Collingwood Park State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Collingwood Park State School

Contact information

Postal address PO Box 75 Redbank Plaza 4301

Phone (07) 3381 4333

Fax (07) 3381 4300

Email principal@collingwoodparkss.eq.edu.au

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Meridee Cuthill - Principal

2018 Annual Report 2 Collingwood Park State School

From the Principal

School overview

Collingwood Park State School is committed to providing high quality education for every child from Prep to Year 6 within a safe, inclusive and disciplined environment. The school curriculum is designed to engage and challenge our students to think, create, communicate, reflect on and understand their world. Our school supports teachers in building a school culture that values high expectations, focused teaching, and meaningful learning. We strive to maximise student achievement by communicating high learning expectations for all students in literacy and numeracy and effective pedagogical practices to promote deep understanding and connectedness to the world. Our students come to us from a diverse range of backgrounds and are encouraged to become independent and collaborative learners. Our school offers a diverse range of programs to meet the needs of all students. Intervention and extension programs support and enhance learning. We have a proud history of successful Music and Instrumental programs, which include a number of choirs and concert bands. The school is highly regarded for its participation and success in a range of academic and non-academic areas. These include academic competitions: ICAS (English, Maths, Science), Kids' STEM Convention, Goethe Verse Speaking Competition (German) choral and band participation in Eisteddfods, and many sporting premierships and championships. The school also boasts an innovative leadership program for students, preparing them for engaged citizenship. Collingwood Park State School has strong support from our community and our Parents and Citizens Association is active in informing school programs and policies, as well as planning community events and organising fundraising activities. Strong local community involvement has resulted in a vibrant Breakfast Club at the school, funded, organised and run by community volunteers.

The School Annual Report outlines the priorities and focus of the 2018 improvement agenda, and provides an opportunity to reflect on the progress made by the school against performance goals and targets. It shares information about student achievement as evidence to support improvement initiatives. It also highlights community opinion towards the school’s priorities and which informs decision-making.

School progress towards its goals in 2018

The 2018 school year saw us narrow and sharpen the school focus on the priority area of reading, establishing short and long-term targets and timelines for improvement. We also deepened the data analysis processes associated with reading, comparing and contrasting a range of data sources. We implemented a comprehensive improvement plan based on high quality professional learning including workshops, instructional coaching, peer coaching, supervisory observations and feedback to staff.

We continued our work on systematic curriculum delivery, and moderating against a standards-based curriculum with feedback processes that focused on the improvement of every student. Our target of students achieving a C or above in English was almost met in Prep, Year 1, Year 4 and Year 6 with 80% of students achieving a C or above, other year levels were generally above 70%. Five out of seven year levels had approximately 30% achieving A/B in English. There is still more work to be done in this area and it continues to be a focus in 2019. We also achieved higher than our target of 30% of Year 3 and 5 students attaining in the Upper 2 Bands in NAPLAN reading, with 40.7% of Year 3 students achieving U2B and 30% of Year 5 students achieving U2B.

We also strengthened our partnerships with local kindergartens and high schools to ensure quality transitions, which promote continuity and consistency of education. We also continued our partnerships with the local council and businesses, such as Goodna RSL, RACQ Bank and Ipswich City Council.

Future outlook

Time and effort will need to be focused on consolidating the work of the past 12 months to ensure that approaches to the teaching of reading and data analysis are further embedded. The school understands the need to consolidate the current strategic direction and this is articulated in the CPSS Action Plan 2019. Actions are focused around professional learning, data and instructional leadership.

A further priority in the next 12 months will be developing consistency of practice across the school to measure the success of student goals. It is envisaged that this would likely include developing and implementing school-wide criteria, including student reading behaviours, for the demonstration and advancement of student goals.

2018 Annual Report 3 Collingwood Park State School

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 6

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

1. Student counts are based on the Census (August) enrolment collection.

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 585 558 588

Girls 304 291 301

Boys 281 267 287

Indigenous 38 27 41

Enrolment continuity (Feb. – Nov.) 96% 95% 93%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

The student enrolment trend is one of growth, with the school growing by an extra class in 2018. Our school community is characterized by significant cultural diversity, with students from Aboriginal and Torres Strait Islander, Indian, African, Pacific Islander, Chinese, Vietnamese, Laotian, and South American backgrounds. Families at our school speak approximately 26 different languages. We recognize our diverse student body through multi-cultural events that celebrated the diversity and cultural backgrounds of our school community. Our Indigenous student population increased, to represent approximately 7% of our total school population. In 2018, approximately 5% of our student population were included in the Special Education Program. Our SEP program provided support for students with disabilities, including Autistic Spectrum Disorder, Speech Language impairment, Intellectual Disability, Hearing Impairment, and Physical Impairment. The school offers a continuum of support for students according to their needs. Students with disabilities are integrated across the school within their peer age cohorts, and are supported by two additional teachers and designated teacher aides. A high proportion of students demonstrate self-managing behaviours (97%).

Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3 23 23 24

Year 4 – Year 6 25 25 26

Year 7 – Year 10

Year 11 – Year 12

2018 Annual Report 4 Collingwood Park State School

Curriculum delivery

Our approach to curriculum delivery

Reading is a priority and is valued at Collingwood Park State School as the key to unlock learning. In 2018 we continued our focus in this area, further developing our whole school pedagogical approach of Reading to Learn in the teaching of reading and writing. The Reading to Learn pedagogical process uses high quality, age appropriate texts and integrates literacy learning and curriculum learning, with benefits in enhanced reading and writing outcomes for all students. It provides students with a set of strategies to read and write at the levels they need to succeed.

At Collingwood Park State School we have prioritised the delivery of a relevant and engaging curriculum to accelerate learning for all students. Our school is focused on maximising teaching and learning experiences that allow students to engage in and achieve the standards described by the Australian Curriculum. A whole of School Curriculum and Assessment Plan has been developed to ensure students have access to this high quality curriculum. Classroom teachers differentiate learning experiences to meet the individual needs of learners, with Individual Curriculum Plans developed for students who are working significantly above or below their age in particular subject areas. Personalized Learning Plans are also collaboratively developed to support students with characteristics that impact on their ability to access and participate in our school setting. Educational Support Plans are created in partnership with the Department of Communities for children in out of home care. Students in Years 5 and 6 learn German as a Language Other Than English (LOTE).

Co-curricular activities

Student leadership initiative – with a focus on leadership development for Year 6 students and our Student

Council made up of elected class captains from Year 2-Year 6

Instrumental music program – Years 4, 5 and 6 : concert band ensemble and performance opportunities

Junior and Senior Choral program and performances including Choral Fanfare and local eisteddfods

Premier’s Reading Challenge

Media Club – over the course of the year, Media Club documented important events and successfully

published the 2018 School Yearbook

All year levels attend excursions, with a particular focus on attendance at Departmental Environmental

Education Centres

Supported play options focusing on social and emotional wellbeing – Lego club, Coding Club, Colouring-in,

Homework Club, Construction Club, Drawing Club, Board Games and Origami Club,

Wide range of extension activities - the opportunity to participate in range of academic competitions such

as ICAS (English, Maths and Science), Maths Team Challenge, Maths Olympiad, Goethe Verse Speaking

Competition, writing and art competitions, OPTI-Minds, and Readers’ Cup - A school-based literary

competition for all Year 5 and 6 students, and Kids’ STEM Convention

Interschool and district sports participation

Sporting clinics – AFL, Rugby League, Oz Tag

School Camps Year 5 (Maroon Dam) and Year 6 (Canberra)

Ipswich City Council – Healthy Active School Travel program – over 300 students, parents and staff

participated in each of our Walk/Ride to School days.

Ipswich City Council – Poetry Feast – Poet in residence program – a number of students were mentored by

a renowned poet in the writing of poetry.

Science and Technology extension program through participation in the STEM Challenge Program for Year

5 and 6.

2018 Annual Report 5 Collingwood Park State School

How information and communication technologies are used to assist learning

At Collingwood Park State School, we understand that the teacher is the most essential asset in student instruction and their discerning use of ICT as a tool for learning will best equip students for success in an ever-changing digital world. Collingwood Park State School has a bank of mobile devices (tablets and laptops) that have been purchased by the school and P & C. The mobile devices are utilised by classroom teachers in both whole class and small group instruction. Each learning space (including library, classrooms, multi-purpose rooms) has an interactive whiteboard that can be used in conjunction with class and teacher laptops. Wireless access to the internet and the school’s intranet is available throughout the entire school campus.

Teachers use computers and associated equipment to plan, teach and assess, and students use computers and associated equipment to research, present, demonstrate, practice, consolidate, communicate, organise and acquire new knowledge. Each classroom has the capacity to provide ICT integration in learning activities. In addition, students can access ‘Reading Eggs’ on demand to complement their learning in literacy. These programs also allow for access at home. A number of classes also participate in on-line numeracy competitions, such as ‘Sumdog’.

An ICT support teacher and technology technician are employed approximately one day per week to oversee the operational system of implementing and maintaining ICT hardware and resources within the school, including assisting in the implementation of safe ICT practices, in-servicing staff on IPADs, CFT’s tools, policies and timetables. All teachers have access to the CPR (Contemporary Practice Resource) on the Learning Place for teacher professional development. Two teachers have taken on the role of STEM Champions – Digital Technologies.

Social climate

Overview

All Collingwood Park State School staff have a commitment to implementing a consistent school-wide approach through Positive Behaviour for Learning. Our school proactively responds to and addresses any identified instances of bullying, and we have strong whole-school inclusive approaches to support our diverse range of students.

Collingwood Park State School also places a high priority on staff and student wellbeing and the continuity of our reputation as a great school. The ‘You Can Do It’ program is implemented across the school as our whole school social emotional wellbeing program, which is aligned with the Australian Curriculum – General Capabilities – Personal and Social Capabilities and the Australian Curriculum: Health. This program explicitly teaches the social emotional skills identified by ACARA as the foundation for success, both academic and social. The Zones of Regulation program is used to support students who require assistance in regulating their emotions. A wide range of supported play activities are provided by many staff members every day, including: dance, games room, supported play on our oval, robotics club, construction club, Lego club, homework club and computer club, adding to the climate of caring and belonging. A Breakfast Club operates 4 mornings per week by a group of volunteers, funded by a local service club. We also run a Reading Club in our library, four mornings per week.

Our Responsible Behaviour Plan for Students provides the expectations for developing responsible behaviour at our school. Central to our plan are the four school values that have been embraced by our school community: Co-operate, Attend, Respect and Excel. These values form the basis on which our school rules and expectations are formed and aligned. These values are both consistently and regularly promoted within the school, which continues to have a positive impact on student behaviour, manner and attitude. Students are acknowledged for demonstrating the school values on our weekly assembly. Both parents and students report positively on Collingwood Park State School as a caring and safe place.

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 97% 87% 93%

this is a good school (S2035) 94% 87% 95%

their child likes being at this school* (S2001) 100% 92% 98%

their child feels safe at this school* (S2002) 100% 90% 95%

2018 Annual Report 6 Collingwood Park State School

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child's learning needs are being met at this school* (S2003) 88% 85% 85%

their child is making good progress at this school* (S2004) 91% 87% 90%

teachers at this school expect their child to do his or her best* (S2005) 97% 97% 98%

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

91% 87% 90%

teachers at this school motivate their child to learn* (S2007) 91% 90% 90%

teachers at this school treat students fairly* (S2008) 94% 78% 92%

they can talk to their child's teachers about their concerns* (S2009) 89% 95% 95%

this school works with them to support their child's learning* (S2010) 91% 82% 88%

this school takes parents' opinions seriously* (S2011) 87% 76% 85%

student behaviour is well managed at this school* (S2012) 85% 82% 90%

this school looks for ways to improve* (S2013) 91% 85% 90%

this school is well maintained* (S2014) 86% 79% 88%

* 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.

Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 100% 96% 94%

they like being at their school* (S2036) 96% 94% 92%

they feel safe at their school* (S2037) 95% 99% 94%

their teachers motivate them to learn* (S2038) 97% 96% 94%

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

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

98% 95% 92%

teachers treat students fairly at their school* (S2041) 96% 84% 92%

they can talk to their teachers about their concerns* (S2042) 95% 91% 88%

their school takes students' opinions seriously* (S2043) 96% 95% 93%

student behaviour is well managed at their school* (S2044) 98% 92% 84%

their school looks for ways to improve* (S2045) 100% 100% 97%

their school is well maintained* (S2046) 98% 95% 93%

their school gives them opportunities to do interesting things* (S2047) 99% 97% 94%

* 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.

Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 96% 95% 95%

they feel that their school is a safe place in which to work (S2070) 100% 97% 98%

2018 Annual Report 7 Collingwood Park State School

Percentage of school staff who agree# that: 2016 2017 2018

they receive useful feedback about their work at their school (S2071) 92% 92% 93%

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

82% 100% 88%

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

students are treated fairly at their school (S2073) 96% 97% 93%

student behaviour is well managed at their school (S2074) 92% 97% 88%

staff are well supported at their school (S2075) 100% 92% 88%

their school takes staff opinions seriously (S2076) 100% 93% 83%

their school looks for ways to improve (S2077) 100% 95% 98%

their school is well maintained (S2078) 88% 90% 85%

their school gives them opportunities to do interesting things (S2079) 92% 92% 88%

* 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

Parent and community engagement is a key aspect of maintaining the strong sense of community at our school. The school is supported by a motivated and enthusiastic P&C who are committed to a partnership approach to maximise the learning experiences for all students. Monthly P&C meetings allow the community to be actively engaged in decision-making processes to identify school priorities. A fortnightly newsletter is delivered electronically to our families.

Parents are a welcome and valuable resource in our classrooms, supporting lesson delivery through small group or one on one interaction. A family playgroup run by one of our wonderful parents operates each Thursday morning in our hall.

Parents are provided with regular updates on student learning progress through formal and informal reporting processes. Our teachers also have an open communication approach and welcome conversations about our learners. Each student has a communication diary, which is signed by teachers each day. Parents also play an important role in the development of Individual Curriculum Plans and Personal Learning Plans, which outline the adjustments made to assist students with diverse needs to access and participate fully at school. These plans are collaboratively developed with our Special Education teachers, teaching staff, other specialists and parents.

Respectful relationships education programs

Respectful relationships programs seek to build a culture of well-being and respect in a positive learning environment. The school has developed and implemented programs underpinned by the You Can Do It and DET’s Respectful Relationship program. The focus is on developing appropriate, respectful and healthy relationships and incorporate opportunities for students to reflect on their personal safety and awareness. They also include identifying and responding to abuse and violence, and developing students’ knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they, or others, are unsafe. The school programs are delivered by classroom teachers through whole of school lesson plans.

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2018 Annual Report 8 Collingwood Park State School

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 48 19 43

Long suspensions – 11 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

Our school is committed to reducing our environmental. We are implementing sustainability strategies which include: a dedicated Sustainability committee as part of the P&C; a Student Leader position for Sustainability; replacing light bulbs with energy saving bulbs, solar panels, electronic newsletters and Semester reporting; and switching off lights when not in use.

Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

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

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 147,061 139,552 149,205

Water (kL) 676 4,061

School funding

School income broken down by funding source

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.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

2018 Annual Report 9 Collingwood Park State School

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.

Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 42 23 <5

Full-time equivalents 37 17 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters 2

Graduate Diploma etc.* 9

Bachelor degree 28

Diploma 2

Certificate 1

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $85,270

The major professional development initiatives are as follows:

Reading to Learn professional development including training of all Year 5 and 6 teachers and some specialist teachers, as well as ongoing coaching for Prep – Year 4 teachers

Guided reading professional learning – workshops, instructional coaching and supervisory feedback loops

2018 Annual Report 10 Collingwood Park State School

Peer observation and feedback program with teaching staff

Systematic curriculum delivery and collaborative curriculum planning as well as calibration and consensus moderation practices, including use of summative assessment as formative data

Moderation across school cluster

Reading – assessing and interpreting reading data leading to goalsetting

Leadership coaching

Metropolitan Leaders of Learning Forums – systematic curriculum delivery, including moderation and assessment practices using 4C model for development of marking guides

Workplace Health and Safety – including First Aid and CPR,

Annual Mandatory Training

Positive Behaviour for Learning training and Behaviour Management

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders. 96% 96% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 97% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland state Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 93% 93% 93%

Attendance rate for Indigenous** students at this school 88% 89% 89%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

2018 Annual Report 11 Collingwood Park State School

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 93% 93% 92% Year 7

Year 1 92% 93% 94% Year 8

Year 2 93% 94% 92% Year 9

Year 3 94% 93% 93% Year 10

Year 4 93% 95% 91% Year 11

Year 5 93% 93% 93% Year 12

Year 6 92% 94% 93%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland Department of Education 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 Collingwood Park State School we promote 100% attendance through the implementation of our school’s attendance policy. This includes:

• Marking rolls twice per day through the OneSchool platform at 9:30am and 2:00pm

• Development of a safe and supportive school environment and learning culture that promotes positive relationships, including the implementation of programs to develop social skills (numerous Supportive Play options, Student Welfare Officer, Buddy Classes) and to provide support mechanisms for families (Guidance Officer, Queensland Police, Department of Child Safety, CYMHS, Child and Family Connect)

• Consistently recording and following up unexplained student absences

• Monitoring of the school’s attendance data to identify absenteeism trends and individual students with high levels of absenteeism

• Promoting high expectations for school attendance to the school community by communicating that higher school attendance is associated with higher student achievement (school newsletter, parent meetings, school website, Facebook and Assembly)

• Establishing procedures for student absences - all parents must contact the school absentee line to record a student absence.

• Following up when a student is absent without explanation or a pattern of absences has been identified through letters home, phone calls, home visits and meetings;

The parent or carer will be contacted in writing to determine if there is a reasonable excuse for the absence/s (Director General’s Guidelines ss176 and 239 of the Education (General Provisions) Act 2006. Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment

14

12

13

13

12

12

21

23

25

52

53

50

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

2018

2017

2016

Proportion of Students

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

2018 Annual Report 12 Collingwood Park State School

and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.

How to access our NAPLAN results

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘NAPLAN’ to access the school NAPLAN information.

Notes:

1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.

2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.