Russell Island State School · Indigenous 21 16 14 Enrolment continuity (Feb. – Nov.) 79% 83% 87%...

Russell Island State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Russell Island State School

Contact information

Postal address PO Box 62 Russell Island 4184

Phone (07) 3400 9333

Fax (07) 3409 1087

Email [email protected]

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.

person Acting Principal Jayne Barnett

http://www.myschool.edu.au/

http://data.qld.gov.au/

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

At Russell Island State School we seek to inspire in every student the desire to be the best he or she can be and embrace learning throughout life. We challenge them to, rethink and innovate. We are a school of value for now and for the future. We aim for a proud and professional, high performing and committed educational community. Our curriculum is designed to engage young minds and provide a continuity of learning experiences through the 7 years of schooling from Prep to Year 6. We have implemented Australian Curriculum in English, Mathematics, Science and History and Geography in 2017. In 2018 we continued with the implementation of the Australian Curriculum in the ARTS, Technology, Health and Physical Education. 2019 will finalise the complete implementation with LOTE and Digital Technology. It is our belief that education is the responsibility of teachers, students and parents. We therefore seek to work together in many valuable ways to provide the best possible educational outcomes for your child. Parent support, whether as a volunteer parent assisting in classrooms, the Tuckshop, with the Breakfast Club, Library or at special activities and sporting events, or as a member of our Parents and Citizens Association, is always very welcome and greatly appreciated. We encourage parents to take advantage of the many opportunities provided to visit the school and actively share in their child's education.

Our school values are kindness, responsibility, perseverance, tolerance, respect and co-operation.

Our motto is “Strive for Excellence”.

At RISS, we have a 100 year history of educating children in an isolated island community. The support of

and involvement by parents and the wider community is invaluable and our goal is to continue to foster

those relationships in the spirit of “it takes a village to raise a child”.

Principal’s Forward Introduction

The Russell Island State School Annual Report provides parents, students and members of our school

community with information about our achievements over the past year and provides information on our

progress towards our planned goals and aspirations for the future.

Russell Island State School is a small school providing a warm, supportive environment where all students

are given the best opportunity to reach their potential. Our students learn in well-equipped classrooms

under the instruction and guidance of highly skilled, dedicated, caring and supportive staff. Our school

strives to meet the needs of students as they progress through their education and establish a foundation

for lifelong learning. We implement the Australian Curriculum providing differentiation for individual

abilities and learning styles.

At Russell Island State School we believe that all students are being prepared to be engaged, informed and

active Australian citizens. Underpinning this belief are the values of:

· Strong leadership with an unrelenting focus on improvement and specifically on literacy and numeracy

skills.

· Teaching focused on the achievement of every student. A shared commitment to inclusion of diverse

cultures, backgrounds and individual differences.

· Monitoring progress and responding to student needs. – Facilitating the three way learning partnership

between students, parents and staff and using quality data to inform goal setting and student improvement

· Quality curriculum and planning. Developing and delivering a high quality learning framework for staff and

students. Being accountable for student outcomes by ensuring high quality teaching and learning

opportunities and the ongoing development of staff.

· Providing a safe supportive environment, which addresses the academic, social and emotional needs of

students.

School progress towards its goals in 2018

2018 we continued reviewing the school’s achievements and improvement plan to ensure that students

from Russell Island SS are engaged in 21st Century learning and are provided with every opportunity to

achieve to their potential.


We identified Reading as a priority and are embedding best practice in consultation with the Regional

Teaching and Learning Team

Prioritisation of high expectations and authentic relationships: The standards we as adults set for each child

socially and academically are vitally important. Often it is an adult’s expectation of a child that convinces

them they can succeed when they would have otherwise given up. All students learn best, when they

believe the adults in their life care about them personally and their success and expect them to do well. In

2018, we embedded the processes that frequently and explicitly teach positive and appropriate behaviours

that support learning.

Our children all have the capacity to succeed if the adults in their lives believe in them and demonstrate a

high level of care and commitment to their success. At RISS, our staff believe that to teach a child well you

must first develop the relationship.

2018 NAPLAN

Reading:

90% of year 3 students achieved above the NMS (National Minimum Standard)


Numeracy:



U2B – using our data, students at or near U2B status were enrolled in Impact Programs targeting reading

and maths. Focus was on developing students at year 3 and 4 in preparation for Naplan testing in 2017 and

2018. Staff received PD on higher order thinking skills, inferential questioning and deep thinking.

2017 Naplan U2B

Year 3 reached 26%, close to the school target in U2Bs in in Reading and

Year 5 achieved 25% which is similar to the National average in U2B Reading.

Future outlook

As 2018 is the final phase of the 3 year Reading Action Plan. The RISS Explicit Improvement Agenda will

continue to have the same priorities as 2017-2018.

Our sharp and narrow focus for each priority is a follows:

Reading – developing a Reading Behaviours Matrix using this to map students’ progress.

Attendance – 90% overall and reducing number of students at <85% attendance to below 25%, > 90%

attendance to above 55%

U2B – Year 3 Reading to 30%, Year 5 Reading to 30%

Going forward, there will be a complete refurbishment of all learning spaces at the end of 2018.


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 186 176 174

Girls 89 96 97

Boys 97 80 77

Indigenous 21 16 14

Enrolment continuity (Feb. – Nov.) 79% 83% 87%

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

Characteristics of the student body

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 21 19 21

Year 4 – Year 6 22 21 23

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

C2C is used to guide our curriculum content and delivery with strong alignment to the Australian Curriculum.

Hattie-Visible Learninh-high impact strategies for teaching and learning guides classroom practice.

We are a Positive Behavior 4 Learning (PBL) school.

Teachers use a variety of diagnostic tools to map student improvement.

Co-curricular activities

Basketball

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities

https://qed.qld.gov.au/publications/reports/statistics/schooling/schools


Netball

Soccer

Swimming

Touch football

How information and communication technologies are used to assist learning

Students at RISS have daily access to ICTs.

Each classroom has:

A bank of computers (6 per classroom).

10 iPads shared between 2 classrooms

An interactive whiteboard or screen.

Students and teachers also access to the Resource Centre which has:

25 computers in an air conditioned room.

A Smart Television

Robotics

Social climate

Overview

Positive Behaviour for Learning (PBL) is an evidence-based whole school framework that actively promotes

positive behaviour. It enables students to develop a clear understanding of required expectations, become

responsible for their own behaviour and work together to create a positive, productive and harmonious

learning community. Our school-wide behavioural expectations/ rules are:

Our rules are represented through our Russell Island Turtle Mascot.

Each week, teachers will explicitly teach and reinforce expected behaviours through focused lessons which

involve discussion, role play and reflection.

Why PBL?

PBL is systematic and evidence-based. It is based on research and is designed to support all students to

achieve their best academically, socially and behaviourally.

Parental Support:

Parent support of PBL is also a fundamental element of the framework. We value parent contributions at

our school and encourage parents to contact the school to discuss any aspect of the Russell Island State

School PBL framework.

Our Rewards System:

Our school-wide rewards system acknowledges both the whole school and individual students who have

made positive progress towards displaying our school-wide behavioural expectations. The rewards system

is a tiered system and has three levels.

Our RISS Student Responsible Behaviour Policy outlines strategies used to respond to bullying.

Pastoral Care: RISS has a chaplain on site for 3 days each fortnight. Well- being support is provided through

chaplain based lunchtime clubs and in class support.

RISS has a trained school counsellor 2 days a week supporting student mental health and well- being. Our

school guidance officer also provides student support through social skilling programs.


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) 83% 83% 84%

this is a good school (S2035) 96% 85% 87%

their child likes being at this school* (S2001) 96% 90% 81%

their child feels safe at this school* (S2002) 87% 93% 87%

their child's learning needs are being met at this school* (S2003) 96% 83% 81%

their child is making good progress at this school* (S2004) 96% 90% 84%

teachers at this school expect their child to do his or her best* (S2005) 100% 95% 94%

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

95% 83% 75%

teachers at this school motivate their child to learn* (S2007) 96% 85% 84%

teachers at this school treat students fairly* (S2008) 96% 87% 81%

they can talk to their child's teachers about their concerns* (S2009) 96% 90% 94%

this school works with them to support their child's learning* (S2010) 91% 82% 84%

this school takes parents' opinions seriously* (S2011) 74% 69% 74%

student behaviour is well managed at this school* (S2012) 73% 65% 75%

this school looks for ways to improve* (S2013) 96% 89% 94%

this school is well maintained* (S2014) 96% 83% 91%

* 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) 94% 96% 91%

they like being at their school* (S2036) 100% 86% 88%

they feel safe at their school* (S2037) 90% 93% 88%

their teachers motivate them to learn* (S2038) 100% 96% 93%

their teachers expect them to do their best* (S2039) 98% 99% 96%

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

98% 93% 93%

teachers treat students fairly at their school* (S2041) 90% 85% 93%

they can talk to their teachers about their concerns* (S2042) 87% 76% 84%

their school takes students' opinions seriously* (S2043) 79% 87% 89%

student behaviour is well managed at their school* (S2044) 71% 81% 77%

their school looks for ways to improve* (S2045) 88% 96% 95%


Percentage of students who agree# that: 2016 2017 2018

their school is well maintained* (S2046) 86% 94% 93%

their school gives them opportunities to do interesting things* (S2047) 90% 93% 93%




Table 5: Staff opinion survey

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

they enjoy working at their school (S2069) 97% 100% 94%

they feel that their school is a safe place in which to work (S2070) 90% 100% 100%

they receive useful feedback about their work at their school (S2071) 90% 97% 88%

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

82% 100% 100%

students are encouraged to do their best at their school (S2072) 97% 97% 100%

students are treated fairly at their school (S2073) 90% 93% 100%

student behaviour is well managed at their school (S2074) 87% 97% 88%

staff are well supported at their school (S2075) 87% 97% 94%

their school takes staff opinions seriously (S2076) 79% 97% 100%

their school looks for ways to improve (S2077) 87% 100% 100%

their school is well maintained (S2078) 87% 94% 100%

their school gives them opportunities to do interesting things (S2079) 90% 93% 100%




Parent and community engagement

Parents are invited to share in their child’s learning experiences and school life in the following ways:

Attend weekly parades

Parent workshops

Under 8’s Day

Easter Bonnet and Book Week parades.

Swimming and Athletic Carnivals

Classroom reading

Library support – book covering and organisation.

Volunteering at Breakfast Club and/or Tuckshop.

Community Organisations involved with the school are:

RSL

Bay Islands Transport

Bay Island Gardeners

Safe Harbour Church


Respectful relationships education programs

The school has developed and implemented a programs that focus on appropriate, respectful and healthy

relationships. Staff have been trained in mandatory reporting procedures and all referrals are addressed by

the Principal. The school has employed a trained Psychologist to support all students with social/emotional

issues including anxiety, PTSD, abuse and family dysfunction. A referral process to support agencies such as

CHYMS, CFC, IFS, Child Safety and the Russell Island Police has been established. Safe, respectful and

responsible behaviours are taught through the PBL program and reinforced by the RISS Behaviour

Management Policy. Children identified as needing specific social skill development can access a number of

programs such as Drum Beat, Friends, Super Heroes etc.

Russell Island State School is a strong voice for Not Now., Not Ever ( against Family and Domestic Violence)

The school has developed and implemented a program/or programs that focus on appropriate, respectful,

equitable and healthy relationships.

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 52 29 25

Long suspensions – 11 to 20 days 0 1 1

Exclusions 2 0 1

Cancellations of enrolment 0 0 0

Environmental footprint

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) 68,300 154,705 75,628

Water (kL) 1,848 1,416 1,384

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.

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 15 18 0

Full-time equivalents 13 8 0

*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 1

Graduate Diploma etc.*

Bachelor degree 15

Diploma

Certificate


Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $4790

The major professional development initiatives are as follows:

- Special Needs/Autism

- Assessment in Australian Curriculum

- Sheena Cameron – Oral language

- Positive Behaviour for Learning

- Reading Strategies

- Guided Reading and Close Reading

- One School Data

- CPR and First Aid

Literacy Continuum

Berry Street Education Model

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% 94% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 77% 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 87% 90% 89%

Attendance rate for Indigenous** students at this school 84% 90% 91%

* 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.

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 89% 91% 91% Year 7 DW

Year 1 83% 89% 87% Year 8

Year 2 88% 90% 87% Year 9

Year 3 87% 90% 89% Year 10

Year 4 88% 89% 90% Year 11

Year 5 86% 92% 90% Year 12

Year 6 85% 89% 90%

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 RISS ‘Every Day Counts’ is the mantra that all students, parents/carers, staff and the wider community

have adopted. It drives our attendance strategy and is the key focus for our school improvement agenda.

The attendance monitoring includes:

Twice daily (8.45am and 1.45pm) electronic role marking via Oneschool.

SMS messages are sent each day to parents of any child who is absent without a reason.

Parents who fail to respond to the SMS notification are phoned the following day or until a reason is given.

Chronic absenteeism is follow-up by the classroom teacher in the first instance and then by administration staff.

Failure to comply with the attendance policy will result in the issuance of letters as per EQ policy and procedures.

26

28

38

15

12

12

27

24

21

31

36

29

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%

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx


Attendance at RISS has been historically low. In 2018 the following strategies were employed to increase

individual, class and therefore, whole school attendance:

Weekly attendance of each is shared at the weekly parade and the highest attendance receives the

‘Goldie’ award. Classes with second and third highest weekly attendance rate also receive a turtle

mascot for the week.

At the end of each term, students who have 100%, 95%+, 90%+ attendance respectively receive a

‘prize’ from a selection of toys, stationary, games, sports equipment etc.

Teachers acknowledge and reward regular attendance in each classroom using charts and Class

Dojo. Each class which reaches 93% or above attendance rate at the end of each term receives a class pizza

party

Each student received an individual letter detailing their attendance rate percentage for the end of each semester to acknowledge their how they were travelling towards their target attendance rate.

The attendance rates of each class are shared each week in the school newsletter.

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.



http://www.nap.edu.au/naplan

Russell Island State School · Indigenous 21 16 14 Enrolment continuity (Feb. – Nov.) 79% 83% 87%...

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