Warrane-Primary-School-NP-Plan-2012

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					                        Warrane Primary School




                          Annual Implementation Plan
                         Low SES National Partnerships
                                   Funding
                       This plan is supplemented by an annual School
                                      Improvement Plan

     Warrane Primary School has a long tradition of serving the local community. While small the
     current enrolment of approximately 150 students permits a full range of educational and social
     programs in a supportive pastoral environment. With small class sizes, an exceptionally skilled
     teaching staff and varied specialist programs including Music, Physical Education and Japanese, an
     excellent learning environment exists at Warrane Primary. We believe that the teaching of Literacy
     and Numeracy is everyone's responsibility and have an emphasis on one-to-one intervention in the
     Early Childhood years with programs like Reading Recovery. Teacher Assistants and Senior Staff are
     utilised in all classes during our Literacy Block to lower the teacher-pupil ratio, ensuring effective
     teaching and learning for all students. Early intervention and building relationships with families
     before their children reach school age continues to be high priority with Launching into Learning
     activities for the 0 to 4 age group being very successful. We strive towards providing an inviting safe
     and nurturing physical environment for students, with a strong commitment to positive behaviour
     support and personalised learning.




  22/11/2011
D e p art me n t of E d uc at ion
                           WARRANE PRIMARY SCHOOL
                             Annual Implementation Plan
                         Low SES National Partnerships Funding
                                        “Learner at the Centre”

          Improvement Priorities                              Leading Indicators by 2012
          • Beginning to Learn                                • Kinder Development Check Target 78%
          • Literacy/Numeracy                                 • Year 5 Literacy and Numeracy Target 96%
          • Retention                                         • Year 9 Literacy and Numeracy Target 90%
          • Attainment                                        • Attainment Rate Target 78%
          • Productive                                        • Certificate III Qualifications Target 47%
          • Connected                                         • Adult Functional Literacy Target 58%


The Australian Government co-invests in education through the National Partnerships and this funding
is subject to state and territory implementation plans which must address agreed reform actions.

As a measure of progress towards achieving these agreed national outcomes, the following performance
indicators were agreed to:

Outcomes                                                 Performance Indicators
All children are engaged in and benefitting from         The proportion of children enrolled in and attending school.
schooling.
Young people are meeting basic literacy and numeracy     Literacy and numeracy achievement of Year 3, 5, 7 and 9 students in
standards, and overall levels of literacy and numeracy   national testing.
achievement are improving.
Schooling promotes the social inclusion and reduces      The proportion of Indigenous and low SES children enrolled in and
the educational disadvantage of children, especially     attending school.
Indigenous children.                                     Literacy and numeracy achievement of Year 3, 5, 7 and 9 Indigenous
                                                         and low SES students in national testing.
                                                         The proportion of the 19 year old Indigenous and low SES
                                                         population having attained at least a Year 12 Certificate or
                                                         equivalent or Australia Qualifications Framework (AQF) Certificate
                                                         II.
                                                         The proportion of Indigenous students completing Year 10.
Australian students excel by international standards.    The proportion of students in the bottom and top levels of
                                                         performance in international testing (for example Program for
                                                         International Mathematics and Science Study (TIMSS)).
Young people make a successful transition from           The proportion of the 19 year old population having attained at
school to work and further study.                        least a Year 12 or equivalent or AQF Certificate II.
                                                         The proportion of young people participating in post-school
                                                         education or training six months after school.
                                                         The proportion of 18 to 24 year olds engaged in full-time
                                                         employment, education or training at or about Certificate III.




22/11/2011
                                                              STRATEGIC INTENT

                                                                                                                                    Performance Targets
 Reform Action           Key Improvement Strategies                   Actions                          Current Data                   including specific
                                                                                                                                     indigenous targets
Reform Action 3:        To build leadership density in      Numeracy coordinator (.6       NAPLAN Data 2009 (My               By 2013
School operational       the school by establishing a         AST) in place for the          School Baseline)                    Increase the Year 3
arrangements which
encourage                Numeracy Coordinator’s role          beginning of 2012. Provide     Year 3 Numeracy                       and Year 5 average
innovation and           across the school. The               at least 0.3 of that role to   Average Score = 362                   score NAPLAN
flexibility              Numeracy Coordinator                 oversee the numeracy           Indigenous     = 382*                 Numeracy scores by
                         would join the Literacy              program in the school.         55% of students at or below NMS       12%. This will put
                         Coordinator and Senior Staff                                                                              Warrane average
                         in the school’s strategic                                           Year 5 Numeracy                       scores equal to the
                         planning team.                                                      Average Score = 443                   average scores for all
                                                                                             Indigenous     = 495*                 schools.
                                                             Extra allocation for the       32% of students at or below NMS.
                        Support the Numeracy                                                                                    % of students at or
                                                              Numeracy Team will be 1
                         Coordinator with the                                                                                      below NMS in years
                                                              Full time Numeracy             Year 3 Literacy
                         deployment of an additional                                                                               3 and 5 numeracy
                                                              coordinator and 0.2                     Av Score % at or <NMS
                         1.0 staff to support the                                                                                  will be < 20%.
                                                              Teacher assistant (10          Reading 370          17%
                         Numeracy Team.
                                                              hours). Assistant Principal    Writing 378           17%              Increase Year 3 and 5
                                                              and Extra Staff to support     Spelling 361         13%                average NAPLAN
                                                              Collaborative planning         Grammar 373          17%                Literacy Scores
                                                              model to relieve teachers
                                                                                                                                     across all strands by
                                                              to attend planning session     Year 5 Literacy
                        Opportunities for                                                                                           12%.
                                                              with Numeracy                        Av Score % at or <NMS
                         collaborative teaching and                                                                                 % of students at or
                                                              coordinator for a 2 hour       Reading 446          33%
                         planning will be resourced,                                                                                 below NMS in years
                                                              session.                       Writing 447          33%
                         planned and expected. A                                                                                     3 and 5 Literacy
                         focus will be to develop and                                        Spelling 442          29%               strands will be <
                                                             Collaborative planning         Grammar 440          43%
                         share expertise so that the                                                                                 20%.
                                                              teams will continue as
                         collaborative culture will
                                                              2011 model.                    PIPS Data
                         continue beyond the National                                                                          By 2013
                         Partnership funding period.                                         2008 – 28% of Prep students below  % of Prep students
                                                             The Numeracy                   expected PIPS range in numeracy.
                                                              Coordinator will source                                             below expected PIPS
                                                                                             2009 – 20% of Prep students below
22/11/2011
                Professional Learning Plans           appropriate professional        expected PIPS range in numeracy.         range in Numeracy
                 will be developed for all staff       learning activities for staff                                            will be less than 10%.
                 that align the development of         based on an audit               PATMaths Data
                 the class numeracy teams              conducted early in 2012.        2009                                  PATMATHS Data
                 with the needs of the school                                          Children assessed using “I Can Do      % of children at
                 as identified through the            Professional Development        Maths” from P-2.                         Stanine 5 or above
                 assessment regime and a               on Di Siemon’s Big Ideas in     “PATMaths” from 3-6                      will be 60% (up from
                 numeracy skills audit. These          Number will need to be                                                   43% in 2009)
                 will also be tied to “Leading         disseminated to new staff       % of children achieving each           Maintain indigenous
                 For High Performance”                 in 2012.                        stanine                                  equity below the
                 professional conversations.                                                      School     Ind.               intermediate range
                                                                                       Stanine 1 – 13%      12%                 on the School
                A whole school approach to           All staff to be involved in     Stanine 2 – 17%      12%                 Improvement
                 the teaching of numeracy will         the development of more         Stanine 3 – 12%      25%                 Report.
                 be informed by the work on            detailed elaborations with      Stanine 4 – 15%      19%
                 Mental Computation by Alistair        introduction of the             Stanine 5 – 13%      12%
                 McIntosh and prepare staff for        Australian Mathematics          Stanine 6 – 12%      0%
                 the implementation of the             Curriculum.                     Stanine 7 – 6%       0%
                 National Mathematics                                                 Stanine 8 – 6%       19%
                 Curriculum.                          The Numeracy                    Stanine 9 – 6%       0%
                                                       Coordinator will put
                Assessment data will form an          together a representative       % of students at stanine 4 or lower
                 important part of all                 team of teachers from           School – 57%
                 collaborative and team                across the school to            Indigenous – 68%
                 discussions. Performance data         participate in activities to
                 will become the basis for all         disseminate the national
                 preliminary numeracy                  curriculum through a team
                 groupings across the primary          approach.
                 classes.
                                                      Numeracy and Literacy
                Numeracy teaching teams to            support model will be
                 be established comprising the         operating to work with
                 classroom teacher and at least        targeted students based on
                 two other teaching staff for          data from NAPLAN, PAT
                 each primary class grouping.          Maths and Common
22/11/2011
                                                                  Assessment Tools results.
Reform Action 4:
Providing innovative                                             The additional numeracy
and tailored learning
opportunities                                                     resource will be
                                                                  amalgamated with the
                                                                  RTBCTG resource to
                                                                  enable flexible across class       School PBS data indicates that
                                                                  and within class groupings          during 2009 there were 317
                                                                  based on the focus of a             behaviour referrals.                Behaviour referrals
                                                                  particular numeracy strand         The average number of                to Senior Staff will be
                                                                  or the specific needs of            behaviour referrals per day is       less than 150 per
                                                                  particular groups. Individual       2.65.                                year.
                                                                  children with specific                                                  The average number
                                                                  needs, identified by a wide                                              of behaviour referrals
                                                                  range of assessment tools,                                               per day will be less
                                                                                                     50% of all behaviour referrals
                                                                  will have individual plans                                               than 1.0.
                                                                                                      occurred from class based
                                                                  developed and delivered
                                                                                                      activities.                         Less than 25% of
                                                                  collaboratively by the class
                                                                                                                                           behaviour referrals
                                                                  teacher and numeracy
                                                                                                     Of the students who had 8 or         will be classroom
                                                                  team.
                                                                                                      more behaviour referrals or          based.
                                                                                                      were suspended 22% were             The rate of
                                                                  Current school based data
                                                                                                      indigenous.                          indigenous students
                                                                  (ICDM, PATMaths and
                                                                                                                                           with multiple
                                                                  PIPS) is recorded in a
                                                                                                                                           behaviour referrals
                                                                  central databases and made
                                                                                                                                           or suspensions will
                                                                  available to teachers on
                                                                                                                                           reflect the % of
                                                                  request.
                                                                                                                                           Indigenous students
                                                                  With smaller class                 During 2009 attendance per           in the general school
                                                                  groupings students will be          day was only 90.4% of students.      population.
                                                                  more closely connected to           Of the 42 students who were         Average Daily
                           Utilise smaller class groupings                                           absent on 20 or more days 21%        Attendance will be
                                                                  their school. There will be
                            to build positive relationships                                           were indigenous students.            96%. The number of
                                                                  a greater opportunity to
                            with children and add value to                                                                                 children being absent
                                                                  form beneficial
                            the work of the Positive                                                                                       for 20 or more days
22/11/2011
                            Behaviour Support Team at             relationships with a wider        The Index of Student                    will be halved to less
                            the school.                           range of school staff and          Satisfaction (2008 SIP report) is       than 20. Student
                                                                  their own classmates. The          rated as High and stable.               attendance will trend
                           Staffing from the National            extension of the Rewards                                                   up by 2013.
                            Partnership will be allocated         Program and emphasis on           School based analysis of
                            to track the performance of           the schools core values in         parental involvement has
                            all indigenous students as they       the 4 Ws program will              demonstrated this falls away as
                            move through the school.              continue to build on the           children transition into higher
                            This will include attendance,         already high level of              grades. It is apparent in the
                            behaviour and student                 student satisfaction.              number of parents who
                            assessment data.                                                         interact with teachers both
                                                                 The Numeracy and                   before and after school as well
                           Build on the success of the           Literacy Coordinators will         as the number of parents who
                            Launching into Learning               be responsible for                 participate in volunteer
                            Program to encourage                  organising ongoing                 programs in the class.
Reform Action 6:            continued parental                    workshops on practical
External partnerships                                             numeracy activities at all
                            involvement as children move                                            In 2009 only 70% of parents
with parents, other
schools, businesses         through the school.                   levels across the school. A        attended parent teacher                100% of parents
and communities and                                               model of “Open Activities”         interviews.                             /carers will attend
the provision of                                                  will be used.                                                              parent teacher
access to extended                                                                                                                           interviews.
services                                                         With the assistance of
                                                                  LSSE Numeracy
                           Collaborate with other                Coodinator WPS will
                            National Partnership Schools          establish links Fairview for
                            (Risdon Vale and Fairview).           the purpose of sharing
                                                                  good practice and
                                                                  professional learning
                                                                  related to numeracy.




22/11/2011
22/11/2011
School Implementation Plan - Appendix 1

Warrane Primary School

 Name of National Partnership             National Partnership on Low Socio-Economic Status
                                          School Communities:


The purpose of this appendix is to document the improvement work supported by the Smarter Schools
National Partnership on [Low Socio-Economic Status School Communities].

Funding provided through the National Partnerships is being aligned with state funding to support a
system-wide approach to school improvement. This implementation plan is developed to complement
and integrate initiatives funded under the Australian Government’s Building the Education Revolution
and specific state initiatives promoting the development of literacy and numeracy education, teacher
quality and a commitment to addressing the issue of social inclusion.


 Funding received 2010                    $133,450


 School contribution 2010                 $35,000 Additional teaching staff for the Numeracy team.
                                          (includes AP and Principal)
                                          $9,000 – Staff Professional Learning
                                          2.0 FTE staff from the “Raising the Bar, Closing the Gap”
                                          program


 Funding received 2011                    $94,200


 School contribution 2011                 $ $6526.32 being AST make up on the lead teacher of
                                          0.6FTE plus 2.0 FTE staff from the “Raising the Bar, Closing
                                          the Gap” program
                                          $9,000 – Staff Professional Learning




 Funding received 2012                    $125, 600


 Funding Allocation 2012                  Materials and Supplies $6000
                                          Teacher Salary (0.6 AST/ 0.4 Base Teacher) $100, 726.32
                                          Teacher Professional Learning $5936
                                          Teacher Assistant $11 777.04
                                          Contingency $1160.64



22/11/2011
22/11/2011
Appendix 5

             PERFORMANCE TARGETS                      SES 5 INDIVIDUAL LOW SES SCHOOL                               YEAR ONE PROGRESS
                                                              REFORMS CHECKLIST
                                                      Outcomes
       Increase the Year 3 and Year 5 average                                                             Structural Changes in place:
        NAPLAN Numeracy scores by 12%. This           1. Students will show improvement in Literacy and  Clear expectations about Numeracy Block
        will put Warrane average scores equal to         Numeracy outcomes (NAPLAN) and in                     in place across all primary classes.
        the average scores for all schools.              identified student well being targets established  Teacher collaborative planning sessions for
                                                         by the school.
       Increase the Year 3 and Year 5 average                                                                 Literacy and Numeracy in place and
        NAPLAN Numeracy scores for Indigenous                                                                  occurring on a regular timetabled basis.
        students by 12%.                                                                                    Database of all assessments accessible for all
       % of students at or below NMS in                                                                       teachers to use to inform planning.
        Numeracy in years 3 and 5 will be < 20%.                                                            All staff will be familiar with National
                                                                                                               Curriculum documents for English and
                                                      2. By the end of four years all relevant School
       Increase Year 3 and 5 average NAPLAN             Improvement Report performance categories
                                                                                                               Mathematics and ready to use these
        Literacy Scores across all strands by 12%.       will be showing improvement with the one              documents in program planning.
       % of students at or below NMS in years 3         specifically targeted School     Improvement
        and 5 Literacy strands will be < 20%.            Reporting measure trending up.
                                                                                                            % of Prep students below expected PIPS
       % of Prep students below expected PIPS                                                               range in Numeracy will be less than 18%.
        range in Numeracy will be less than 10%.
                                                                                                            % of children at Stanine 5 (PATMaths)or
       % of children at Stanine 5 (PATMaths) or                                                             above will be 50% (up from 43% in 2009).
        above will be 60% (up from 43% in 2009).
                                                                                                            Behaviour referrals to Senior Staff will be
       Behaviour referrals to Senior Staff will be                                                          less than 250 per year.
        less than 150 per year.
                                                                                                            Referrals to Senior Staff for class based
       Referrals to Senior Staff for class based                                                            student behaviour issues will be reduced to
        student behaviour issues will be reduced to                                                          less than 40% of the total referrals.
        less than 25% of the total referrals.
                                                                                                            The rate of indigenous students with
       The rate of indigenous students with                                                                 multiple behaviour referrals or suspensions
22/11/2011
        multiple behaviour referrals or suspensions        will be less than 15%.
        will reflect the % of Indigenous students in
        the general school population.                    Average daily attendance will be 92% (up
                                                           from 90.4% in 2009)Less than 35 students
       Average Daily Attendance will be 96%. The          will have more than 20 days absent (down
        number of children being absent for 20 or          from 42 in 2009)
        more days will be halved to less than 20.

       100% of parents /carers will attend parent        80% of parents/carers will attend parent
        teacher interviews.                                teacher interviews.




22/11/2011
Appendix 5A

             PERFORMANCE TARGETS                      SES 5 INDIVIDUAL LOW SES SCHOOL                               YEAR TWO TARGETS
                                                              REFORMS CHECKLIST
                                                      Outcomes
       Increase the Year 3 and Year 5 average                                                             Structural Changes in place:
        NAPLAN Numeracy scores by 12%. This           3. Students will show improvement in Literacy and  Documented expectations for Numeracy
        will put Warrane average scores equal to         Numeracy outcomes (NAPLAN) and in                     Block .
        the average scores for all schools.              identified student well being targets established  Timetabled, regular teacher collaborative
                                                         by the school.
       Increase the Year 3 and Year 5 average                                                                 planning sessions for Literacy and
        NAPLAN Numeracy scores for Indigenous                                                                  Numeracy.
        students by 12%.                                                                                    Database of all assessments accessible for all
       % of students at or below NMS in                                                                       teachers to use to inform planning.
        Numeracy in years 3 and 5 will be < 20%.
                                                                                                            % of Prep students below expected PIPS
                                                      4. By the end of four years all relevant School
       Increase Year 3 and 5 average NAPLAN             Improvement Report performance categories
                                                                                                             range in Numeracy will be less than 15%.
        Literacy Scores across all strands by 12%.       will be showing improvement with the one
       % of students at or below NMS in years 3         specifically targeted School Improvement           % of children at Stanine 5 (PATMaths) or
        and 5 Literacy strands will be < 20%.            Reporting measure trending up.                      above will be 35% (up from 29% in 2010).

       % of Prep students below expected PIPS                                                              Behaviour referrals to Senior Staff will be
        range in Numeracy will be less than 10%.                                                             less than 300 per year.

       % of children at Stanine 5 (PATMaths) or                                                            Referrals to Senior Staff for class based
        above will be 60% (up from 43% in 2009).                                                             student behaviour issues will be reduced to
                                                                                                             less than 45% of the total referrals.
       Behaviour referrals to Senior Staff will be
        less than 150 per year.                                                                             The rate of indigenous students with
                                                                                                             multiple behaviour referrals or suspensions
       Referrals to Senior Staff for class based                                                            will be less than 15%.
        student behaviour issues will be reduced to
        less than 25% of the total referrals.                                                               Average daily attendance will be 92% (up
                                                                                                             from 90.4% in 2009)Less than 30 students
       The rate of indigenous students with                                                                 will have more than 20 days absent (down

22/11/2011
        multiple behaviour referrals or suspensions        from 42 in 2009)
        will reflect the % of Indigenous students in
        the general school population.
                                                          70% of parents/carers will attend parent
       Average Daily Attendance will be 96%. The          teacher interviews.
        number of children being absent for 20 or
        more days will be halved to less than 20.

       100% of parents /carers will attend parent
        teacher interviews.




22/11/2011
             PERFORMANCE TARGETS                       SES 5 INDIVIDUAL LOW SES SCHOOL                             YEAR THREE TARGETS
                                                               REFORMS CHECKLIST
       Increase the Year 3 and Year 5 average         Outcomes                                             2011 NAPLAN Data
        NAPLAN Numeracy scores by 12%. This                                                                 NAPLAN growth for grade 5 (2011) from
        will put Warrane average scores equal to       1. Students will show improvement in Literacy and Grade 3 in (2009) indicate a increase in median
        the average scores for all schools.               Numeracy outcomes (NAPLAN) and in scale score of 5. This reflects a 2 year value
       Increase the Year 3 and Year 5 average            identified student well being targets established adding gain of 97 which exceeds similar school
                                                          by the school.                                    and state average of 88 and national of 94.
        NAPLAN Numeracy scores for Indigenous
        students by 12%.                                                                                    (However, mean percentile was – 2).
       % of students at or below NMS in
        Numeracy in years 3 and 5 will be < 20%.                                                         NAPLAN growth for grade 5 (2011) from
                                                                                                         Grade 3 in (2009) indicated a decrease in our
       Increase Year 3 and 5 average NAPLAN                                                             average 2 year gain in Reading.
                                                       2. By the end of four years all relevant School
        Literacy Scores across all strands by 12%.         Improvement Report performance categories
       % of students at or below NMS in years 3                                                         Spelling and Grammar and Punctuation results
                                                           will be showing improvement with the one
        and 5 Literacy strands will be < 20%.                                                            indicated a parallel 2 year gain when compared
                                                           specifically targeted School Improvement
                                                           Reporting measure trending up.
                                                                                                         to similar schools, state and national
       % of Prep students below expected PIPS                                                           comparisons.
        range in Numeracy will be less than 10%.
                                                                                                         Due to writing change in genera from creative
                                                                                                         to persuasive no value adding data was able to
       % of children at Stanine 5 (PATMaths) or
                                                                                                         be compared.
        above will be 60% (up from 43% in 2009).
                                                                                                         Numeracy at or below NMS
       Behaviour referrals to Senior Staff will be
                                                                                                          Grade 3 - 48% & Grade 5 - 29%
        less than 150 per year.
                                                                                                          Reduce number of students performing at or
                                                                                                            below
       Referrals to Senior Staff for class based
        student behaviour issues will be reduced to
                                                                                                         Literacy at or below NMS
        less than 25% of the total referrals.
                                                                                                         Reading
                                                                                                         Grade 3 – 29% & Grade 5 – 30%
       The rate of indigenous students with                                                             Spelling
        multiple behaviour referrals or suspensions                                                      Grade 3 – 29% and Grade 5- 42%
        will reflect the % of Indigenous students in                                                     Grammar and Punctuation
        the general school population.                                                                   Grade 3 – 29% & Grade 5 – 36%
22/11/2011
                                                     Persuasive Writing
       Average Daily Attendance will be 96%. The    Grade 3 – 38% and Grade 5 – 30%
        number of children being absent for 20 or     Reduce number of students performing at or
        more days will be halved to less than 20.       below

       100% of parents /carers will attend parent   Indigenous Students
        teacher interviews.                          2 students in cohort from grade 3(2009) to 5
                                                     (2011) – 1 student gained 22 percentile rankings
                                                     and 1 student regressed 26 percentile rankings
                                                     but this student maintained his PAT Maths
                                                     stanine .

                                                     PAT Maths
                                                     Grade 3
                                                     Retained the same stanine 33% (6 students)
                                                     Achieved higher stanine 6% (1 student)
                                                     Regressed stanine 61% (11 students)


                                                     Grade 4
                                                     Retained the same stanine 41.5% (5 students)
                                                     Achieved higher stanine 17% (2 student)
                                                     Regressed stanine 41.5% (5 students)

                                                     Grade 5
                                                     Retained the same stanine 40% (4 students)
                                                     Achieved higher stanine 10% (1 student)
                                                     Regressed stanine 50% (5 students)

                                                     Grade 6
                                                     Retained the same stanine 42% (8 students)
                                                     Achieved higher stanine 6% (1 student)
                                                     Regressed stanine 52% (10 students)


22/11/2011
             Average daily attendance
             Term 3 2010 to Term 2 2011
             Overall 90.9%
             Indigenous 90.1%
             Our revised target for 2012 is 92% for overall
             which would place Warrane in the intermediate
             range for the state.

             Number of students who have been absent for
             20 days or greater in 2011 has been reduced
             from 20 in 2010 to 4 students (Nov, 2011).

             PIPS Numeracy Results
             17 students had a percentile score within (18 –
             65)the expected PIPS score

             2 students had a percentile score below (0-17)
             the expected PIPS score

             1 students had a percentile score above (66-82)
             the expected PIPS score

             3 students had a percentile score well above (83
             – 100)the expected PIPS score

             3 students who had targeted interventions from
             the 1st assessment improved more than the
             state wide cohort (20 percentile points)

             8% of Prep students in 2011 had a below
             expected PIPS range.




22/11/2011
             BEHAVIOUR DATA
             Between February 2011 and November 2011
             there were 188 school days with 334
             behavioural referrals recorded at WPS.

             Of these 334 referrals...
             152 of these referrals occurred in the
             playground.
             118 of these referrals occurred in classrooms
             and 64 occurred in other areas (specialist
             lessons, excursions, etc)




22/11/2011

				
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