Welcome to Challis

Learning to read and learning to behave (including learning how to play, cooperate with others and express feelings) are the two most important skill sets primary schools can teach in order for students to be well prepared for high school and a life of opportunity and choice. 

At Challis, these two priorities continue to be heavily resourced with additional time, additional staff, a reduced curriculum focus and direct instruction programmes for students whom require intensive support.

For students progressing in line with year level expectations, the full array of subjects were taught in line with SCASA requirements.

For those operating at, or above, year level expectation, skills were taught explicitly with more time spent on the application of skills to deepen and broaden learning. For staff, internal timetables and structures were created to privilege year level collaboration with a focus on lesson rehearsal. Re-energise and refocus weeks provided a two week hiatus each term free from interruptions, in order for us to pause to resharpen our focus and regain our energy. Within the availability of resources, we continued with the aim to provide all students, staff and families with what they need in order to be successful.

Supported students

Our STRIVE programme, provided a differentiated programme for students with additional learning needs for whom mainstream curriculum may be a long term goal.

Our Reading Rangers programme provided additional staff support, reduced class size and “double dosing” of reading lessons in acknowledgement that some students need more time to learn how to read and write. The curriculum was stripped back for these classes to prioritise reading, maths, social skills and health lessons.

Our Reading Rockstars had a reduced class size, additional staff and a slightly broader curriculum focus, to include knowledge rich units built around HASS topics.

Our Rockets classes are at the maximum class size, with one teacher. Skills were taught explicitly, and students are released to apply these skills to deepen their learning.

First Nations students were prioritised for access to resources, were supported to attend school and to engage in all activities that school offers, from leadership to excursions.

Supported Staff

Acknowledging that the Challis context is complex,                            demanding and ambitious, multiple layers of support was provided to staff.

Collaboration- through Professional Learning Communities, one day each week, with the same year level.

Coaching- a layered approach, ensuring every teacher is supported to deliver quality instruction. Clarity- pacing   calendars set out what is to be taught.

A Well Being Team- to support students with high or frequent levels of disengagement.

Rising Stars- a well paced Professional Learning programme providing comprehensive induction for teachers new to Challis.

A Distributed leadership model and programme that offers varying levels of leadership opportunities and training to identified staff.

Aspirant Level 3 Classroom Teacher pathway identifies, supports and creates opportunities for teachers interested in achieving L3CRT recognition.

An extended Student Services Team provides  psycho-social supports, therapies and functional support.

A high performing Executive Leadership Team who are all instructional leaders.

 A Supported Community

The Challis Parenting and Early Learning Centre continues to provide access to services and programmes that support parenting and child development, from birth to the start of Kindergarten. A fulltime Child Health Nurse is on site for appointments, a drop in clinic and home visits. School                Social Worker and Family Support Workers work alongside families to break down barriers, support food access, transport to school and appointments, and ensure families are safe and well. An extended array of service providers provide access to information, counselling, advice and referrals where necessary. Multiple opportunities for involvement in school activities and the education process. The partnership with Curtin University provides access to allied health services and counselling on site with a focus on early intervention.

The careful design and distribution of leadership, highly productive extended school partnerships, clarity about what to teach and how to teach it, combined with multiple layers of support for students, staff and families has esulted in NAPLAN results that outperform what is                                expected of this school. This is a tremendous source of pride for the entire school community as we continue to work together in our quest for …

Better than Postcode results…together as a Community…the Challis Way.