.  Testing of students in Years 2 and 4 based on the previous years NAPLAN test to inform future planning. Current Strategies 1.Classroom focus on explicit teaching in Literacy using Promoting Literacy Development, Talk4Writing, Guided Reading and Reading Eggs programs. 2.Classroom focus on explicit teaching in Numeracy using Mathletics as a supporting resource. 3.Staff professional learning in teaching pedagogy in Reading Comprehension, Talk4Writing and Phonics. 4.Engaging the services of a Speech Therapist for Kindergarten screening. 5.Timetable structure to allow for teacher collaborative planning. 6. Staff professional learning on Explicit Teaching methods.

Student Achievement - National Assessment Program Literacy and Numeracy (NAPLAN) 2019 Student Performance Results

Students Above National Minimum Standard

NAPLAN National Minimum Standard Year 3 Year 5 (NMS) 2019 2019 Above NMS—Numeracy 82% 61% Above NMS—Reading 81% 75% Above NMS—Spelling 81% 81% Above NMS—Writing 86% 69% Above NMS—Grammar & Punctuation 80% 68% STUDENT PERFORMANCE

These graphs to the right demonstrate student performance in the 2019 NAPLAN tests. Results indicate a decline in Year 5 results in all test areas and in the minor declines in the Year 3 Writing and Grammar and Punctuation tests. All other Year 3 test results indicated slight gains. Intervention strategies and individual support for students identified as achieving at below target will continue to be implemented in 2020. Student Achievement - National Assessment Program Literacy and Numeracy (NAPLAN)

The graphs below demonstrate the achievement of students from Year 3 to Year 5. Ideally results should fall in the top right hand quadrant of the graph as this would demonstrate higher progress and achievement, although results in the bottom left also indicate a level of achievement.

Student Progress and Achievement with Like Schools Student Progress and Achievement with Like Schools NAPLAN Year 3 2017 to Year 5 2019 NAPLAN Year 3 2016 to Year 5 2018 SPECIALIST PROGRAMS Physical Education Health and Physical Education lessons enable students to develop their knowledge, understanding and skills which assist in building relationships and improving their sense of self. Through the curriculum, students learn to be resilient and to make informed decisions about their health, safety and physical activity.

The Health and Physical Education curriculum:  Focuses on educative purposes;  Takes a strengths-based approach;  Develops health literacy that aims to develop the knowledge, understanding and skills to enable students to: access and process information which assists in making positive lifelong decisions about health, wellbeing, safety and physical activity participation for themselves and others develop skills and strategies to promote a sense of personal identity and wellbeing and to build meaningful relationships learn, apply and evaluate movement skills, concepts and strategies participate in and enjoy regular movement-based lessons understand how changes to personal and external circumstances impacts on health and physical activity.

East Beechboro Primary is proud to have a robust and quality Health and Physical Education program which is comprehensive, structured, organised and competitive. Students engage in a broad range of age and ability-appropriate experiences designed to encourage participation, teamwork, sportsmanship, perseverance and resilience.

All students from Pre-Primary through to Year 6 participate in comprehensive lessons designed to develop physical skill in individual and team-based sports. Each year, students from Pre-Primary to Year 6 participate in track, field and tabloid sports and students from Years 1-6 take part in In-term swimming lessons. In addition, senior students take part in a variety of sports including athletics, cross country, cricket, netball, soccer, basketball and are given the opportunity to compete at an interschool level. East Beechboro Primary School has a tradition of excellence and embedded in this tradition is a culture of commitment, determination, encouragement and high expectation. Events and Competitions in 2019: Swimming Program (Yr 1-6) Athletics Carnival Interschool Summer & Winter Carnivals (Yr 5&6) Faction Cross Country & Interschool Cross Country

Notable Achievements of 2019: 2019 Faction Athletics Carnival Winners - Numbats Faction Cross Country Carnival Winners - Wallabies Interschool Winter Carnival Champions: Netball A & B Divisions

Kindy Carnival Kindergarten students in 2019 were involved in the inaugural Kindergarten Carnival.

Students took part in running races and completed obstacle courses. This carnival was a great success and is an excellent introduction for Kindergarten students as in Pre-Primary, students participate in a modified program at the whole school Athletics Carnival. SPECIALIST PROGRAMS Music Image courtesy of MSP Photography East Beechboro Primary School offers students in Years 1 to 6 a developmental music program comprising of instrumental and choral instruction. Students are encouraged to develop individual music skill and group skills as part of the choir or instrumental ensemble.

Students in Years 3 to 6 are encouraged to participate in the School Choir. Under the guidance of our Music Specialist, students rehearse once a week in preparation for school and community events including the ANZAC Service, Massed Choir Festival, Music Count Us In, the Year 6 Graduation Assembly and the Christmas Carols Community event.

Our school is fortunate to be a part of the Education Department’s Instrumental Music Program (run by Instrumental Music School Services). Selected students in Years 5 and 6 who demonstrate an aptitude for music are provided with free weekly classical guitar tuition under the direction of a specialist teacher. These lessons provide an excellent foundation which can be further developed in secondary school and beyond. Participating students are provided with the opportunity to perform at school assemblies and functions.

LOTE - Indonesian Indonesian is the additional language that students from Years 3 to 6 are offered at East Beechboro Primary School. The program, delivered by a specialist teacher, focuses on Speaking, Listening, Reading and Writing of the language itself while also providing a cultural perspective of Indonesia.

Although learning another language is primarily the acquisition of that language, it has further benefits including:  Stimulates brain development –allowing them to think more creatively, connect ideas and problem solve  Significantly enhances English literacy skills – enabling students to compare and contrast the language they are learning with English. This gives them an insight into how English works which may improve their ability to read and write.  Improves memory, concentration and numeracy skills – strengthens a child’s memory for sequences and their ability to concentrate and build connections. ADDITIONAL SERVICES

Chaplain With the support of YouthCARE, East Beechboro Primary School is fortunate to have a chaplain onsite 2 days per week. Our school chaplain supports the social, emotional and mental wellbeing of our students, their families and the school community by:  providing pastoral care for staff, students and families  linking the school with the local community, support agencies and organisations  playing an active role assisting and supporting school events  facilitating pastoral support programs School Psychologist East Beechboro Primary employs the services of a Psychologist three days a fortnight. Our School psychologist works closely with school administration, classroom teachers, students and parents to help meet the social, emotional, learning and behaviour needs of our students by providing support in: Behaviour: Working with students, parents and their schools to identify and change target behaviours at the individual, group and systemic level. Learning: Conducting assessments of students experiencing learning difficulties and/or disabilities at schools. Supporting schools in making appropriate curriculum adjustments for students in order to enhance their learning outcomes. Mental Health and Wellbeing: Providing direct support for students experiencing mental health and wellbeing difficulties. Assisting schools and children maximise the development of positive mental health and wellbeing. Camp Australia East Beechboro Primary has continued it’s partnership with Camp Australia. Located on the school grounds, the outside school hours care program provides children with a safe environment in which they can explore and play and assists parents in balancing work and family commitments. The program provides time for educational activities and makes time for students to play and share time with friends. PARENT INVOLVEMENT P&C Association East Beechboro Primary School is very proud of the high level of parent involvement that occurs in many aspects of the school. We are extremely fortunate and very proud to have a highly motivated, active, creative and energetic P&C who volunteer their time to support the school and students. The P&C promote the interests of the school within the community, assisting in the provision of resources, facilities and amenities while fostering community interest in the issues that affect our school and education.

The P&C work closely with the school to ensure that all of our students are provided with the best learning experiences possible and the opportunity to reach their full potential. The P&C provides parents with a forum to share information and views, determine the needs of the school, assist in shaping school policies and programs and help raise vital funds for resources. In 2019, the P&C donated significant funds towards the refurbishment of the library. With the support of many volunteers from our school community, the P&C provides amenities and services for our students including: Uniform Shop Canteen School Banking Fundraising events for 2019 included: Canteen Disco Sausage Sizzles Father’s/Mother’s Day stalls Colour Run Canteen facilities at Athletics Carnivals Early Bird Contribution Prize Christmas Raffle

2019 Fundraising Events

We sincerely appreciate and are thankful for the commitment, hard work and contributions of the P&C and all the parents who have supported our school and students during 2019. PARENT INVOLVEMENT

School Board

The East Beechboro Primary School Board plays a vital role in the accountability, effective governance and running of the school. By bringing their own experiences and expertise, the School Board assists the school to achieve the best outcomes for students by setting the long term future for the school and by overseeing school operations.

The School Board, comprising of the Principal and elected staff, parent and community representatives, meet each term.

In 2019, Board members made valuable contributions to the continued success of our school by:

 Endorsing the Delivery and Performance Agreement  Endorsing and reviewing the annual school budget  Reviewing the performance of the school;  Reviewing the goals, priorities of the school  Endorsing contributions and charges

Thank you to all the members of our School Board for their invaluable contribution to the success of our school.

SCHOOL DATA

Attendance Consistent attendance and participation are essential for a child’s social and academic learning and is fundamental to student success, at school and in future endeavours.

Student attendance figures are monitored and regular parent Year 2014 2015 2016 2017 2018 2019 communication is maintained in regards to unexplained student absences Kindy 50 54 67 66 77 75 and individual cases of concern. The 2019 School attendance rate PP 47 55 41 72 67 69 decreased by just under two percent from 2018 figures and was marginally Year 1 62 38 51 51 73 66 above that of WA Public Schools. Year 2 49 66 42 60 56 68 Year 3 57 50 61 42 69 59 A contributing factor is the number of students who were absent due to Year 4 47 51 50 68 48 64 family holidays taken during term time. We will continue our focus on Year 5 36 47 52 57 69 47 improving attendance figures and educating our community on the Year 6 54 35 46 62 56 70 importance of regular school attendance will continue in 2020. Year 7 47 Enrolment Trend TOTAL 449 396 410 478 515 518 2019 Enrolment numbers remained relatively stable. We have ENROLMENTS continued to be part of the local solution offering vacant Kindergarten Total Enrolments positions to out of area students when schools within the area have no TOTAL ENROLMENTS 600 places available in Kindergarten. 500 Of the 77 new enrolments:  38 were In Area enrolments 400

 8 students were Out of Area 300  11 were Out of Area Kindergarten students 200  16 had siblings already attending East Beechboro Primary  4 were returning students 100 In 2020 Caversham Valley Primary School will open and we will see a 0 significant reduction in student enrolments. 2014 2015 2016 2017 2018 2019 2019 STUDENT LEADERSHIP East Beechboro Primary School strongly encourages senior students to develop leadership skills and support them in seeking leadership positions. Acquiring these leadership skills assists students with the transition into high school and develops individual and team skills. Students in leadership positions act as Image courtesy of MSP Photography role models to all students and actively display the school values.

Leadership Positions:  Student Council representatives  Faction Captains

Students are selected for these roles based on their leadership capabilities, respect for themselves and others, ability to be a role model to other students, ability to demonstrate responsibility, possess organisation and communication skills and respect for the school, its virtues and rules.

Further to these positions, senior students are also encouraged to take on roles that assist in the day to day running of the school. These roles include:  PA Monitors and Siren Ringers  Flag Monitors  Classroom Couriers  Gate Monitors 2019 Student Councillors  Assisting in Assemblies and Sporting Events  Fundraising to assist with end of year functions

Congratulations and thank you to our 2019 Student Leaders Image courtesy of MSP Photography for their outstanding contributions to the school and we wish all our Year 6 Leavers the best for the future.

High School Destinations 17 schools have been identified as the chosen destinations of our graduating students of 2019. * Kiara College * John Forrest SHS * Morley SHS * Balga College * Hampton SHS * Mount Lawley SHS * Kalamunda SHS * Governor Stirling SHS * Australian Islamic College * Ellenbrook SHS * Chisolm Catholic College * Aveley Secondary College 2019 Faction Captains * Landsdale Christian College * Belmont SHS * Dianella Secondary College * John Septimus Roe Anglican Community School * Ballajura Community College

Specialist Programs & Scholarships offered to students include: Morley SHS - Performance Plus Program, Screen Media Specialist Program, Aviation Hampton SHS - Dance, Performing Arts, Science, Mount Lawley SHS - Gifted and Talented (Languages), Aboriginal Excellence and John Forrest SHS - Netball 2019 LEAVERS Image courtesy of MSP Photography EAST BEECHBORO PRIMARY SCHOOL FINANCIAL SUMMARY 9 DECEMBER 2019 2019 IN REVIEW

Thank you to the staff, students, parents, families and volunteers of East Beechboro Primary School who helped in making 2019 an enjoyable and successful year.