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Gowrie State School Annual Report 2017

Gowrie State School



Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queenslands future.

Every student succeeding. State Schools Strategy 2017-2021

Department of Education


Contact Information

Postal address:

Old Homebush Road Gowrie Junction 4352


(07) 4698 6888


(07) 4698 6800


[email protected]


Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact Person:

Mandy Norton-McNeill, Principal

Word tog


School Overview

Gowrie State School is recognised as having a caring and supportive environment with staff working as a team and in partnership with parents and community.Our school along with our school community share the belief that all students can learn, given sufficient time and support thereby we have clarity of vision for every child progressing in their learning. Our motto 'Dignity in Work & Play' captures our commitment to an education that requires self responsibility and our shared responsibility as collaborative and innovative educators. Our ongoing focus on quality teaching as the school improvement driver ,with direct,explicit feedback on how we teach supports our journey to improving student performance. High student attendance, an Active Student Council and Student Leadership program, supportive transitions into Prep and onto Junior Secondary, well regarded Music Program and an authentic partnership with our school P&C Association account for some of the highlights of our school ethos. The school is set in rural environment with a welcoming culture and beautiful school grounds. Such aspects have been proudly nurtured throughout the long history of the school.

There is a strong and optimistic commitment by all staff to the school improvement strategy. The Gowrie School Community are strong partners in the belief that further improvement is possible. Our teachers take responsibility for changes in practice required to achieve school targets and are using data on a regular basis to monitor the effectiveness of their own efforts to meet those targets.

Every student succeeding is the shared vision of Queensland state schools. This strategy underpins regional and school

planning to ensure every student receives the support needed to belong to the school community, engage purposefully in

learning and experience academic success. When you visit with us at Gowrie State School you will witness our strong alignment to this vision.

Principals Foreword


This report provides an overview of the achievements, developments and challenges for Gowrie State School during the 2017 school year, and our future direction for 2018. The report is written in three sections: Our School at a Glance, Our Staff Profile and Performance of our Students.

Our School at a Glance details the school profile, curriculum offerings, social climate and parents, student and staff satisfaction with the school. This section also describes how our parents are involved with their childs education and how the school is reducing our environmental footprint.

Our Staff Profile outlines the composition of the staff at Gowrie State School, teacher qualifications, expenditure on professional development, staff attendance and retention, and school income by funding source.

The Performance of our Students section provides information on student attendance and student achievement on systemic measures in Years 3 and 5.

As well as being published on the schools website, this report will be presented to the Gowrie P&C Association during the July meeting, will be published over a number of issues of our schools newsletter and be available as a paper copy in the schools foyer or on request.

As learning is a journey, students at Gowrie State School will be known by the steps we take and the footprints we leave. It is with pride that I present the School Annual Report 2017 for Gowrie State School.

School Progress towards its goals in 2017

Throughout 2017 Gowrie State School worked hard to become a stronger learning community. With a focus, that was also reflected in the Gowrie State School Parent and Citizens 2017 Vision Board, our work was on continuous improvement. We invested in strategic planning and collaborative practices to build commitment at all levelsfrom the school Administration Team to the P&C Executive to the Principal to teachers to support staff to students to the larger school community.

In 2017 the school goals were declared in the 2017 school mantra: Enriching Expectations. Empowering Engagement. Exceptional Effort Every Day. Strategic planning was aligned to this goal structure and decision making was guided by the School Planning, Reviewing and Reporting Framework which is the improvement and accountability framework for Queensland State Schools.

The Annual Implementation Plan outlined 13 priorities for school improvement with three core priorities requiring targeted strategic planning to ensure there was a school wide ownership of our 2017 charter of expectations for school improvement.

Guided by the principles of collaboration, consultation, accountability, and being data-informed our thirteen improvement priorities and three core priorities (being the top three) were:

Reading: All students to meet or exceed Regional Benchmarks or identified goals of an Individualised Learning Plan.

Writing: School Assessment and Reporting Guideline to incorporate Internal Moderation schedule with the next step being regular internal moderation practices to add consistency of practice for assessment and making judgement.

Numeracy: All students to meet or exceed Regional Benchmarks or identified goals of an Individualised Learning Plan.

Science: Create a culture of engaged learning that improves achievement for all students; with a focus on "hands on experiences for Science from C2C units. GSS hosts the Small Schools Academic Challenge for Science.

Developing Staff Performance: 100% staff to have Developing Performance Plans by the mid Term 2.

Retention: Endorsement of a whole School Intervention and Support Model.

Attainment: Consistency of practice evidenced in student performance data.

STEM and future pathways: Cohesive whole school on- line NAPLAN preparation plan.

Transition: Completion of 90% of prep-preps interviewed prior to year of beginning school. 100% of SEP identified students attending a visit transition program.

Parent and Community Engagement: Improved P&C attendance and participation. Development of a yearly Vision Statement by the P&C in consultation with the Leadership Team.

Workplace Health and Safety and Well Being: 100% staff to engage in contributing to the annual assessment.

Closing the Gap between attendance and outcomes of indigenous and non-indigenous students: Increase indigenous parent and elder community engagement.

Attendance: reduced % of unexplained absence on a sustained level across the entire semester/year.

On behalf of the school community it is with pleasure that I provide a description of progress made on these priorities. It should be noted that each description of the progress made, this report also includes the schools strategic response to data analysis and forward looking planning. Each class data set did not solely drive strategic thinking but as a whole school picture we based our decision making on identified needs, teaching and learning demands to support student additional needs as well as our shared responsibility and motivation to achieve high expectations.

This following narrative outlines


Using Darling Downs South West Regional Reading Benchmarks at the end of each term, Gowrie state School undertakes a whole school analysis of reading data. Purposeful use of data is a feature of how teachers make informed decisions about their students and to define and organise the teaching and learning strategies to progress students reading performance.

Gowrie State School is very proud of the data that indicated in every year level we had clusters of students achieving the end of year reading benchmarks at the midyear juncture.

The following table outlines the number of students achieving at or above the end of year reading benchmark.

Prep: In our class of 25 students, 18 students achieved at or above the end of year benchmark.

Year One: In our class of 29 students, 19 students achieved at or above the end of year benchmark. There was a cohort of students achieving just below the benchmark.

Year Two: In our class of 28 students, 27 students achieved at or above the end of year benchmark

Year Three: In our class of 25 students, 23 students achieved at or above the end of year benchmark.

Year Four: In our class of 20 students, 19 students achieved at or above the end of year benchmark.

Year Five: In our Year five cohort of 35 students, 33 students achieved at or above the end of year benchmark. With this achievement in mind, the school

Year Six: In our Year Six cohort of 14 students, 14 students achieved at or above the end of year benchmark.

With these achievements in mind, the school undertook end of term whole school reading data reviews with the outcome being the following strategic decisions and forward looking direction:

To raise the bar and strive for an end of year bench