Wheatlands State SchoolQueensland State School Reporting2015 School Annual Report

Postal address 422 Byee Road Wheatlands via Wondai 4606

Phone (07) 4168 4970

Fax (07) 4168 4958

Email principal@wheatlanss.eq.edu.au

Webpages

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

Contact person Adam Head

Principal’s forewordIntroductionIt is my pleasure to provide this annual report on the activities of Wheatlands State School for the 2015 school year. This report provides the school community with an opportunity to reflect upon and celebrate Wheatlands State School’s achievements during 2015 and to plan strategically for the future. Wheatlands State School has a proud tradition of providing students with a quality education. This fact is reflected in the achievement of our students, the pride displayed by students and staff, and the strong level of community support for school events. Wheatlands State School opened in November 1913 and continues to be the centre of high quality educational opportunities for the children of the local community. The school has excellent facilities and is set within a spacious and attractive environment. The school facilities and environment are being upgraded continually. All Wheatlands State School staff members are focused on meeting the needs of each and every student. Many opportunities are provided to ensure that members of the school community can participate and celebrate the learning journeys of Wheatlands students. Parents and carers are encouraged to become involved in their child’s education. A range of opportunities is available for parents and carers to become involved including volunteering as a tuckshop helper, working as aclassroom volunteer, supporting school activities as a P&C Committee member or by participating in other ‘one-off’ school activities. This report paints a comprehensive picture of the school’s achievements for 2015 and outlines our future priorities. Students are also guided by our school motto – “Education for a better future!”

School progress towards its goals in 2015Priorities Improvement Strategy Addressed In progress

1

WRI

TIN

GContinue the implementation of 7 Steps to Writing Success across the whole school. Use NAPLAN writing criteria data analysis to identify specific teaching and learning priorities.

Support the teaching of writing at the school level with professional development and regular coaching andfeedback.

2

PED

IGO

GY

Investigate effective strategies to embed a culture of enquiry and higher order thinking.Actions Timeline

Develop a school wide implementation action plan. Build the capacity of staff through professional development, planned and deliberate coaching and feedback,and review and reflection.

3

Cons

isten

cy o

f Ass

essm

ent P

racti

ce

Cluster development of clear expectations, prcoesses and standards for moderation. Implement cluster standards of moderation at a school level. Support implementation of moderation standards at the school level through coaching and feedback.

Establish school and cluster review and feedback cycle.

4

Curr

icul

um Im

plem

enta

tion

Establish a review and renewal cycle to ensure consistency, rigour and relevance of units.

Future outlook

Improvement Strategy

Action Addressed In progress

EXPL

ICIT

IMPR

OVE

MEN

AGE

NDA

Mov

ing

stud

ents

to th

e U

pper

Tw

o Ba

nds

Continue to implement whole school writing program. Seven Steps writing program

Implementing a school wide vocabulary program enhance reading and oral language skills. Strive Vocabulary program

The Principal will continue to develop and refine the Wheatlands State School Coaching and Feedback Framework as a mechanism for building a reflective conversation culture.

Prob

lem

solv

ing Weekly Problem Solving

Lessons Professional development around the explicit teaching of Problem Solving

Our school at a glance

School ProfileCoeducational or single sex: CoeducationalIndependent Public School: NoYear levels offered in 2015: Prep Year - Year 6Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 91 45 46 99%

2014 95 50 45 93%

2015 86 46 40 91%

In 2015, there were no students enrolled in a Pre-Prep program.*

Characteristics of the student body:Wheatlands State School is a rural school with a proud history. The achievements of Wheatlands students are impressive, and have been highly supported by the dedicated teaching staff and the Parents & Citizens Association. To improve student learning outcomes we demand high expectations in alliance with a strong and consistent approach to behaviour management, which includes a proactive rewards system that is highly valued by our community. This has supported the high quality of teaching and learning programs offered to all students. The professionalism & dedication of our staff, as well as our extensive community networks & support services, ensure students & their families are fully supported. The school community consists of families in the pig, beef and dairy industries as well as small and medium business owners. The school currently has no indigenous or ESL students.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 22 23 21

Year 4 – Year 7 Primary 24 25 14

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 6 6 2

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Cancellations of Enrolment 0 0 0

Curriculum deliveryOur approach to curriculum delivery

Wheatlands State School prides itself on quality teaching and learning. The school offers a strong curriculum program from Prep to Year 6. In 2015 the Key Learning Areas of Mathematics, English, Science, History and Geography were implemented under the Australian National Curriculum. The Arts, Technology, HPE and LOTE were also implemented, using the QCAR Framework. IWheatlands State School promotes the benefits of the multi-age classroom and a multi-age environment. Key Learning Areas are organised and taught in multi-age units of work in the juncture years of Prep/One, Two/Three, a straight year four and five/six. . In this multi-age setting, all students are offered a differentiated curriculum. In addition Wheatlands State School offers:

Individual learning programs with an ability based emphasis Mobile learning devices throughout using the schools wireless capabilities Personalised learning programs set against school and regional targets Vertical Timetable to cater for the needs of every individual

Extra curricula activities School Choir Interschool sports carnivals in swimming, cross country and athletics Multiple sporting opportunities at district level, regional and state level Combined Annual small schools trip to Sydney and Canberra

How Information and Communication Technologies are used to improve learning

Information and Communication Technologies are used to assist learning across all learning areas. ICT is an effective platform used to provide one form of differentiated curriculum. Students use a balance of technology and explicit teaching to research, record, investigate and demonstrate knowledge. Students use a mix of inquiry based research, web based sites and multi-media applications to enhance their learning opportunities. Every class is equipped with an Interactive Whiteboard, a fleet of laptops and access to tablet devices to facilitate the interactive demands of the Australian Curriculum. All staff have access to professional development opportunities both face to face and through online activities to develop the necessary skills and pedagogical processes demanded of a 21st century teacher.

Social Climate

Students and teachers at Wheatlands State School use computers on a regular basis in a number of different contexts. First and foremost we uphold the vision that computers and technology are our future, hence a strong commitment to progressing the skills required to operate all types of ICT devices is paramount. Computers are used on a regular basis for research tasks and for consolidating learned procedures through games, vignettes, demonstrations and drills. Programs such as power point, movie maker, word, excel, publisher, Mathletics, Reading Eggs, C2C digital resources and e-mails are regularly used. Interactive Whiteboards are used in all classrooms and are now used to enhance and consolidate the curriculum. iPad Program continued to be integrated into the curriculum specifically in the development of literacy & numeracy skills.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 96% 85% 96%

this is a good school (S2035) 96% 85% 96%

their child likes being at this school (S2001) 100% 88% 100%

their child feels safe at this school (S2002) 100% 92% 100%

their child's learning needs are being met at this school (S2003) 93% 88% 96%

their child is making good progress at this school (S2004) 100% 88% 96%

teachers at this school expect their child to do his or her best (S2005) 100% 92% 96%

teachers at this school provide their child with useful feedback about his or her school work (S2006) 96% 88% 96%

teachers at this school motivate their child to learn (S2007) 96% 88% 96%

teachers at this school treat students fairly (S2008) 93% 81% 96%

they can talk to their child's teachers about their concerns (S2009) 93% 88% 96%

this school works with them to support their child's learning (S2010) 96% 88% 96%

this school takes parents' opinions seriously (S2011) 96% 84% 96%

student behaviour is well managed at this school (S2012) 96% 88% 96%

this school looks for ways to improve (S2013) 100% 88% 96%

this school is well maintained (S2014) 100% 100% 100%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 100% 100% 98%

they like being at their school (S2036) 90% 96% 95%

they feel safe at their school (S2037) 100% 96% 100%

their teachers motivate them to learn (S2038) 100% 100% 100%

their teachers expect them to do their best (S2039) 100% 100% 100%

their teachers provide them with useful feedback about their school work (S2040) 95% 100% 100%

teachers treat students fairly at their school (S2041) 90% 92% 98%

they can talk to their teachers about their concerns (S2042) 90% 96% 100%

their school takes students' opinions seriously (S2043) 85% 96% 95%

student behaviour is well managed at their school (S2044) 90% 100% 100%

their school looks for ways to improve (S2045) 100% 100% 100%

their school is well maintained (S2046) 100% 100% 100%

their school gives them opportunities to do interesting things (S2047) 85% 96% 98%

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

they enjoy working at their school (S2069) 100% 100% 100%

they feel that their school is a safe place in which to work 100% 100% 100%

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

(S2070)they receive useful feedback about their work at their school (S2071) 90% 93% 80%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 100% 100% 88%

students are encouraged to do their best at their school (S2072) 100% 100% 100%

students are treated fairly at their school (S2073) 100% 100% 100%

student behaviour is well managed at their school (S2074) 100% 100% 100%

staff are well supported at their school (S2075) 100% 100% 100%

their school takes staff opinions seriously (S2076) 100% 100% 100%

their school looks for ways to improve (S2077) 100% 100% 100%

their school is well maintained (S2078) 100% 100% 100%

their school gives them opportunities to do interesting things (S2079) 90% 100% 100%

Parent and Community Engagement

Wheatlands State School actively encourages parent volunteers in most aspects of school life. Our school grounds, tuckshop and uniform program all rely on the support of P&C and parent volunteers. Parades, newsletters, parent interviews and program information encourage parent involvement in student learning both at school and at home. The intimate nature of a small school lends itself to regular informal conversation and meetings with parents on a daily basis. Parents are highly encouraged to attend parades on Friday afternoons to celebrate the success of students from throughout the week. Parents are also formaly invited to share in their childrens success and the mid term rewards day. Meetings are held with parents of all students you are having their curriculum delivery individualised in a formal process.Reducing the school’s environmental footprint

Staff and students work to reduce electricity and water usage by turning off lights during breaks, shutting down computers each afternoon, only using air conditioning when necessary and turning off taps when hand washing. Students have access to a kitchen garden to educate students about the use of rainwater tanks and composting.

Environmental footprint indicators

Years ElectricitykWh Water kL

2012-2013 27,220 0

2013-2014 30,760 0

2014-2015 32,710

*The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2015 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 7 6 0

Full-time equivalents 5 4 0

Qualification of all teachers

*Teaching staff includes School Leaders**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2015 were $5111.

The major professional development initiatives are as follows:

Explicit instruction Strategic information delivery. First aid reading assessment program Sevensteps writing Classroom profiling Mentoring beginning teachers

The proportion of the teaching staff involved in professional development activities during 2014 was 100%. This included courses online, off campus and staff meetings. The proportion of the teaching staff involved in professional development activities during 2015 was 100%.

Average staff attendance 2013 2014 2015

Staff attendance for permanent and temporary staff and school leaders. 99% 97% 98%

Proportion of staff retained from the previous school year

From the end of the previous school year, 81% of staff was retained by the school for the entire 2015 school year.

School income broken down by funding source

School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

The overall attendance rate for the students at this school (shown as a percentage). 95% 94% 95%

The attendance rate for Indigenous students at this school (shown as a percentage).

The overall attendance rate in 2015 for all Queensland Primary schools was 93%.

Student attendance rate for each year level (shown as a percentage)

Prep Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

2013 95% 96% 97% 97% 90% 94% 95% 93%

2014 94% 94% 95% 95% 95% 88% 96% 91%

2015 93% 94% 93% 95% 97% 97% 96%

*From 2013, the methodology used for calculating attendance rates effectively counts attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

Student attendance distribution

The proportions of students by attendance range.

7

11

4

8

10

5

28

27

24

58

52

66

0% 20% 40% 60% 80% 100%

2015

2014

2013

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Wheatlands State School operates a school wide positive behaviour program that also focus on attendance and engagement. All students are encouraged and rewarded to limit their time away from classes. The attendance roll is marked electronicly, twice per day and absences recorded. Where student absences are unexplained by parents the administration staff or principal attempt to contact parents or care givers for explanations and to remind them of their responsibilities to ensure their children attend school. For longer absenteeism an official letter is sent home outlining the parent’s legal responsibilities.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.