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Loganholme State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: PO Box 3055 Loganholme 4129

Phone: (07) 3801 9333

Fax: (07) 3801 9300

Email: principal@loganholmess.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: Annie Campbell (Acting Principal)

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School Overview

Since 1873, our school has played a significant role in the lives of children as they grow and develop. Our 21st century classrooms and teachers provide students with a high quality education that equips them with the knowledge, skills and attributes needed to be successful in the future and an education which enables them to participate in and contribute to a culturally, socially and economically responsible society. At Loganholme State School, we consciously focus on academic excellence, build a positive community perception, develop creative thinkers, create globally responsible citizens of the future, promote healthy minds and bodies, provide a supportive and safe environment based on responsible conduct and cater for individual difference. While we are extremely proud of our distinguished and unique history, we are futures focussed and completely committed to preparing students for their world. We believe that they will need to be literate and numerate, able to use information technologies, creative and critical thinkers and problem solvers and socially responsible.

The P&C works in close partnership with the school to ensure high quality opportunities are provided for the community to

engage in student learning and school events, for example our annual Carol’s Night.

Principal’s Forward

Introduction

2016 has been a year of change and creation arising out of leadership changes and restructuring. As is the Loganholme

community way, our quality staff and community have embraced the changes and responded with a focus on the elements that

engage and value add to each student’s learning. This report reflects on the progress of our strategic goals for 2016 and

outlines our future direction for 2017.

The Loganholme Way 2016 – 2017

Our Goals Our pillars Our Loganholme Values

Achieve

Believe

Create

1. 2. Every student to be literate and

numerate – to make their one year growth – Hatti.

3. Every child can learn

4. 5. Prepare every child for the future to

be problem solvers, critical thinkers and lifelong learners

6.

We provide a safe and supportive

environment

We educate the whole child – social,

emotional, physical and academic

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School Progress towards its goals in 2016:

Improvement Priorities for 2016

EDI

Student engagement Professional Learning Teams

Jess Cheney (Coach) Anja Sebasio (Coach)

Monique Graham (DP) Colette Kleiman (DP)

Susan Cowley (Principal) Annie Campbell (A/Principal)

Explicit Direct Teaching (EDI) across Maths, Reading and Writing:

Content descriptors

Success criteria

CFU

Loganholme PRIDE Leadership program Classroom Blitz Coding Club Early Birds Breakfast Club Kingfishers Club Pre- Prep transition High school transition Data based decision making

Protocols and norms enacted within school Evidence drives professional learning

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Priority Area:

2016 Achievements

School community partnership strategies:

Service culture

Top 5 students and top 5 movers from every class attended Behaviour Rewards Day Attendance is at 93% - school has a three tier approach with full community support 100% of teachers implementing the Classroom Blitz program with full community support School has partnerships with:

PCYC Tudor Park and Crestmead (2016 Branch of the Year)

Shailer Park State High School

Gold Coast Direct markets

Wandilla Magic, Ascot Drive & Bimbadeen CCC –student leaders read with the Pre – Prep students.

Lapathon raised in excess of $17000 – P and C purchased fan for Kingfisher Hall

Supporting Successful transitions

320 members of Pre-Prep families attended Teddy Bear’s Picnic This was culmination of a two day transition program that received universal praise from families. Direct Science pedagogy link created – NEXUS, R2L – with Shailer Park State High School. LEAN Cluster – Network support for students – HOSES and GO LEAN Cluster – extend Music Camp concept to dance and choir (2017)

Staff PLTs are embedded in school practice Active team participation is apparent in consistency of curriculum delivery and assessment PLTs are increasingly self-managed utilising data cycles to inform practice EDI lesson format is determined within PLTs – Reading, Writing and Mathematics Moderation portfolios compiled in Maths and English for all year levels PLT replaces the reference to ‘year level team’ Program teams established – Maths, English and Science Pacing guides are embedded within PLT

School Curriculum delivery and support strategies:

EDI Planning is a true reflection of student proficiency in terms of success criteria and learning intent Teachers use and students know of the EDI framework:

Consolidation warm-ups

CFU Clear ‘line of sight’ from plan to instruction All staff participate in PLT process – meeting minutes are recorded EDI coach – grew staff directly and enabled staff already experienced to flourish

Principal leadership and School Capability

Explicit Improvement Agenda Professional learning Community practice

Explicit Direct Instruction

School attendance data

Annual Performance Review Teachers have presented showcase of their Annual Performance Review to whole staff

Link established between action plans and APR and Explicit Improvement Agenda

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School review commendations: A whole school review was undertaken in November 2016

2016 School Improvement Hierarchy Key Findings: All staff members are dedicated to improving learning outcomes for students. All students can learn and achieve. All staff members highly value and are committed to implementing Explicit Direct Instruction (EDI), Professional Learning Teams (PLT) and improved attendance. School-wide collection and analysis of data is a strength. Consistent school-wide classroom lesson structures and expectations are enacted. Inquiry based learning in Science is being embedded.

Improvement Strategies: Review and monitor EDI to ensure effective delivery of maximum learning outcomes for all students. Develop an ICT strategy to address cross-curricular priorities of the Australian Curriculum incorporating digital pedagogy.

Future Outlook – 2017 - 2020

Reading, Writing, Problem Solving and Science Response to Intervention and PLT

Pedagogy:

Scheduled Literacy, Numeracy and Science blocks

Explicit Direct Instruction

LSS Righting the Writing – includes Seven Steps to Writing

LSS Reading Program – includes QAR, Jolly Phonics, Guided reading, consistent decoding and comprehension strategies, U2B strategies

Running records to L30

LSS Maths Program – includes POLYA (problem solving)

LSS Science Program – includes Primary Connections

Student goal setting

Effective student feedback

Moderation – internal and external

Support:

PLTs

Program Teams

EDI Coach positon (2018)

WOW

Peer coaching

Professional development – internal and external

Deputy Principal and Principal assigned to English, Maths and Science

Pedagogy:

Embed RTI

EDI Coach trained for 2018

Data analysis

Writing Analysis Tool

Weekly data cycles

Fluidity of differentiated groups

Evidence based decisions (data)

Data walls in each PLT

Collaborative development of ICPs

Case management

U2B strategies

Student Engagement:

Pillar 1: Every student to be literate and numerate – to make their one year growth.

Pillar 2: Every child can learn

Pillar 3: Prepare every child to be problem solvers, critical thinkers and lifelong learners for the future.

Pillar 4: We provide a safe and supportive environment

Pillar 5: We educate the whole child – social, emotional, physical and academic.

School Community Wellbeing

We will continue to strengthen our community relationships ensuring Loganholme PRIDE is a central component of our expectations and practices. We will also endeavour to deepen the respectful relationships education program.

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 519 262 257 31 93%

2015* 518 262 256 26 97%

2016 521 256 265 22 95%

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 2016, there were no students enrolled in a pre-Prep** program.

** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander

communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the Student Body

Overview: Along with a growing population and cultural diversity (reflecting the diversity of the Logan area), LSS has a realistic sense of

community and a shared focus on supporting our students to be critical and creative thinkers and responsible citizens for today

and tomorrow. Prior to being catchment managed, 20% of our students were from out of catchment. Our enrolment numbers

continues with a positive growth of 3.84%.

The school community is commended for the positive role modelling by our parents and elders enacted at our school events.

Average Class Sizes: The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 20 24 22

Year 4 – Year 7 25 25 26

Year 8 – 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.

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Curriculum Delivery

Our Approach to Curriculum Delivery

Cyclical, collaborative year level and whole school planning

Units developed are based on the Australian Curriculum – C2C used as a resource

Delivery includes school focus areas – LSS Righting the Writing, QAR, Spelling Mastery, LSS Problem Solving, digital pedagogies

Our distinctive curriculum offerings:

Response to Intervention (RTI) processes including PUSH INS (Maths) for all Yr. 2 to 5 – aligns with school specific NAPLAN plan, targeted Literacy support in the Early Years (Prep-Yr.1)

RTI processes in Prep and Yr. 1 – OLEY, PMap

RTI processes in Yr. 6 – Corrective Reading

Righting the Writing – Prep to Yr. 6

LSS Science program embedded in inquiry learning

30 mins of sustained physical activity each morning with younger students engaging in perceptual motor program

Prep Primary Movements Program

Camping programs – Yrs. 4 to 6.

I Centre providing a flexible learning space to support a multi-disciplinary approach to curriculum delivery

Prep – Yr. 6 Specialist HPE, Music, Dance/Dram (Yr. 5 and 6) and ICT lessons

Co-curricular Activities:

Instrumental Music – competes at various competitions and strong connection with SPSHS

Lunchtime clubs – Dance, Coding, two teacher led activities per week

Student Leadership – Peer mediation, reading to early childhood centres, fund raising activities, service to school to earn leadership shirt

ANZAC Day Commemorative Services (including ANZAC March at Logan RSL ceremony)

Flag raising Day Ceremony

Whole school cross country and Fun Run

Yr. 6 Celebration of Achievement evening

100 Days of Loganholme

How Information and Communication Technologies are used to Assist Learning: At Loganholme State School teachers and students use information technologies to enhance teaching and learning – particularly with the delivery of EDI. Throughout 2016 there was a significant shift in the types of devices utilised by teachers and students with additional mobile devices such as laptops and iPads purchased and utlised throughout the school. A fulltime teacher was engaged to deliver necessary skill development to Prep to Yr.4 students as part of a specialist program delivery model. Teachers in these year levels were also able to access additional support to enhance their multi-disciplinary approach to their lessons. The I Centre was reorganized to allow greater flexibility in the use of mobile devices.

Social Climate Overview: In 2015, the school and community created Loganholme PRIDE to encapsulate the school and community expectations for growing positive and proactive citizens for today and the future. Loganholme PRIDE was embedded in 2016 and is highly valued. The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Loganholme State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent inappropriate behaviour and provide a framework for responding to unacceptable behaviour. The Whole School Behaviour Management system at Loganholme was designed to achieve the following:

Set high expectations for the behaviour of all students. To create a behaviour culture within the school and the community. Develop and implement a system that demonstrates consistency, equity, and transparency for all classes and year

levels.

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Encourage and motivate students to strive for excellence with their behaviour. Acknowledge, reward and celebrate students who consistently follow the school rules. Set consistent and logical consequences for students who do not follow the school rules. Improve communication between LSS and home so that parents and carers are informed regularly about both

positive and negative behaviour. To achieve this we have a number of systems in place that work together to respond and provide positive behaviour choices at school. Below is an overview:-

1. Daily Zone System 2. Loganholme Blitz Bus 3. Blue Cards 4. Student of the Week Awards 5. Believe and Achieve Passport – Point System 6. Believe and Achieve Thermometer – yearly tracking of behaviour 7. End of Term Behaviour Reward Days

Our SAC Student Advancement Committee coordinate an amazing ‘wraparound service’ for our students and families. This group of specialists, led by either our DP or Principal, coordinates learning support, teacher support, access to DET provided services and external support Most of all this provides a ‘safe ‘ place to explore options and to ensure sustainability of support.

Parent, Student and Staff Satisfaction: Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

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

85% 98% 92%

this is a good school (S2035) 70% 94% 92%

their child likes being at this school* (S2001) 85% 96% 98%

their child feels safe at this school* (S2002) 94% 94% 98%

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

73% 84% 90%

their child is making good progress at this school* (S2004)

79% 90% 90%

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

94% 96% 97%

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

82% 90% 90%

teachers at this school motivate their child to learn* (S2007)

82% 92% 93%

teachers at this school treat students fairly* (S2008) 79% 92% 98%

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

91% 94% 97%

this school works with them to support their child's learning* (S2010)

73% 86% 90%

this school takes parents' opinions seriously* (S2011) 64% 80% 83%

student behaviour is well managed at this school* (S2012)

67% 86% 90%

this school looks for ways to improve* (S2013) 78% 85% 93%

this school is well maintained* (S2014) 88% 92% 93%

Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 97% 98% 96%

they like being at their school* (S2036) 97% 95% 99%

they feel safe at their school* (S2037) 98% 96% 97%

their teachers motivate them to learn* (S2038) 99% 98% 98%

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Performance measure

Percentage of students who agree# that: 2014 2015 2016

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

their teachers provide them with useful feedback about their school work* (S2040)

98% 94% 94%

teachers treat students fairly at their school* (S2041) 98% 97% 95%

they can talk to their teachers about their concerns* (S2042)

97% 92% 93%

their school takes students' opinions seriously* (S2043)

97% 96% 90%

student behaviour is well managed at their school* (S2044)

93% 91% 94%

their school looks for ways to improve* (S2045) 98% 95% 99%

their school is well maintained* (S2046) 94% 96% 99%

their school gives them opportunities to do interesting things* (S2047)

97% 96% 94%

Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

they enjoy working at their school (S2069) 96% 90% 93%

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

100% 90% 98%

they receive useful feedback about their work at their school (S2071)

88% 83% 93%

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

88% 84% 92%

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

100% 100% 100%

students are treated fairly at their school (S2073) 96% 97% 100%

student behaviour is well managed at their school (S2074)

100% 100% 100%

staff are well supported at their school (S2075) 88% 70% 95%

their school takes staff opinions seriously (S2076) 86% 69% 95%

their school looks for ways to improve (S2077) 100% 97% 100%

their school is well maintained (S2078) 96% 100% 100%

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

100% 82% 85%

* Nationally agreed student and parent/caregiver items # ‘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:

Loganholme State School has a strong sense of community and is committed to engaging parents in the school.

Parents were actively involved as partners in everyday school life in activities such as:

School Community events e.g. Carol’s Night, Twilight Concert, Father and Mothers’ Day stalls and events, Under 8’s, Junior Sports day, meal deal days, Teddy Bear’s Picnic, Lapathon, Walk Safely to School Day

Parent information sharing sessions – year level information evenings, review of Responsible Behavior Plan and reporting, Pre-Prep information sessions at our local CCCs, Prep Orientation Days

Book pack drop off day on PFD in January

Pre-prep events – Teddy Bear’s Picnic, transition days, Kingfisher’s playgroup twice a week

Twice yearly parent- teacher interviews (from 2018 to be student –led conferences)

Classroom and excursion support

Development of individual education/support plans for their children in collaboration with SAC and wraparound

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Respectful Relationships Programs: The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. Our school community engages in:

Bullying NO Way

Walk for Daniel

Autism Blue Day

AWL support

Yr. 6 personal development and leadership program Our school student leaders are part of a peer mediation program and are actively engaged with students during play time. At LSS Year 6 students highly value their Yr. 6 shirt as students provide ‘acts of service’ ranging from assisting and supporting other students to assisting at school community events to ‘earn’ their shirt. All students are supported to ‘earn’ their shirt.

School Disciplinary Absences: The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 33 16 44

Long Suspensions – 6 to 20 days 0 0 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.

Environmental Footprint

Reducing the school’s environmental footprint: Continuing encouragement through classroom programs and implementation of the Reduce, Reuse, Recycle program with

students, teachers, support staff and cleaners also following these guidelines throughout their work day practises.

Our school only purchases recycled paper and have implemented a ‘paperless’ communication process (OnePortal

communication page and email correspondence) to reduce the amount of paper and printing used throughout the school year.

We have continued to improve our grounds with maintaining and growing our greenery areas as well as supplying several new

shade structures for encouraged outdoor activities which reduce the use of lighting and fans in classrooms. Vegetable gardens

have been established and are being maintained by our Prep students with the view to linking to the curriculum and our school

tuckshop.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 140,329 169

2014-2015 133,844 264

2015-2016 141,012

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.

School Funding

School income broken down by funding source:

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School income, reported by financial year accounting cycle using standardized national methodologies and 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 states ‘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.

Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 36 22 0

Full-time Equivalents 32 14 0

Qualification of all teachers:

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate

Masters 4

Graduate Diploma etc.** 3

Bachelor degree 28

Diploma 2

Certificate

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

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Professional Development Expenditure On and Teacher Participation in Professional Development:

The total funds expended on teacher professional development in 2016 were $ 36 568

The major professional development initiatives are as follows:

Major professional development initiatives are as follows:

Explicit Direct Instruction

Nonviolent Crisis Intervention Training

PLC to RTI

Indigenous and Cultural Workshop

Lawsense – School Law Qld

Maths Mastery

Dyslexia Information and Training

ACEL Conference

Interagency Collaboration Day

Aspiring Primary and Secondary Leaders

Dr Anthony Mohammed – transforming school culture

U2B Reading Framework

Media and Legislation

Guided Reading

Special Education SERSEN Day

ESCM – Essential Skills for Classroom Management

Coherence and 21 Laws of Leadership

Anaphylaxis Awareness and Training

First Aid Training

CPR Training

One School Training

Happy Schools Subscription

Levelled Literacy Intervention – Teacher Aides

Running records

NCCD training

Beginning Teachers - mentoring

The proportion of the teaching staff involved in professional development activities during 2016 was 100%.

Staff Attendance and Retention Staff attendance:

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

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

Proportion of Staff Retained from the Previous School Year: From the end of the previous school year, 85% of staff was retained by the school for the entire 2016.

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Performance of Our Students

Key Student Outcomes

Student Attendance

Student attendance:

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 92% 93% 93%

The attendance rate for Indigenous students at this school (shown as a percentage). 90% 95% 88%

*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 student attendance rate in 2016 for all Queensland Primary schools was 93%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

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

2014 93% 92% 92% 92% 93% 91% 90% 90%

2015 93% 92% 93% 94% 92% 93% 92%

2016 95% 93% 93% 92% 94% 92% 91%

*Attendance rates effectively count 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:

12

15

15

10

11

14

28

28

28

50

46

42

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

2016

2015

2014

Proportion of Students

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

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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. At LSS non-attendance and roll marking is managed in line with DET policies listed above. A sign/in out book is kept in the

school office for recording of students arriving late or leaving early during school hours. A sms system is in place and parents

are notified by text that the student is absent at time of roll marking.

Letters acknowledging high attendance are sent to families each term

Classroom Blitz includes student daily attendance monitoring

All students have a My Data Profile to track attendance

Attendance percentages and high scoring classes are acknowledged on assembly

Student absence data is regularly monitored by school admin and teachers with a student data wall in place to track

improved attendance

Monthly process of unexplained attendance is communicated via letter

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NAPLAN

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 states ‘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.