Goondiwindi State SchoolQueensland State School Reporting2015 School Annual Report

Postal address LMB 5 Goondiwindi 4390

Phone (07) 4677 7333

Fax (07) 4677 7300

Email principal@goondiwnss.eq.edu.au

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

Contact person Mrs Carmel Schaumburg

Principal’s forewordIntroductionIn 2015 we had a full school review which supported the development of our four year Strategic Plan 2015-2019. This review affirmed our values of:

Give Your Best

Respect

Enjoy

Act Safely

Teamwork

Our Vision is : We strive for excellence in all aspects of learning, enabling us to ocontribute to and thrive in the wider community as life-long learners.

As a vibrant, inclusive and strong school community of 494 students, we have worked collaboratively to aspire to our vision in all that we do. As a Positive Behaviour for Learning school we also explicitly teach these values, acknowledging and celebrating the efforts or our students and staff and support our students to achieve their learning and social goals.

As a school that values life-long learning we are committed to the professional development of all staff, through ongoing learning opportunities which align and support to the learning needs of our students.

School progress towards its goals in 2015In 2015 our focus areas for improvement and outcomes were:

Literacy 90% of Prep students achieved the regional reading benchmarks

Upper 2 Bands in NAPLAN reading for Year 3 and 5 improved – 21% in Year 3 and 20% in Year 5.

The percentage of students achieving regional reading benchmarks improved to 75%.

Attendance Improved student attendance from 89.3% in 2014 to 90.0% in 2015,

but still short of our goal of 92%.

Reduction in the percentage of students attending less than 85% from 26% in 2014 to 17.9% in 2015. This improvement is still short of our goal of 15%.

Student and Community Engagement

We implemented and promoted QParent as an additional communication means with our families. 62 parents (98 students) signed up for this application.

Continued to promote Qschools with our families, with 238 users having registered.

School Opionion Survey reflected a very high and growing satisfaction in the school encouraging parents to take an active role in the child’s education; the school providing parents with useful feedback about the child’s progress; and the school providing useful information online. There continues to be a strong sense of satisfaction with the sense of community and that teachers at the school being interested in the welfare of children.

63% of our students gaining Gold Level for Term 4 – the highest percentage to date

Improved networks with our Early Childhood Education and Care providers which support more successful transitions to Prep for our children and their families. Parent feedback was very positive and affirmed our Transition Plan, providing input regarding future refinement.

Closing the Gap We did not achieve our goal of closing the gap by 30% between Indigenous and non-Indigenous students in Year 5 NAPLAN reading outcomes.

Inclusive Education Participated in the Quality Schools Inclusive Leadership program focusing on Co-Teaching as our research project in Year 5 and 1.

Continued to provide professional development through the More Support for Students With Disabilities courses.

Future outlook2015 was a school review year with the development of a four year Strategic Plan. The priority areas identified for future school improvement are outlined in the table below.

In 2016 we will continue to work to improve our outcomes in Reading, Engagement and Writing. We will commence work in the areas of Mathematics and use and implementation of ICT skills in Semester 2, with a full school review of data to identify the next steps in our improvement agenda for this curriculum area.

Priority Area Success indicators

1. Reading Year 3 and 5 Increase NAPLAN writing MSS. Year 5 NAPLAN U2B writing >20%. 70% achieve reading benchmark. Reduced oral language referrals in Year 1 and 2

Implement trial of culturally inclusive pedagogies via Master Teacher project with improved A-E English in trial classrooms.

2. Engagement 92% school attendance with 15% with less than 85% attendance Increase in C or above in behaviour to 75%. SOS parent satisfaction improved in S2011, S2024 & S2032. SOS parent satisfaction improvement in S2010 & S2013.

3. Mathematics Review of current data, programs and resources identify the “next steps” in our work in improving mathematics outcomes for all children.

4. Writing Improve outcomes in Year 3 and 5 NAPLAN writing outcomes in both U2B and NMS.

5. ICT Review ICT resourcing and usage rates to identify areas of resource need.

Our school at a glance

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

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 590 300 290 130 93%

2014 592 301 291 158 91%

2015 494 236 258 118 90%

Student counts are based on the Census (August) enrolment collection.*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

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

Characteristics of the student body:We have students from a range of cultural background who reside in both rural and urban areas. 23% of our students identify as Aboriginal and/or Torres Strait Islander. Our students have a diverse range of talents and needs which are accommodated in our inclusive culture.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 24 24 23

Year 4 – Year 7 Primary 23 22 19

Year 7 Secondary – Year 10

Year 11 – Year 12

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 40 41 13

Long Suspensions - 6 to 20 days 3 2 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015.**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

Curriculum deliveryOur approach to curriculum delivery:

ACARA – currently implementing English, Science, History, Geography, HPE and The Arts across all year levels

Technology – continues to be based around Essential Learnings Backward Mapping is done by teachers, beginning with the assessment task and GTMJ and

working backwards to determine the teaching and learning sequence based on student need – teachers use a range of resources including C2C, EALD Differentiation units and Break It Down, Build It Up (BIDBIU)

LITERACY: Whole school improvement agenda: 2016 Reading2015: P-2- Introduction of Independent Reading 20 minutes daily- Explicitly teach the difference between real and pretend reading-Teaching students how to choose a ‘Just Right’ Book- Establishment of Classroom Libraries- Introduction of WOW words (Words of the Week) based on the Oxford Word List

LOTE – Japanese Social program which includes Bounce Back and lessons associated with our School Wide

Positive Behaviour School Plan. Early Childhood Development Program

Extra curricula activities

Comprehensive music program including Junior and Senior Voices, teaching in all four instrumental families and guitar. Music Excursion to Creative Generations in Brisbane.

Camping program covering Year 4 (Camp Leslie, Warwick), Year Five (Tallebudgera Camp School, Gold), Year Six (Canberra).

Somerset Literature Festival for high achieving English students in Years 4-6.

Horizons Extension Camps for students identified as being gifted and talented in Years 5 and 6.

Termly Discoes

Under 8’s Day acitvities

Goondiwindi State School Horse Sports

Readers Cup Challenge

How Information and Communication Technologies are used to improve learning

ICT access for students at GSPS is provided through our fully equipped ICT lab, MultiMedia Centre and classroom pods, and these are primarily used to support the ICT demands of the Australian Curriculum via the c2c unit content and assessment tasks. Strategic directions in 2014 have included

Investment to increase bandwidth access for the school, to meet the multimedia demands of c2c teacher materials

All classrooms having interactive whiteboards for use as part of daily teaching and learning

Continued investment to improve and update wireless network access across the campus

In concert with a grant obtained by the P and C, reach goal of all classes outfitted with interactive whiteboards

Social Climate

Goondiwindi State School is part of the School Wide Positive Behaviour School program. This program aims to build student understanding and self-monitoring of behaviour through a structured and supportive program of explicitly taught behaviours and expectations across year levels and settings. These GREAT expectations: Give your best; Respect; Enjoy; Act Safely; Teamwork, will not only support students in academic, social and sport development at school, but assist them in making strong and productive choices in the broader community and in their lives. These expectations are supported through a series of explicit lessons, celebrated on weekly assembly and through all school media.

We also have the support of a Chaplain, Chaplain Mel, who works with our community 4 days per week. Chaplain Mel is an integral part of our school community, working in our Brekky club, attending school functions, being a listening ear to students, staff and families, being part of the day with our children.

Goondiwindi State School is an inclusive school community, in which children of all backgrounds and learning needs are welcome. We have a very active Learning Support program and Special Education Program that work alongside teachers and families to ensure student learning needs are accommodated. We also employ Indigenous Teacher Aides to provide direct support for our Indigenous students.

As part of our support staff, we also have a Guidance Officer and Behaviour Support Teacher, who work to support the learning of children at our school.

Our school, as reflected in our School Opinion Survey data, regarding students feeling safe at our school has continued to improve with 100% satisfaction of families surveyed and continued very high satisfaction with views that their child’s learning is being met at this school. There has also been a continued improvement over three years in parental satisfaction with how behaviour is managed at the school.

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) 83% 100% 100%

this is a good school (S2035) 100% 100% 100%

their child likes being at this school (S2001) 100% 100% 97%

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

Performance measure

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

their child's learning needs are being met at this school (S2003) 100% 100% 100%

their child is making good progress at this school (S2004) 83% 100% 100%

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

teachers at this school provide their child with useful feedback about his or her school work (S2006) 92% 100% 97%

teachers at this school motivate their child to learn (S2007) 92% 100% 97%

teachers at this school treat students fairly (S2008) 83% 92% 95%

they can talk to their child's teachers about their concerns (S2009) 100% 100% 100%

this school works with them to support their child's learning (S2010) 92% 100% 97%

this school takes parents' opinions seriously (S2011) 83% 85% 95%

student behaviour is well managed at this school (S2012) 58% 85% 86%

this school looks for ways to improve (S2013) 100% 92% 95%

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) 95% 98% 98%

they like being at their school (S2036) 91% 96% 95%

they feel safe at their school (S2037) 87% 97% 96%

their teachers motivate them to learn (S2038) 97% 98% 98%

their teachers expect them to do their best (S2039) 99% 100% 98%

their teachers provide them with useful feedback about their school work (S2040) 94% 99% 95%

teachers treat students fairly at their school (S2041) 90% 92% 93%

they can talk to their teachers about their concerns (S2042) 93% 93% 88%

their school takes students' opinions seriously (S2043) 87% 94% 97%

student behaviour is well managed at their school (S2044) 79% 92% 91%

their school looks for ways to improve (S2045) 93% 98% 95%

their school is well maintained (S2046) 90% 96% 94%

their school gives them opportunities to do interesting things (S2047) 95% 96% 95%

Performance measure

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

they enjoy working at their school (S2069) 96% 100% 96%

they feel that their school is a safe place in which to work (S2070) 98% 97% 98%

they receive useful feedback about their work at their school (S2071) 69% 92% 88%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 74% 68% 87%

students are encouraged to do their best at their school (S2072) 98% 100% 100%

Performance measure

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

students are treated fairly at their school (S2073) 87% 97% 98%

student behaviour is well managed at their school (S2074) 72% 95% 90%

staff are well supported at their school (S2075) 70% 95% 92%

their school takes staff opinions seriously (S2076) 76% 92% 94%

their school looks for ways to improve (S2077) 93% 100% 98%

their school is well maintained (S2078) 98% 97% 98%

their school gives them opportunities to do interesting things (S2079) 89% 90% 86%

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and Community Engagement

Goondiwindi State School provides a range of opportuntiies for parents be involved in their child’s learning and school. Our P&C Association is very active, supporting the learning and environment of our students. Events such as the Readathon and Fete were a couple of significant events in their calendar. Our P&C is an intergral partner in the improvement planning of our school with projects like the establishing of a sensory garden in the Year 1-3 area a wonderful asset for our school. The subcommittee for Instrumental Music raises significant funds and support for this vibrant program.

Our school offer Semester reports and interviews with parents and caregivers. This along with class showcase opportunties, school discoes, parent representation of our School Wide Postiive Beahviour Committee and Assemblies create an open and inviting community.

We provide a weekly Newslink which assists in keeping families abreast of current and upcoming school events.

Our sporting calendar, also involves many parents with high attendance at our Junior and Senior Athletics Carnivals, Twilight Swimming Carnival and Cross Country day.

Goondiwindi State School has a GRIPP reading program, which relies on parent and community volunteers. We invite parents to be involved and provide training to assist them when they volunteer to support student readers.

Volunteering is also strong through our tuckshop, class programs and library support.

We also coordinated a Community 0-8 Group aimed at coordinating support services and information for families within our town and broader community. Semester assemblies, Staff Meetings and Pupil Free Days were attended by members of this group and other agencies to promote their services and build understanding of their role in the growth and development of young people and their families.

2015 was a School Review year, which involved parents and community representatives working as a committee to review school data, programs and policies to provide affirmation and recommendation for future development. Our Strategic Plan 2015-2019 was developed through this consultative process.

Prep Transition Plan was developed in consultation with Early Education and Care Providers, families, students and staff in order to refine and update our transition to prep processes and resources to better accommodate the needs of children and families and provide a safe and supportive transition to school. We worked in consultation with Dr Bob Perry, of Charles Sturt University in ensuring the plan reflected most recent research into effective transition to school.

Reducing the school’s environmental footprint

Our school uses environmentally friendly technology, such as energy efficient lights and solar energy in order to reduce our footprint. Water efficient gardens have been established with the use of plants and mulch which reduce water consumption.

Environmental footprint indicators

Years ElectricitykWh Water kL

2012-2013 256,528 10,599

2013-2014 254,961 18,813

2014-2015 223,686 5,297

*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 46 25 <5

Full-time equivalents 37 19 <5

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 $24,405.

The major professional development initiatives are as follows:

Reading – through the support of Reading Consultant 7 Steps in Writing P-2 Literacy project Reading intervention – Reading Tutor and Levelled Literacy Intervention Positive Behaviour for Learning – Classroom Problem Solving Team Beginning Teacher Mentor Training Embedding Aboriginal and Torres Strait Islander Perspectives in Schools Inclusive Learning modules Explicit Instruction

Professional Learning Teams Curriculum planning

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. 97% 97% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 95% 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). 89% 90% 92%

The attendance rate for Indigenous students at this school (shown as a percentage). 83% 84% 86%

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.

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 91% 88% 90% 90% 88% 89% 89% 89% NA NA NA NA NA

2014 92% 91% 92% 91% 87% 88% 90% 87% NA NA NA NA NA

2015 93% 92% 92% 92% 92% 90% 91% NA NA NA NA NA NA

*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.

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

15

23

24

17

13

14

26

29

29

42

34

33

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.

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.

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 NAPLAN information is available by selecting ‘NAPLAN’ 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 our school’s NAPLAN results.