School Data Profile 2018 Semester 2

Our Improvement Focus Every student succeeding — State Schools Strategy 2018–22

Enrolments ACARA School Statement

Enrolments 1578

Indigenous students 3.9%

Students with disability 4.1%

School Information

Geographic region NCR

Reporting region EQR

ARD Z2

Remoteness Area Major Cities

Year Level range Prep Year Further Information:

– Year 12 Every student succeeding — State Schools Strategy 2018–22

Enrolment Band 11 The School improvement planning guide

School Review / Audit WHAT'S NEW

QSR Year 2021 Example table:

School Audit Report Sound (2018)

Bank Balance per student $1279.31

Program Inclusion

Independent Public School Yes

Positive Behaviour for Learning No

Academic Context

Students with an ICP 29

NAPLAN absent/withdrawn 19.6% Further information:

NAPLAN participation trend P-12 Curriculum, assessment and reporting framework

OP/IBD students 24.3%

In Confidence - For Internal School and Departmental Use Only Release Date: 26/10/2018

#NAME?

This release of the School Data Profile introduces a new table for the reporting of

Individual Curriculum Plans (ICP). This table provides schools with a summary count

of students at the school with an endorsed ICP. Each student is only counted once,

but may have an ICP across multiple learning areas.

An ICP is required when a student in Prep-Year 10 is taught, assessed and reported

in a lower or higher year level, or through a highly individualised curriculum as part of

the Australian Curriculum.

The Individual Curriculum Plan - School Summary report details the number and

types of ICPs provided for individual students. It also provides information about

ICPs which are in draft and not yet endorsed. These reports are available in

OneSchool from the Reports menu, under Curriculum.

Kawana Waters State College

The data within the School Data Profile supports school teams to analyse trends in academic and

non-academic measures for school, year levels and targeted cohorts.  Moving from a broadly

defined improvement focus to a sharp and narrow explicit improvement agenda requires an

inquiry approach to plan, implement and review progress on initiatives that address problems of

practice.

The School Improvement Model provides guidance on planning, implementing and reviewing

inquires. Inquiries are strengthened by evidence about teachers’ understanding of effective

pedagogical practice and the school’s approach to systematic curriculum delivery.

Initiatives to address problems of practice are summarised in the Annual Implementation Plan

(AIP).  The School improvement planning guide supports school teams with this process. School

improvement planning is most effective when the whole school community is engaged in the

development of the improvement priorities of the school. 

Planning, implementing and reviewing using an inquiry approach is designed to assist school

leaders, staff and the community share in decision making and learn collaboratively.

Kawana Waters State College is a co-educational Queensland Government State

School offering education from Prep to Year 12 on two adjacent campuses,

separated by an environmental wetland area. The College is situated on the coastal

strip between Mooloolaba and Caloundra on the beautiful Sunshine Coast,

approximately 100km north of Brisbane. The College is set between the Pacific

Ocean and the world class sports and rowing precincts of Stockland Park and Lake

Kawana. Across Lake Kawana, the College forms part of the vibrant and innovative

health and business precinct including the soon to be built Sunshine Coast University

Hospital which will employ up to 3500 people in allied health and ancillary services.

Close partnerships with this precinct, the University of the Sunshine Coast and

Education Queensland International mean that academic pathways and international

perspectives are abundant at Kawana Waters State College. Kawana Waters State

College and on-site Kindergarten strive to make …

How to edit and save your amended report

Individual Curriculum PlansC o unt o f students with an IC P in o ne o r mo re learning areas, Semester 1 2018

IC P T ype Prep 1 2 3 4 5 6 7 8 9 10 Total

Highly Individualised Currriculum 2 1 1 4

Different Year Level — Partial 1 3 2 5 5 1 17

Different Year Level (Below) 3 4 1 8

Different Year Level (Above) 2 2 4

TOTAL 2 2 6 4 6 5 4 1 2 1 33

Data is drawn from the Semester 1 2018 academic reports generated through the OneSchool platform.

Students with an ICP across mult iple learning areas have been only counted once, using the following priority order:

Highly Individualised Curriculum > Dif ferent Year Level — Part ial > Dif ferent Year Level (Below) > Dif ferent Year Level (Above).

Note: For data summary purposes only, the ICP category Dif ferent Year Level (DYL) dist inguishes between those students who are being provided with

curriculum above enrolled year level - DYL (Above) and those students being provided with curriculum below enrolled year level DYL (Below).

ONESCHOOL HANDBOOK

SUPPORT RESOURCES

FEEDBACK

ENGAGEMENT In Confidence - Not for Distribution

Page 2 of 8

Attendance Rate Range (Semester 1)

Class Sizes

Proportion of classes achieving class size targets (%)

Avg Class Size

School State Target (%)

2018 24.1 22.2 100.0

2017 23.4 22.2 91.7

2016 24.7 22.4 81.8

2015 24.0 22.6 83.3

2018 26.6 24.9 100.0

2017 27.9 25.0 85.7

2016 26.3 25.1 100.0

2015 27.5 25.3 87.5

2018 22.5 22.5 94.2

2017 22.1 22.3 96.5

2016 21.5 22.2 94.2

2015 21.6 22.5 98.2

2018 17.8 17.0 94.3

2017 19.2 18.1 91.3

2016 18.7 18.1 91.4

2015 18.3 18.3 90.6

The average class size is calculated by dividing the sum of student teacher ratio (STR) by the class

count. Classes are measured against the target of 25 students per teacher in Prep Year to Year 3 and

Years 11 to 12, and target of 28 students per teacher in Years 4 to 10.

Year

Levels

On/Under

Target (%) Year

Year 11

to

Year 12

Year 7

to

Year 10

Year 4

to

Year 6

Prep to

Year 3

64

50

45

25

88

14

88

25

86

93

90

94

90

91

91

87

36

42

36

58

13

71

13

63

9

3

4

4

4

4

8

18

17

14

13

6

3

6

6

9

9

9

Under On Over

N

1,636

1,680

1,623

1,604

1,499

61 72 85 83 72 71 74 69 65 62

1364 1407 1472 1455 1455 1452 1522 1487 1519 1516

200

400

600

800

1000

1200

1400

1600

1800

Feb Aug Feb Aug Feb Aug Feb Aug Feb Aug

2014 2014 2015 2015 2016 2016 2017 2017 2018 2018

Num

ber

of F

ull-T

ime S

tudents

Indigenous Non-Indigenous

Slope of Regression Line

Positive Negative Zero (flat)

School u lowest point/s in

State * School time series

* State 'P-10/P-12' Schools

School Disciplinary Absences (SDAs)

Count of SDA Incidents Rate per Term per 1000

School School State*

2014^ 2015^ 2016 2017 2018s1 2013 - 2017 2017

Short 186 185 158 260 159 34.4 41.3 40.2

Long 8 3 5 7 2 3.7 1.1 1.7

Excl # 3 3 3 9 4 1.3 1.4 0.7

Cancel 11 1 0 5 2 1.1 0.8 0.7

Charge 0 0 0 0 0 0.0 0.0

Incident

Type

Rate per Term per 1000: Average number of SDA incidents per 1000 students per Term for the

reporting period. # 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. ^ 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.

Education Adjustment Program (EAP) Profile Data SummaryAwaiting Student Count by Year Level (this school)- current verification & profile eligibility School State

Major EAP Category Verification Pre-Prep Prep 1 2 3 4 5 6 7 8 9 10 11 12 Total Avg Avg

Autism Spectrum Disorder (ASD) 5 2 1 2 2 1 2 4 6 4 10 2 1 37 84.6 76.6

Hearing Impairment (HI) 1 1 1 1 4 66.3 70.2

Intellectual Disability (ID) 1 1 2 1 1 4 1 2 1 13 103.5 104.6

Physical Impairment (PI) 1 2 1 4 81.0 80.4

Speech-Language Impairment (SLI) 1 2 4 6 89.3 78.6

Vision Impairment (VI) 1 1 96.0 90.5

TOTAL 7 0 1 2 3 2 4 4 3 15 7 5 14 3 2 65 87.6 85.4

Data current as at 02/10/18 School Avg = School EAP profile average score; State Avg = State EAP profile average score

The above data includes only students with an enrolment status of 'Active'. Caution should be used when interpreting results where small numbers are involved.

Enrolment, Attendance Rates, Continuity

Enrolment (n) Attendance (%) Attendance <85% (%) Entered Feb-Nov (n) Exited Feb-Nov (n)

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017

1479 1538 1523 1556 1578 89.7 91.4 92.1 92.0 92.0 21.2 17.3 15.2 17.4 14.1 141 161 98 134 116 133 116 123 156 159

72 83 71 69 62 89.2 89.3 89.2 88.3 87.3 25.7 17.0 30.0 26.6 30.3 5 8 6 10 0 13 7 7 7 10

All

Stu

den

ts

Ind

igen

ou

s

Stu

den

ts

English as an Additional Language / Dialect

Year Lvl Early Middle Year Lvl Early Middle Year Lvl Early Middle

Prep Year 5 1 Year 10

Year 1 Year 6 Year 11

Year 2 Year 7 Year 12

Year 3 Year 8 Other

Year 4 Year 9 TOTAL 0 1

Count of Students Requiring Support* by Phase and Year Level, 2017-18

Year Lvl = Current Year Level; Early Phase = Prep to Year 3; Middle Phase = Years 4 to 12.

Support* = Assessed as requiring at least some support to access the curriculum → for Prep to Year 2, level

5 and below (Listening, Speaking) or level 4 and below (Reading, Writing); for Years 3 to 12, level 5 and

below. Data as at 02/10/18.

State Comparison

Upper Quartile

Mid-Upper Quartile

Mid-Lower Quartile

Lower Quartile

Attendance Line Chart Legends - colour based on slope of regression line: positive, negative, zero (flat)

State 'P-10/P-12' Schools Attendance % - School Attendance <85% - School

Positive Negative Zero (flat) Positive Negative Zero (flat) Positive Negative Zero (flat)

YL 2016 2017 2018 2014-18 2016 2017 2018 2014-18 2016 2017 2018 2014-18 2015 2016 2017 2013-17 2015 2016 2017 2013-17

PY 52 80 61 93.8 93.5 93.1 7.4 8.8 9.7 4 3 8 5 4 7

01 67 54 77 93.8 92.0 92.6 11.3 22.2 11.3 6 7 7 3 8 2

02 79 67 58 92.7 92.7 92.4 12.5 14.3 12.7 5 4 3 4 6 5

03 67 80 68 93.6 91.9 92.1 1.4 20.9 9.9 3 5 7 7 4 3

04 65 67 79 94.3 92.3 92.4 8.1 18.4 13.9 2 3 2 7 8 2

05 72 70 72 94.3 92.1 92.3 8.5 22.4 12.7 5 7 7 2 2 1

06 89 73 74 93.9 92.0 91.0 7.5 19.0 17.1 7 7 4 6 3 5

07 162 199 213 93.7 94.0 93.5 12.4 13.5 7.9 13 11 12 4 10 8

08 199 169 207 91.7 92.1 92.7 17.4 16.6 12.7 4 15 4 5 9 10

09 113 210 172 90.3 89.0 88.3 17.9 23.5 26.9 13 8 20 14 7 21

10 206 121 206 90.2 89.6 91.2 21.4 22.0 18.0 16 26 13 19 23 12

11 221 204 140 91.7 92.9 93.0 16.7 11.8 13.7 20 38 26 28 39 33

12 131 162 151 90.4 92.5 92.8 24.6 16.7 9.8 0 0 3 19 33 50

PY 3 7 6 88.8 88.5 94.8 50.0 12.5 16.7 1 0 0 1 1 2

01 7 2 5 88.4 92.0 86.9 25.0 0.0 40.0 0 0 0 0 1 1

02 4 8 2 95.3 87.9 92.5 0.0 33.3 0.0 0 1 0 0 0 1

03 3 4 6 91.5 85.8 84.1 0.0 40.0 42.9 0 0 0 1 1 1

04 4 0 4 95.7 0.0 92.8 0.0 100.0 25.0 0 0 0 0 0 0

05 1 3 1 93.6 92.4 0.0 25.0 0 1 0 1 0 0

06 8 1 3 89.7 88.3 89.4 25.0 50.0 50.0 0 1 0 0 0 0

07 6 9 7 93.5 90.9 83.3 16.7 22.2 33.3 2 2 0 1 0 1

08 10 6 8 87.3 89.2 90.9 30.0 16.7 25.0 1 2 0 0 0 0

09 5 10 4 85.5 85.5 79.6 42.9 27.3 60.0 0 2 0 0 0 1

10 8 6 8 84.6 84.1 82.1 50.0 28.6 20.0 2 0 0 0 1 1

11 9 6 4 90.8 85.9 94.2 22.2 33.3 20.0 0 1 0 3 2 1

12 3 7 4 85.8 94.2 86.9 66.7 14.3 33.3 0 0 0 0 1 1

Pre-Prep (0P) in Indigenous communities is a part-time, early years education program targeting 3 to 4 year olds living in 35 Aboriginal and Torres Strait Islander communities. 0P figures may include eKindy.

Only full-time students are included in the above Enrolment figures for all year levels except Pre-Prep. N Entered/Exited Feb-Nov is the number of students that entered/exited the school during that period.

Students not assigned to a valid year level will be included in the ‘All Students’ rows, but not represented in the individual Year Level rows; therefore the ‘All Students’ values may not equal the sum of the

Year Level values. Where applicable, Continuing Junior (CJ) students are included in the above Year 10 column, and Continuing Senior (CS) students are included in the above Year 12 column.

Attendance figures are for Semester 1.

Enrolment data is based on the Census collection.

Ind

igen

ou

sA

ll S

tud

en

ts

Enrolment Full-Time Counts (excludes pre-prep)

While students of unknown indigenous status are included in the "All Student" enrolment

(in the accompanying table to the left), they are not included in the above enrolment chart.

NCCD on school students with disability

Proportion (%) of Students by Adjustment Level and Disability Category, 2018

Adjustment Level School QSS Disability Category School QSS

Not identified in NCCD 72.7 82.1 Not identified in NCCD 72.7 82.1

Support within QDTP 8.5 6.2 Cognitive 15.7 10.3

Supplementary 12.0 6.3 Physical 2.0 1.3

Substantial 5.0 3.7 Sensory 1.4 1.0

Extensive 1.8 1.7 Social 8.2 5.3

NCCD = Nationally Consistent Collection of Data; QSS = Queensland State Schools

Support within QDTP = Support provided within Quality Differentiated Teaching Practice

23.0

22.0

21.3

21.5

23.5

21.2

17.3

15.2

17.4

14.1

12.7

13.1

12.3

12.6

13.4

14.1

11.9

11.2

10.6

12.2

24.9

25.7

24.8

24.3

24.3

27.3

26.6

27.2

25.7

25.6

39.4

39.3

41.6

41.7

38.8

37.4

44.1

46.4

46.4

48.0

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

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Sta

te 'P

-10

/P-1

2'

Sch

oo

lsT

his

School

Proportion of Students

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

Individual Curriculum PlansCount of students with an ICP in one or more learning areas, Semester 1 2018

ICP Type Prep 1 2 3 4 5 6 7 8 9 10 Total

Highly Individualised Currriculum

Different Year Level — Partial 1 2 3 2 5 7 3 6 29

Different Year Level (Below)

Different Year Level (Above)

TOTAL 1 2 3 2 5 7 3 6 29

Data is drawn from the Semester 1 2018 academic reports generated through the OneSchool platform.

Students with an ICP across multiple learning areas have been only counted once, using the following priority order:

Highly Individualised Curriculum > Different Year Level — Partial > Different Year Level (Below) > Different Year Level (Above).

Note: For data summary purposes only, the ICP category Different Year Level (DYL) distinguishes between those students who are being provided with curriculum

above enrolled year level - DYL (Above) and those students being provided with curriculum below enrolled year level DYL (Below).

ACHIEVEMENT: Learning Area Results In Confidence - Not for Distribution

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Report Card scale distributions for Achievement, Effort and Behaviour - % of student results in English, Mathematics and Science Learning Areas

ENGLISH MATHEMATICS SCIENCE C_orHigher_English

2014 S1 to 2018 S1 2017 Sem 2 2018 Sem 1 2014 S1 to 2018 S1 2017 Sem 2 2018 Sem 1 2014 S1 to 2018 S1 2017 Sem 2 2018 Sem 1 Match C↑

%WW or Higher %AP %MC %WW %EX %BA NR %AP %MC %WW %EX %BA NR N %WW or Higher %AP %MC %WW %EX %BA NR %AP %MC %WW %EX %BA NR N %WW or Higher %AP %MC %WW %EX %BA NR %AP %MC %WW %EX %BA NR N

Prep 62.0 75.0 0 0 60 88.6 93.3 0 0 60 83.3 93.2 0 1 59

%C or Higher %A %B %C %D %E NR %A %B %C %D %E NR N %C or Higher %A %B %C %D %E NR %A %B %C %D %E NR N %C or Higher %A %B %C %D %E NR %A %B %C %D %E NR N

01 74.1 69.7 0 0 76 83.3 85.5 0 0 76 94.2 98.7 0 0 76

02 51.6 79.2 0 0 53 69.4 90.6 0 0 53 90.3 96.3 0 0 54

03 66.2 86.8 0 0 68 63.5 88.2 1 0 68 77.0 88.6 0 0 70

04 71.8 80.8 0 0 73 72.5 86.5 0 0 74 82.3 86.8 0 0 76

05 78.7 91.0 0 0 67 72.1 85.1 0 0 67 83.6 91.3 0 0 69

06 87.4 91.0 0 1 67 83.9 97.1 0 1 68 93.0 94.4 0 1 72

07 89.8 94.6 0 0 204 78.0 95.1 1 0 203 89.8 90.1 1 0 203

08 91.7 87.1 1 0 202 86.0 91.5 1 0 201 91.6 92.1 1 0 202

09 88.5 80.6 2 0 170 95.3 81.3 2 0 176 89.5 80.8 3 0 167

10 86.9 86.8 5 3 228 87.2 72.4 4 0 228 78.6 72.6 1 1 179

01 98.2 96.1 76 96.4 96.1 76 98.1 94.7 76

02 83.9 92.5 53 95.2 94.3 53 95.2 94.4 54

03 95.9 95.6 68 98.6 94.1 68 100.0 97.1 70

04 89.9 95.9 73 90.0 95.9 74 92.4 97.4 76

05 93.4 92.5 67 90.2 95.5 67 95.1 95.7 69

06 96.6 98.5 67 95.4 97.1 68 95.3 98.6 72

07 94.9 94.6 204 89.8 94.1 203 98.3 98.0 203

08 91.2 93.6 202 88.9 94.5 201 87.9 94.1 202

09 89.1 81.8 170 94.8 72.2 176 87.6 86.2 167

10 86.3 85.7 231 90.9 83.3 228 92.1 89.4 180

01 100.0 93.4 76 100.0 93.4 76 100.0 93.4 76

02 87.1 88.7 53 87.1 88.7 53 87.1 88.9 54

03 90.5 98.5 68 90.5 98.5 68 90.5 97.1 70

04 90.0 95.9 73 90.0 95.9 74 90.0 96.1 76

05 90.2 92.5 67 90.2 92.5 67 90.2 92.8 69

06 92.0 92.6 68 92.0 92.8 69 92.0 91.8 73

07 89.8 99.0 204 89.8 94.1 203 89.8 98.5 203

08 91.2 96.5 202 93.3 99.5 201 91.8 97.5 202

09 90.2 91.2 170 99.0 88.1 176 92.8 98.8 167

10 95.6 95.7 231 99.4 91.2 228 97.8 98.3 180

Data current as at 06/08/18. The most recent value is shown to the right of its respective line chart; the beginning value is shown to the left of its respective line chart. NR is the count of 'Not Rated' student results; these are excluded from the percentage calculations. N is the count of 'Rated' student results.

All student results within Learning Areas; English, Mathematics and Science are included. Where multiple subjects are timetabled in a Learning Area, results from these subjects have been aggregated. Students assessed at a different age cohort from their peers are excluded.

Where applicable, Continuing Junior (CJ) students are included in the above Year 10 data.

AP = Applying; MC = Making Connections

WW = Working With; EX = Exploring;

BA = Becoming Aware

The following Kawana Waters State College reporting periods were used to populate this data: Semester 1 2018; Semester 2 2017; Semester 1 2017; Semester 2 2016; Semester 1, 2016; Semester 2, 2015;

Semester 1, 2015; Semester 2, 2014; Semester 1, 2014

Prep Achievement Scale:

Yr

Lvl

AC

HIE

VE

ME

NT

EF

FO

RT

BE

HA

VIO

UR

Line Chart Legend:

Slope of Regression Line

Positive Negative Zero (flat)

School

State *

u highest point/s in School time series

* Queensland State Schools

ACHIEVEMENT: National Assessment Program – Literacy and Numeracy (NAPLAN) NAPLAN 2018 data is preliminary. In Confidence - Not for Distribution

Legend:

Page 4 of 8

18

9

9

15

14

13

17

14

14

11

16

16

7

17

26

20

64

65

73

47

62

63

62

60

62

61

53

67

65

55

54

60

44

24

23

25

23

24

25

36

37

27

18

9

18

17

18

20

1

1

2

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

12

17

13

10

14

17

11

13

8

10

23

23

22

23

19

20

57

83

57

72

66

60

75

68

64

62

74

75

64

61

72

60

27

22

31

6

11

12

15

13

15

12

13

17

21

21

21

20

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

17

10

10

8

10

14

10

10

3

4

14

1

8

20

20

20

61

73

73

71

76

57

76

59

57

60

71

79

70

56

67

60

23

27

33

31

26

42

25

18

10

17

16

13

17

16

19

20

1

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

18

16

15

8

8

13

13

14

17

14

10

11

11

3

16

10

17

8

15

23

27

22

26

22

20

20

19

21

21

19

20

57

64

61

59

58

66

62

76

62

78

60

63

57

58

59

62

61

60

65

63

74

53

71

59

68

72

54

67

63

63

60

26

24

30

27

23

23

25

31

36

26

27

25

18

18

14

12

16

10

16

16

16

15

16

17

18

21

19

21

20

21

20

2

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

Effect Size Gain (Relative to the Nation)Effect Size Gain (new methodology) Student Count

2014-2016 2015-2017 2016-2018 2016-2018 MATCHThis

School

Qld State

Schools

This

School

Qld State

Schools

This

School

Qld State

Schools

Test 1

School

Test 2

School

03-05 R 0.14 0.10 0.09 0.05 0.19 0.03 61 63

03-05 W 0.18 0.06 -0.13 -0.02 0.05 -0.03 60 63

03-05 S 0.43 0.04 0.22 0.10 0.37 0.05 61 63

03-05 G&P 0.47 0.08 0.49 -0.02 0.17 -0.02 61 63

03-05 N 0.26 0.05 0.13 0.02 0.14 -0.04 61 60

05-07 R -0.06 0.00 0.34 -0.06 0.34 -0.09 61 175

05-07 W -0.19 -0.04 0.17 -0.10 0.25 -0.13 59 176

05-07 S 0.03 0.04 0.28 0.04 0.33 0.02 59 178

05-07 G&P 0.21 -0.02 0.40 -0.06 0.27 -0.10 59 178

05-07 N 0.18 -0.02 0.15 -0.04 0.22 -0.08 61 173

07-09 R 0.15 -0.05 0.26 -0.05 0.03 -0.05 141 124

07-09 W 0.04 -0.12 -0.21 -0.12 -0.03 -0.11 143 127

07-09 S -0.11 0.03 0.03 -0.01 0.06 0.02 143 129

07-09 G&P 0.22 0.01 0.36 0.06 0.33 0.04 143 129

07-09 N -0.02 -0.08 0.09 -0.03 -0.03 -0.03 139 126

Effect Size Gain: How much the school/state has gained in performance against the nation

expressed in Standard Deviation units. Positive numbers indicate that the school/state has

gained more than the nation. Negative numbers indicate that the school/state has gained

less than the nation. Based on the whole cohort enrolled at the school for each test occasion.

Year

LevelsStrand

Mapping School Achievement and Improvement - most recent comparison

7R 9GP 5R 7N 9N

3W 5W 5R 5S 5N 9S 7W 7R 7GP 7N

9GP 5W 5S 3N 7W 7GP 7N 3R 3N 5W 5S 5N 7R 7W 7S 7GP

3R 3S 3N 9W 5GP 9R 7S 9N 3W 9W 5R 5GP 9R 9S 3W 5GP 9W 9R 9S 9GP

3GP 3R 3GP 3S 5N 7S 9N 3S 3GP

Mapping School Achievement and Improvement - long term comparison

7W 7S 7R 7GP 7N

9GP 7W 7S 9R 9N 7GP 7N 7R 9GP 3N 5R 9R 9S

7R 7W 7S 7GP

7N 9GP 9N

9W 5R 5GP 9R 9S 9N 9W 3S 5GP 9S 3W 5GP 9W 5W 5S 5N

3R 3W 3S 3GP

3N 5W 5S 5N 3W 3GP 5W 5R 3R 3GP

3R 5S 3N 5N 3S

MSS U2B NMS

Imp

rov

em

en

t (2

01

7-2

01

8)

Imp

rov

em

en

t (2

01

7-2

01

8)

Imp

rov

em

en

t (2

01

7-2

01

8)

Achievement (2018)

Achievement (2018) Achievement (2018) Achievement (2018)

MSS U2B NMS

Imp

rov

em

en

t (2

00

8-2

01

8)

Imp

rov

em

en

t (2

00

8-2

01

8)

Imp

rov

em

en

t (2

00

8-2

01

8)

Achievement (2018) Achievement (2018)

Statistically

below Nation

Statistically

above Nation

Achievement (current year)

Numerically below Nation Numerically at/above Nation

Imp

rove

me

nt

less t

ha

n

Na

tio

n

Imp

rove

me

nt

sa

me

/gre

ate

r

tha

n N

atio

n

Statistically

similar to Nation

Imp

rovem

en

t (c

om

p. years

)

Similar Queensland State Schools (SQSS) Legend: A Above SQSS S Similar to SQSS B Below SQSS

Student Relative Gain - All Strands

2014-2016 Student Relative Gain 2015-2017 Student Relative Gain 2016-2018 Student Relative GainEffect

Size Matched Students enrolled at the School for Test 2 Matched Students enrolled at the School for Test 2 Matched Students enrolled at the School for Test 2

N% at Same School

for Both TestsSQSS N

% at Same School

for Both TestsSQSS N

% at Same School

for Both TestsSQSS

03-05 R 49 77.6 S 03-05 R 55 81.8 S 03-05 R 53 83.0 S

03-05 W 48 77.1 S 03-05 W 54 81.5 B 03-05 W 52 82.7 S

03-05 S 48 77.1 A 03-05 S 55 80.0 S 03-05 S 53 83.0 S

03-05 G&P 48 77.1 S 03-05 G&P 55 80.0 A 03-05 G&P 53 83.0 S

03-05 N 50 78.0 S 03-05 N 55 80.0 S 03-05 N 50 82.0 B

05-07 R 104 31.7 S 05-07 R 136 39.0 S 05-07 R 144 30.6 S

05-07 W 108 32.4 S 05-07 W 138 39.1 S 05-07 W 143 29.4 S

05-07 S 110 31.8 S 05-07 S 138 38.4 S 05-07 S 146 30.1 S

05-07 G&P 110 31.8 A 05-07 G&P 138 38.4 S 05-07 G&P 146 30.1 S

05-07 N 104 30.8 A 05-07 N 136 39.7 S 05-07 N 143 30.8 S

07-09 R 72 47.2 A 07-09 R 133 91.7 A 07-09 R 99 91.9 S

07-09 W 72 47.2 S 07-09 W 129 92.2 S 07-09 W 101 92.1 S

07-09 S 73 46.6 S 07-09 S 129 92.2 S 07-09 S 103 91.3 B

07-09 G&P 73 46.6 A 07-09 G&P 129 92.2 A 07-09 G&P 103 91.3 A

07-09 N 72 47.2 S 07-09 N 125 91.2 S 07-09 N 98 91.8 S

State Schooling Typically State Schooling Typically State Schooling Typically

with Lower gains to peers (typically 20% of State Schooling) with Higher gains than peers (typically 20% of State Schooling)

with Similar gains to peers (typically 60% of State Schooling) who cannot be compared to peers ('not calculable')

% with Lower / Similar / Higher Gains

than State Schooling Peers

Student Relative Gain gives results based on students' gain relative to that of

all other Qld State School students with the same starting score at test 1

(peers).

Percentage of Students

Strand

Percentage of Students

% with Lower / Similar / Higher Gains

than State Schooling Peers

Percentage of Students

Year

LevelsStrand

Year

LevelsStrand

Year

Levels% with Lower / Similar / Higher Gains

than State Schooling Peers

# <= 18%

# >= 22%

# >= 22%

# <= 18%

Student Relative Gain - Reading & NumeracyStudent Relative Gain - Reading & Numeracy Summary

Matched Students enrolled at the School for Test 2

N% at Same School

for Both Tests

03-05 Reading 2016-18 53 83.0

2015-17 55 81.8

2014-16 49 77.6

2013-15 59 74.6

2012-14 38 71.1

Numeracy 2016-18 50 82.0

2015-17 55 80.0

2014-16 50 78.0

2013-15 60 76.7

2012-14 40 70.0

05-07 Reading 2016-18 144 30.6

2015-17 136 39.0

2014-16 104 31.7

2013-15 134 39.6

2012-14 37 62.2

Numeracy 2016-18 143 30.8

2015-17 136 39.7

2014-16 104 30.8

2013-15 134 41.0

2012-14 38 63.2

07-09 Reading 2016-18 99 91.9

2015-17 133 91.7

2014-16 72 47.2

2013-15 130 36.2

2012-14 116 35.3

Numeracy 2016-18 98 91.8

2015-17 125 91.2

2014-16 72 47.2

2013-15 128 35.9

2012-14 112 34.8

State Schooling Typically

Percentage of Students

Years % with Lower / Similar / Higher Gains

than State Schooling Peers

StrandYear

Levels

ACHIEVEMENT (Continued): National Assessment Program – Literacy and Numeracy (NAPLAN) NAPLAN 2018 data is preliminary. In Confidence - Not for Distribution

Different methodologies are used to determine ICSEA and MSS Percentiles. Perfect correlations between these measures should not be expected.

Page 5 of 8

Line Chart Legend

Slope of Regression Line

Positive Negative Zero (flat)

School

Nation

u highest point/s in School time series

Achievement Colour Legend Improvement Colour Legend MSS %ile Colour Legend MySchool Legend SQSS Legend

# Statistically below the Nation 1 Improvement relative to Nation is below the negative threshold; or zero for both tests Upper Quartile (Quartile 4) W Withheld A Above...

# Statistically similar to the Nation; numerically below the Nation 2 Improvement relative to Nation is between the negative threshold and zero Mid Upper Quartile (Quartile 3) SA Substantially Above... S Similar To...

# Statistically similar to the Nation; numerically equal to or above the Nation 3 Improvement relative to Nation is between zero and the positive threshold Mid Lower Quartile (Quartile 2) A Above... B Below...

# Statistically above the Nation 4 Improvement relative to Nation is above the positive threshold; or no room for improvement Lower Quartile (Quartile 1) CT Close To...

B Below...

SB Substantially Below... * Writing results from 2011 cannot be compared to previous years.

QSS = Queensland State schools

SQSS = School compared to Similar Queensland State Schools

* 'Improvement relative to Nation' = School Improvement - Nation Improvement

'Improvement relative to Nation' is blank where there is no room for improvement

(e.g. NMS = 100% for current year) or where achievement for both years (tests 1 & 2) is zero.

MSS %ile = National MSS Percentile

... the Nation / Similar Schools in the Nation

... Similar Queensland

State Schools

MSS Summary Counts: 2018 Achievement: 7 6 3 4 2017-18 Improvement: 1 8 11 0 2008-18 Improvement: 0 8 6 6

U2B Summary Counts: 2018 Achievement: 6 10 2 2 2017-18 Improvement: 6 6 6 2 2008-18 Improvement: 4 4 4 8 NMS Summary Counts: 2018 Achievement: 0 6 7 7 2017-18 Improvement: 2 6 9 3 2008-18 Improvement: 1 2 6 11

% Upper Two Bands (U2B) - Achievement U2B Improvement Relative to Nation i 3 % At or Above National Minimum Standard (NMS) - Achievement NMS Improvement Relative to Nation

This School Nation QSS SQSS This School Qld State Schools This School Nation QSS This School Qld State Schools

2008 2015 2016 2017 2018 2008 - 18 2008 2017 2018 2018 2016 2017 2018 2017-18 2008-18 2017-18 2008-18 2008 2015 2016 2017 2018 2008 - 18 2008 2017 2018 2018 2017-18 2008-18 2017-18 2008-18

R 34.8 31.3 35.5 45.2 34.4 39.5 51.6 53.1 50.5 B S B -12.3 -14.0 5.4 10.6 R 93.5 94.0 96.8 94.5 95.3 92.1 94.9 95.6 94.4 0.1 -1.7 0.5 5.6

W* 37.0 31.8 42.6 31.5 28.1 44.6 44.6 42.0 37.2 S B B -0.8 -6.2 2.3 8.6 W* 91.3 95.5 96.7 97.3 93.8 95.4 95.5 94.4 93.3 -2.4 3.4 -0.7 5.0

S 19.6 22.4 37.1 41.1 35.4 37.5 45.6 46.6 45.1 B S B -6.7 6.7 0.7 16.9 S 93.5 94.0 88.7 97.3 89.2 92.5 93.4 94.1 91.3 -8.7 -5.8 -3.0 2.8

GP 21.7 31.3 43.5 53.4 30.8 40.5 55.5 53.7 46.2 S B B -20.9 -4.2 -7.8 11.8 GP 91.3 86.6 98.4 94.5 89.2 91.7 94.4 94.5 93.2 -5.4 -4.9 2.0 4.2

N 32.6 20.9 29.0 27.8 28.6 33.5 39.8 39.4 36.0 S B B 1.2 -9.9 1.7 12.8 N 91.3 100.0 93.5 97.2 98.4 95.0 95.4 95.7 95.7 0.9 6.4 1.5 6.1

R 23.2 21.9 29.0 28.6 28.6 27.4 37.0 38.5 34.4 B B B -1.5 -5.7 -1.5 4.9 R 87.0 94.5 91.9 96.8 100.0 91.0 93.9 94.8 92.6 -0.9 6.9

W* 22.1 13.3 5.0 3.2 4.8 26.2 15.8 13.8 9.9 B B S 3.6 -4.9 0.5 5.9 W* 91.2 94.7 93.3 90.5 92.1 92.6 91.7 89.9 83.1 3.4 3.6 -1.0 -0.4

S 29.0 25.7 16.7 20.6 22.2 25.8 34.3 34.6 28.8 B B B 1.3 -15.6 -0.2 3.4 S 89.9 93.2 95.0 93.7 96.8 91.7 93.8 94.4 93.2 2.6 4.3 1.1 5.7

GP 24.6 25.7 31.7 33.3 31.7 33.3 34.4 35.9 32.3 S S S -3.1 4.5 1.1 8.7 GP 87.0 89.2 96.7 92.1 92.1 91.9 92.3 93.5 90.2 -1.2 3.5 -0.9 2.9

N 26.1 25.3 17.7 25.0 16.7 20.6 27.9 27.7 24.2 S S B -8.1 -16.5 -0.2 5.7 N 91.3 98.7 98.4 93.8 98.3 92.7 95.4 95.6 95.0 4.4 4.1 0.3 4.5

R 12.3 23.4 23.4 31.9 35.4 24.6 29.0 26.7 22.5 S S A 5.8 21.0 3.2 2.1 R 93.2 97.4 95.7 95.1 98.9 94.2 94.0 94.0 92.0 3.8 5.9 1.6 0.8

W* 12.2 14.4 9.8 14.5 12.5 24.7 16.5 13.5 9.7 S S S 1.0 11.5 -0.6 0.6 W* 83.8 94.8 92.3 93.4 93.8 91.8 87.9 86.9 81.6 1.4 14.9 0.4 -1.0

S 8.1 29.4 26.6 40.1 28.7 26.9 32.9 30.5 27.0 S S S -9.1 16.9 -1.2 1.7 S 93.2 93.5 96.5 98.2 98.9 92.5 93.1 92.7 89.8 1.1 5.4 -1.1 1.2

GP 10.8 22.2 28.7 27.5 29.2 22.5 28.8 29.0 23.8 S S S 1.5 11.9 1.1 -1.7 GP 86.5 94.1 96.5 97.0 97.2 91.6 92.2 92.1 88.5 0.3 10.2 1.8 1.4

N 12.7 19.9 28.1 35.4 34.1 28.9 33.1 29.0 21.3 S S A 2.8 21.3 0.6 -2.3 N 95.8 100.0 98.6 98.2 100.0 95.4 95.4 95.5 94.6 0.2 0.2

R 9.4 12.7 19.8 21.0 20.2 20.0 21.0 20.7 17.5 S S S -0.5 10.1 2.6 4.9 R 89.2 96.8 98.9 97.5 96.0 92.9 91.7 93.4 88.1 -3.3 6.3 -0.7 -0.2

W* 8.7 10.1 7.6 13.8 5.5 20.8 15.4 11.7 7.0 S S S -4.6 6.0 -0.2 2.7 W* 81.3 79.2 89.1 78.0 74.0 87.2 81.6 79.5 66.4 -1.9 0.5 -0.8 -7.1

S 16.8 21.7 15.2 20.5 19.4 21.3 22.2 23.8 19.8 S B B -2.7 0.1 -2.3 0.4 S 84.1 92.5 96.7 96.9 93.0 89.8 90.5 90.3 85.9 -3.7 8.4 -2.7 2.1

GP 8.2 14.9 21.7 26.1 34.1 17.4 19.0 20.1 22.5 S S A 6.9 23.2 2.3 7.5 GP 86.1 91.3 100.0 96.3 96.9 89.9 89.4 91.4 87.0 -1.4 9.3 0.0 4.3

N 7.9 14.8 18.7 24.3 19.8 22.1 24.0 25.7 18.7 S S B -6.2 8.4 1.2 3.4 N 88.2 98.7 100.0 99.3 100.0 93.6 95.8 95.5 93.6 -1.9 1.7

Year

3Y

ear

5Y

ear

7Y

ear

9

Year

3Y

ear

5Y

ear

7Y

ear

9

Mean Scale Score (MSS) - Achievement MSS Improvement Relative to Nation

This School Nation QSS SQSS This School Qld State Schools

2008 2015 2016 2017 2018 2008 - 18 2008 2017 2018 2018 2016 2017 2018 2017-18 2008-18 2017-18 2008-18 2018

R 379.2 402.8 405.7 411.8 400.4 400.5 431.3 433.8 426.9 S S B -14.0 -12.1 3.0 29.5 34

W* 405.6 394.6 402.6 388.1 384.1 414.2 413.6 407.2 392.5 S S S 2.3 -14.5 1.1 13.9 37

S 377.9 369.1 381.6 402.9 392.5 399.5 416.1 417.8 409.3 B S S -12.1 -3.7 0.5 30.5 38

GP 375.6 394.7 412.5 435.8 398.8 403.2 439.2 431.7 427.5 S S B -29.5 -5.3 2.4 36.3 36

N 389.0 375.5 379.6 395.9 388.3 396.9 409.4 407.7 396.3 S S S -5.9 -11.6 -1.0 23.4 39

R 468.6 484.2 490.1 490.0 503.6 484.4 505.7 509.0 500.8 S S S 10.3 10.4 -0.2 17.7 47

W* 483.5 466.1 458.6 442.2 449.9 486.5 472.5 464.6 447.1 S S S 15.5 -11.7 -0.7 6.8 41

S 477.8 483.5 473.8 476.6 490.8 483.8 500.8 502.5 493.5 S S S 12.4 -5.7 -0.4 18.0 44

GP 478.6 480.9 500.7 500.1 493.0 496.2 499.3 503.6 496.6 S S S -11.4 6.9 0.8 20.1 44

N 482.6 492.4 489.5 479.7 481.0 475.9 493.8 494.2 483.2 S S S 0.9 -19.9 -3.5 12.5 42

R 503.6 531.2 529.7 553.8 553.1 536.5 544.7 541.5 528.6 S S S 2.6 44.5 0.6 3.1 57

W* 485.1 513.9 501.0 514.2 506.9 533.7 512.9 505.3 482.1 S S S 0.3 50.2 -1.1 -4.8 51

S 506.5 541.7 537.2 555.2 550.5 538.7 549.5 545.2 535.8 S S S -0.3 37.5 1.0 7.6 53

GP 489.7 536.0 543.5 548.8 560.0 529.0 541.5 543.9 533.3 S S S 8.8 55.3 2.0 7.1 59

N 511.7 540.0 552.4 564.8 560.1 545.0 553.9 548.2 533.2 S S S 1.0 45.1 -1.7 -1.8 57

R 566.0 568.6 585.6 583.5 574.4 578.0 580.9 583.8 569.4 S S S -12.0 2.6 1.4 7.4 44

W* 539.5 532.8 547.5 537.6 525.4 569.4 552.0 542.3 512.1 S S S -2.5 13.0 -0.8 -2.1 42

S 565.4 581.8 576.5 578.7 582.2 576.9 581.4 583.3 574.6 S S S 1.5 10.4 1.8 9.7 49

GP 554.8 569.2 594.5 593.9 606.1 569.1 573.6 580.1 571.7 A S S 5.7 40.3 -0.1 9.4 65

N 553.9 582.5 587.7 594.8 596.5 582.2 591.9 595.6 580.9 S S S -2.0 29.2 -0.8 8.6 50

MSS

%ile

Year

3Y

ear

5Y

ear

7Y

ear

9

ACARA (MySchool) Mean Performance against

Nation - All Schools Nation - Similar Schools

2008 2014 2015 2016 2017 2008 2014 2015 2016 2017

R B B B B B CT CT CT CT CT

W* CT B B B B CT B B B B

S B SB B B CT CT B B B CT

GP B B B B CT CT B B CT CT

N CT B B B CT CT B CT CT CT

R CT CT CT CT B CT CT CT CT CT

W* CT CT CT B B CT CT CT CT B

S CT CT CT B B CT CT CT CT B

GP B CT B CT CT CT CT CT CT CT

N CT CT CT CT B A CT CT CT CT

R B CT B CT CT B CT CT CT A

W* SB CT CT CT CT B CT CT CT CT

S B CT CT CT CT B A CT CT A

GP SB CT CT CT CT B A CT CT A

N B CT CT CT CT B CT CT CT A

R CT CT CT CT CT CT CT CT A CT

W* B CT CT CT CT CT CT CT CT CT

S CT CT CT CT CT CT CT CT CT CT

GP CT CT CT A A CT CT CT SA A

N B CT CT CT CT CT CT CT CT CT

School 2017 ICSEA: 1010 Percentile: 52

Year

9Y

ear

3Y

ear

5Y

ear

7

NAPLAN Participation

2018 Student Counts

Assessed Exempt Absent Withdrawn

R 63 1 1 5 100.0 91.4

W 63 1 1 5 100.0 91.4

S 64 1 1 4 100.0 92.9

GP 64 1 1 4 100.0 92.9

N 62 1 2 5 100.0 90.0

R 63 0 0 6 98.6 91.3

W 63 0 0 6 97.1 91.3

S 63 0 0 6 98.6 91.3

GP 63 0 0 6 98.6 91.3

N 60 0 2 7 98.6 87.0

R 175 0 9 27 96.1 82.9

W 176 0 8 27 98.7 83.4

S 178 0 6 27 97.4 84.4

GP 178 0 6 27 97.4 84.4

N 173 0 11 27 93.4 82.0

R 124 0 35 21 94.4 68.9

W 127 0 32 21 96.7 70.6

S 129 0 30 21 96.7 71.7

GP 129 0 30 21 96.7 71.7

N 126 0 33 21 94.4 70.0

2008 - 2018

Participation%

Participation % = (N Assessed + N Exempt) / N Cohort * 100

Year

3Y

ear

5Y

ear

7Y

ear

9

TRANSITIONS In Confidence - Not for Distribution

Page 6 of 8

Year 12 Outcomes

Year 12 Exit Cohort

This School - All Students Queensland State Schools - All This School - Indigenous Students Queensland State Schools - Indig

2013 2014 2015 2016 2017 2013-2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013-2017 2013 2014 2015 2016 2017

n SEP 130 122 135 125 152 28,285 28,807 29,219 29,645 30,311 4 3 6 4 6 1,491 1,791 1,854 2,003 2,104

n QCIA 0 0 0 0 2 594 642 690 791 872 0 0 0 0 0 46 73 78 87 107

n QCE 128 122 135 125 150 24,403 26,124 27,578 28,199 28,871 4 3 6 4 6 1,085 1,476 1,684 1,857 1,939

n VET (inc SAT) 123 121 135 125 152 22,326 22,159 22,668 22,546 23,356 4 3 6 4 6 1,190 1,448 1,566 1,699 1,798

n VET Cert I 60 73 92 48 74 15,804 15,317 14,090 12,073 11,599 1 3 3 1 1 827 986 964 887 914

n VET Cert II 117 117 131 125 150 14,171 12,648 14,361 15,928 16,839 4 3 6 4 6 775 905 1,102 1,354 1,439

n Cert III or Higher 25 18 16 18 42 5,320 6,064 6,408 6,531 6,843 1 1 0 1 3 242 387 382 436 423

n SAT 15 24 21 19 27 3,625 4,478 4,326 4,194 4,377 1 1 0 0 2 279 415 391 400 382

n OP 48 43 55 36 37 11,925 11,845 11,630 11,389 11,687 1 0 5 2 1 270 317 343 333 340

n Without QCE, QCIA,

VET, SAT, OP, IBD1 0 0 0 0 747 555 283 230 222 0 0 0 0 0 116 92 35 27 26

% OP 1 to 15 or IBD 81.3% 76.7% 76.4% 88.9% 94.6% 75.1% 75.7% 75.9% 77.7% 78.6% 100.0% 80.0% 100.0% 100.0% 49.8% 57.1% 54.6% 62.5% 63.9%

% QCE, VET, SAT, IBD 99.2% 100.0% 100.0% 100.0% 100.0% 95.1% 96.0% 97.4% 97.6% 97.8% 100.0% 100.0% 100.0% 100.0% 100.0% 89.2% 91.9% 95.8% 96.1% 96.5%

% QCE 98.5% 100.0% 100.0% 100.0% 98.7% 86.3% 90.7% 94.4% 95.1% 95.2% 100.0% 100.0% 100.0% 100.0% 100.0% 72.8% 82.4% 90.8% 92.7% 92.2%

% QCE or QCIA 98.5% 100.0% 100.0% 100.0% 100.0% 88.4% 92.9% 96.7% 97.8% 98.1% 100.0% 100.0% 100.0% 100.0% 100.0% 75.9% 86.5% 95.0% 97.1% 97.2%

% VET Cert II or Higher 90.8% 96.7% 97.0% 100.0% 98.7% 58.3% 54.6% 59.7% 63.2% 64.7% 100.0% 100.0% 100.0% 100.0% 100.0% 58.6% 60.4% 67.9% 75.2% 74.9%

% VET Cert II or Higher

Without OP 1-15 or IBD89.0% 97.8% 96.8% 100.0% 98.3% 67.5% 66.6% 72.5% 75.1% 76.4% 100.0% 100.0% 100.0% 100.0% 100.0% 60.5% 63.9% 71.1% 79.0% 79.1%

% VET Cert III or Higher

Without OP 1-15 or IBD22.0% 14.6% 14.0% 18.3% 35.0% 22.3% 25.4% 26.5% 26.5% 27.5% 33.3% 33.3% 0.0% 50.0% 60.0% 17.2% 22.7% 20.8% 22.9% 21.4%

% QTAC 100.0% 97.2% 93.3% 100.0% 100.0% 95.3% 95.5% 95.3% 95.4% 96.6%

Data current as at 14/02/18. The above values exclude visa students. Distribution of schools:

Measure

Upper Quartile Mid Upper Quartile Mid Lower Quartile Lower Quartile

Next Step Survey - Main Destinations

Summary Statistics for Year 12 Completers

2014 2015 2016 2017 2018

(2013) (2014) (2015) (2016) (2017)

Total Students 137 122 138 130 159

Total Respondents 108 101 102 105 128

Response Rate 78.8% 82.8% 73.9% 80.8% 80.5%

Bachelor Degree 28.7% 18.8% 21.6% 30.5% 25.8%

VET Cert IV+ 6.5% 4.0% 5.9% 2.9% 2.3%

VET Cert III 4.6% 3.0% 5.9% 7.6% 1.6%

VET Cert I-II / other 1.9% 0.0% 2.9% 1.9% 4.7%

Apprenticeship 5.6% 6.9% 7.8% 5.7% 10.2%

Traineeship 2.8% 5.0% 1.0% 2.9% 1.6%

Full-time employment 8.3% 13.9% 7.8% 6.7% 11.7%

Part-time employment 25.9% 32.7% 30.4% 35.2% 27.3%

Seeking work 13.0% 14.9% 14.7% 6.7% 12.5%

Year

(Cohort):

46.1%51.4%45.1%37.6%50.0%Post Education/Training

2.3%0.0%2.0%1.0%2.8%Not in the labour force,

education or training

DW = Data Withheld

Year 12 Overall Position (OP)

Year 12 Exit Cohort - Count of Students by OP Summary Statistics for Year 12 Completers

OP 2013 2014 2015 2016 2017

1 1 1

1 2 2 1 2

2 3 2

1 2 4 4

1 1 1 3 1

6 1 4 3 4

4 1 1 2

1 1 3 4 3

3 2 2 2 6

2 5 4 2 1

7 6 2 4 6

6 4 2 2 4

3 4 3 5 3

5 2 8 1

3 2 7

2 2 5 3

5 3 2 1

2 2 1 1

1 3 3 1

1

1

5 6 6 9 10

16 9 14 12 16

24 18 22 12 13

10 10 12 4 2

0 0 1 0 0

55 43 55 37 41

Include

VISA81.8% 76.7% 76.4% 89.2% 95.1%

Exclude

VISA81.3% 76.7% 76.4% 88.9% 94.6%

Data current as at 14/02/18. The above student counts include visa students.

14

15

13

12

1

2

3

4

5

6

7

8

9

10

11

16

17

18

19

20

21

22

23

25

Total

OP 6-10

OP 1-5

24

OP

1-1

5

OP 21-25

OP 16-20

OP 11-15

Early School Leaver Respondents

2014 2015 2016 2017

(2013) (2014) (2015) (2016)

17 22 18 24

26 30 22 39

DW = Data Withheld

Early School Leavers Survey -

Destinations Summary

Education, training or employment

Year

(Cohort):

15

Total

Seeking work, or not in the labour

force, education or training89 4

Apparent Retention % (as a percentage of previous year enrolment)

Percentage of Apparent Retention for Selected Year Levels

This School Queensland State Schools

2014 2015 2016 2017 2018 2014 - 2018 2014 2015 2016 2017 2018

08 - 10 112.5 119.3 109.6 108.8 105.0 104.2 104.5 103.9 105.7 102.2

08 - 12 91.4 94.0 101.9 120.5 97.2 88.7 90.9 91.5 91.4 91.5

10 - 12 79.8 84.5 90.6 101.0 88.7 85.6 87.7 87.8 87.4 88.1

08 - 10 118.0 117.5 110.8 107.1 103.5 103.1 103.5 103.2 105.4 100.8

08 - 12 82.8 81.1 81.4 91.5 81.2 82.9 84.8 85.3 85.8 86.4

10 - 12 71.0 73.6 68.9 77.9 73.3 80.6 82.1 82.7 82.9 83.7

Apparent retention: the number of FT students in a given year and Year Level divided by the number of FT students in the previous Year and Year level

Au

gu

st

Fe

bru

ary

Year

Levels

Stated Destinations of Early School Leavers and Non-Attendees

In 2018 (as at 02/10/18) All Students by Year Level Indigenous Students by Year Level

Stated Destination / Reason 7 8 9 10 11 12 Total 7 8 9 10 11 12 Total

Early Leavers - Active students whose enrolment status was changed to Left or Inactive, and who didn't re-enrol in another Queensland state school

Qld - Non-State or Home Schooling 1 2 3 2 0 1 9 0 0 1 0 0 0 1

Qld - Further Education & Training 0 0 2 2 5 7 16 0 0 0 0 1 0 1

Qld - Employment (FT/PT) 0 0 0 1 3 2 6 0 0 0 0 0 1 1

Interstate/Overseas 3 2 4 2 34 4 49 0 0 0 2 0 0 2

Unknown / Other / Qld State Schooling * 0 0 1 1 2 2 6 0 0 0 0 0 0 0

Non-Attendees - Future students whose enrolment status was changed to Non-Attendee, and who didn't re-enrol in another Queensland state school

Enrolled at another educational centre 0 0 0 1 1 1 3 0 0 0 0 0 0 0

Application Withdrawn / Enrolled in Error 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Application Declined ^ 0 0 0 0 0 1 1 0 0 0 0 0 0 0

Unknown (Unable to be determined) 2 2 0 0 0 0 4 0 1 0 0 0 0 1

Grand Total 6 6 10 9 45 18 94 0 1 1 2 1 1 6

* The stated destination is State Schooling but no enrolment at another State School has occurred as at the date indicated above.

^ Application Declined includes: Age inappropriate; Application refused; Outside catchment area; Unable to provide educational program.

Slope of Regression Line

Positive Negative Zero (flat) u

School

State * * Qld State Schools (QSS)

highest point/s in

School time series

CONFIDENCE SUPPLEMENTARY INFORMATION In Confidence - Not for Distribution

Page 7 of 8

State Comparison:

Upper Quartile Mid Upper Quartile

Mid Lower Quartile Lower Quartile

% Strongly Disagree % Disagree % Somewhat Disagree % Somewhat Agree % Agree % Strongly Agree

10% or more above

State Average

Less than 10% above

State Average

Equal to or below

State Average

School Annual Report

Year Attendance % Retention %

2018 96.2

2017 96.0 96.7

2016 96.1 97.0

2015 96.0 99.1

2014 95.7 95.8

Teaching Staff Attendance

and Retention

Staff Attendance rates are calculated by dividing the

hours attended plus any planned leave by the total of

work hours available. The total hours available does

not include school holidays for teachers. Staff

Retention rates are calculated as a percentage by

dividing the FTE of the remaining staff, after

terminations and transfers, by the total FTE

establishment as per the Staff Workforce

Composition. 2017 data as at 21 July 2017.

Electricity & Water Usage

Year Electricity KWh Water kl

2016-2017 97,214 7,352

2015-2016 417,673 11,073

2014-2015 406,312 12,409

2013-2014 404,348 3,707

2012-2013 401,613 6,200

Energy consumption data gathered direct from ERM report.

Water consumption data gathered from OneSchool (Cat 2 field).

The data provides an indication of the consumption trend in each of

the utility categories which impact on the schools environmental

footprint.

Contact - Facilities Utilities 3034 4542

Environmental Footprint

School Bank Account Balances

2014 - 2018

Bank Balances

March 1,189,536 1,280,321 2,003,160 2,130,890 2,154,504

l l l l l

n n n

September 1,537,629 1,697,955 2,190,638 2,308,460 2,264,689

December 1,050,057 1,562,203 1,789,743 1,791,527 #N/A h

Dec-Dec Change 512,146 227,539 1,784 #N/A

l l

School Grant (Total) 248,748 260,251 258,931 261,432 #N/A h

June Balance / School Grant 3.8 5.1 7.5 7.9

_____ minimum quarterly balance = Decile 1 to 6, All State Schools = Decile 1 to 6, Band 9-11 P10/12 Schools

l June Bank Balance llll = Decile 7 to 10, All State Schools nnnn = Decile 7 to 10, Band 9-11 P10/12 Schools

2014 2015 2016 2017 2018

h

2,008,769 h

$ per Student (June) 653 863 1,298 1,317 1,280

June 944,121 1,316,568 1,937,705 2,056,555

School Opinion Survey

This School LSG: D-XXVI State: P-10/P-12

% Agreement Distribution N % Agreement % Agreement MATCH

Type Item Description 2016 2017 2018 2017 2018 2018 2016 2017 2018 2016 2017 2018

S2122/S3241: I feel that students receive a good education at

this/my school *94.5 95.5 93.3 60 95.6 95.3 95.2 95.0 94.5 94.4

S2118/S3239: I feel confident engaging all of my students in

learning at this/my school *92.7 92.4 96.6 59 95.1 94.9 95.0 94.1 94.6 95.2

S2116/S3238: I feel confident using student assessment data

to improve student achievement at this/my school *98.2 98.5 100.0 58 97.3 97.0 97.2 97.0 96.8 97.6

S2108: This is a good school 92.8 93.9 93.3 90 92.0 90.9 91.5 92.2 91.4 91.7

S2107: I would recommend this school to others. S3231: I

would recommend my school as a good place to work #⁞89.2 91.8 93.4 91 88.9 87.3 87.8 89.8 88.4 88.4

S2074: Student behaviour is well managed at this school 84.3 82.8 78.9 90 84.2 79.1 80.0 84.2 80.2 81.7

S2072: Students are encouraged to do their best at this school 96.3 99.0 95.6 91 96.5 95.3 96.2 96.4 95.7 96.0

S2086: I have access to quality professional development. 77.5 81.3 87.4 87 82.7 81.3 82.5 84.7 84.2 84.4

S2084/S3222: I feel that staff morale is positive at this/my

school *85.5 79.6 85.7 91 78.9 78.0 79.1 79.4 77.7 78.9

Overall rating for "All Staff" survey items ⁞ 89.9 88.8 91.2 N/A 89.1 88.1 88.5 89.5 88.8 89.0

This School LSG: D-XXVI State: P-10/P-12

% Agreement Distribution N % Agreement % Agreement

Item Description 2016 2017 2018 2017 2018 2018 2016 2017 2018 2016 2017 2018

S2035 This is a good school 93.3 92.4 91.5 106 91.3 90.8 90.6 91.0 90.8 90.3

S2034 I would recommend this school to others 93.2 89.7 91.4 105 89.1 88.6 88.7 89.3 89.0 88.7

S2016 My child is getting a good education at this school 94.7 95.7 92.5 107 91.8 92.6 91.8 91.3 92.4 91.8

S2012 Student behaviour is well managed at this school 87.1 89.2 89.3 103 80.0 78.9 77.7 80.2 78.6 77.8

S2021 Teachers at this school are interested in my child’s

wellbeing93.2 97.5 96.2 105 91.4 91.6 90.8 91.7 92.6 90.9

S2017 My child’s (Literacy) English skills are being developed

at this school93.3 93.2 91.5 106 91.3 91.6 91.9 91.5 92.0 92.3

S2018 My child’s (Numeracy) Mathematics skills are being

developed at this school92.0 92.4 91.5 106 90.7 90.4 90.8 90.6 91.2 90.9

S2006 Teachers at this school provide my child with useful

feedback about his or her school work92.0 94.9 89.3 103 88.0 89.3 89.4 88.5 89.8 89.7

S2028 This school provides me with useful feedback about

my child’s progress80.3 91.6 92.3 104 85.8 87.1 86.6 87.0 87.9 86.5

Overall rating for all survey items 88.3 92.0 91.6 N/A 88.8 88.9 88.7 89.0 89.3 88.7

This School LSG: D-XXVI State: P-10/P-12

% Agreement Distribution N % Agreement % Agreement

Item Description 2016 2017 2018 2017 2018 2018 2016 2017 2018 2016 2017 2018

S2068 This is a good school 91.3 89.7 93.7 206 90.0 86.0 86.1 89.1 85.9 85.0

S2067 I would recommend my school to others 90.5 88.4 91.8 208 87.4 83.7 84.4 86.8 84.1 83.6

S2048 I am getting a good education at my school 94.6 96.5 98.1 209 94.2 92.6 93.2 93.5 92.2 92.2

S2044 Student behaviour is well managed at my school 77.2 73.0 82.8 209 77.2 71.2 68.6 76.7 72.7 69.2

S2063 My teachers care about me 86.2 85.9 95.6 204 87.4 83.8 84.0 87.5 85.1 85.1

S2049 My English skills are being developed at my school 91.3 91.7 92.4 211 93.3 90.8 91.0 92.8 90.7 90.8

S2050 My Maths skills are being developed at my school 88.6 91.2 97.6 209 92.6 89.9 90.2 92.3 90.6 90.3

S2040 My teachers provide me with useful feedback about

my school work89.9 87.6 96.6 208 91.0 87.9 89.3 90.8 88.8 89.7

S2059 My teachers encourage me to do my best 94.1 92.1 99.0 207 94.9 92.2 93.7 94.6 92.9 93.7

Overall rating for all survey items 90.6 89.5 94.8 N/A 90.2 87.3 87.8 90.1 88.0 87.8

% Agreement = percentage of positive responses ("Somewhat Agree", "Agree" and "Strongly Agree"); N = minimum number of respondents for item/s

Distribution Legend:

Tea

chin

g S

taff

All

Sta

ff

In 2017, a review of School Opinion Survey staff items resulted in the removal and addition of some items and minor changes to other items. This has resulted in a time series break for some items. Four of

the staff items reported on the profile have minor wording changes and one deleted item has been replaced by a similar item. Refer to the School Data Profile Handbook for additional information about the

reported SOS results. DW = Data Withheld. * Minor change to item from 2017. # New item from 2017. ⁞ Timeseries break from 2017

Staff

Parent

Student

School Audit Report

Latest Report Date - 07/06/2018

Audit Result Sound

Audit Result Ratings:

• Minimal Controls

• Unsatisfactory Controls

• Effective Controls

• Sound Controls

Data current as at 25/09/18

WorkCover

WorkCover Snapshots

Jul 2015 - Jun 2018 5.3 5.3 $335 $389

Jul 2014 - Jun 2017 4.5 5.3 $193 $377

Jul 2013 - Jun 2016 3.6 5.4 $129 $368

Jul 2012 - Jun 2015 5.3 5.4 $121 $361

Jul 2011 - Jun 2014 6.9 5.5 $163 $337

CPR -

StatewideCPR

CLR -

StatewideCLRYear

CLR (Claim Lodgement Rate) = Claims lodged per 100 FTE

CPR (Cost Paid Rate) = Statutory costs paid per FTE

Data excludes journey, recess, cancelled and notification only claims.

Staff Workforce Composition

Estimated Establishment Staffing Counts

Teaching Staff Non-teaching Staff Indigenous Staff

Headcount FTE Headcount FTE Headcount FTE

2018 130 117.2 61 42.8 <5 <5

2017 127 117.3 60 42.8 <5 <5

2016 117 111.6 55 39.8 <5 <5

2015 120 113.1 59 40.4 <5 <5

2014 105 101.8 57 40.1 <5 <5

Year

The average staff attendance percentage for the school year will not include unplanned leave of

more than five days and could contain leave such as Sick, Family/Carer,

Emergent/compassionate, Natural disasters, State emergency services, Special responsibility

and Workers compensation which may be paid or unpaid leave. The calculations will only

include details for permanent and temporary classroom teachers and school leaders. FTE =

Full-time equivalent. Teaching Staff includes School Leaders.

Closing the Gap Report In Confidence - Not for Distribution

Year 3 Year 5

Student Attendance

Student Attendance Rate Semester 1 Proportion of Students by Attendance Range

Indigenous & Non-Indigenous Students Semester 1, 2018 - Indigenous & Non-Indigenous Students

Year 7 Year 9

Apparent Retention Year 10 to Year 12 - Indigenous/Non-Indigenous Gap

* Writing results from 2011 cannot be compared to previous years.

Indig N is the count of indigenous students with a score (excludes absent, exempt & withdrawn students).

NAPLAN 2018 data is preliminary.

Page 8 of 8

Apparent retention rates are computed as the ratio of the number of year 12 full-time students in a given year to the number of year 10 full-time students 2 years prior. The

retention rates are labelled "apparent" as they do not take account events such as interstate or overseas migration, repeating students, return of adult students and the

movement of students to and from the state sector. For these reasons it is possible to obtain apparent retention rates greater than 100%. Based on the August Census

enrolment collection.

NAPLAN Indigenous/Non-Indigenous Gap

2 3 6

12

12

53

12

0 0 0 0 1 2 5

18

66

8

0

20

40

60

80

100

< 1

0

10

to

< 2

0

20

to

< 3

0

30

to

< 4

0

40

to

< 5

0

50

to

< 6

0

60

to

< 7

0

70

to

< 8

0

80

to

< 9

0

90

to

< 1

00

10

0

Pe

rce

nt

of

Stu

de

nts

Attendance Rate Range (%)

Indigenous

Non-Indigenous

89

.2

89

.3

89

.2

88

.3

87

.3

89

.7

91

.5

92

.3

92

.1

92

.2

0

20

40

60

80

100

2014 2015 2016 2017 2018

Att

en

dan

ce R

ate

(%

)

Year

Qld State Schools All Students

# Gap Size (%)

17.9 16.9 16.7 16.1 11.8

14.9 13.4 8.8 8.9 8.1

21.8

-6.8

32.8

-39.9

24.2

0

25

50

75

100

125

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018

Qld State Schools NCR Region School

Ap

pare

nt

Rete

nti

on

Rate

(%

)

All Students Non-Indigenous Gap Indigenous

# Gap Size 2018 National Mean All Students

Non-Indigenous Mean

Gap 2018 Qld State Schools Mean All Students

Indigenous Mean Full and Part-Time Enrolments August 2018

Year Levels in the School

Indigenous Status Pre-Prep Prep 1 2 3 4 5 6 7 8 9 10 11 12 Spec Total

Indigenous 6 5 2 6 4 1 3 7 8 4 8 4 4 0 62

Non-Indigenous 55 72 56 62 75 71 71 206 199 168 198 156 163 0 1,552

Unknown 0

Total 0 61 77 58 68 79 72 74 213 207 172 206 160 167 0 1,614

62

68 62 65 66 69

37 51

36 41 45 45

28

101

7

86

-77 -15

200

300

400

500

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Read

ing

School 2018 Indig N=4

60 52 51

44 49

55 31 32 35

32 35

38 62

88

-14 10 -32

50

200

300

400

500

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Wri

tin

g*

54 59 57 58 61 61 29

43 36 36 43 38

79 74

-18

90

-46 4

200

300

400

500

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Nu

mera

cy

School 2018 Indig N=4

School 2018 Indig N=3

61

67 59 65 60 65 28

42 29 42 38 41 -4 30

3 30

87

1

250

350

450

550

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Read

ing

School 2018 Indig N=1

53 56

53 44 49

54

30 35

25 29 28 36

21 -28

58 28

28

-3

250

350

450

550

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Wri

tin

g*

51 61

53 55 52 52 26 40

26 37 30 34

-15

27 22

94 100

-42

250

350

450

550

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Nu

mera

cy

School 2018 Indig N=1

School 2018 Indig N=1

57 53 45 49 52 51 32

31 24 32 32 33 -38 38 27 32

-11 42

300

400

500

600

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Read

ing

School 2018 Indig N=4

56 57 59

50 55 55

30 26

38 30

40 39

13 20 15 25 -3 -23

300

400

500

600

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Wri

tin

g*

57 53 45 54 53 49 32 29 24 37 31 33

-26

71

26 33 -24 32

300

400

500

600

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Nu

mera

cy

School 2018 Indig N=4

School 2018 Indig N=4

48 44 40 44 49 50 31 29 26 21 31 31

6 4 18

-31 -18

38

350

450

550

650

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Read

ing

School 2018 Indig N=2

59 63 61

50 68 65

41 35 37

26

53 42

-6 -6 24 -19 3 -6

350

450

550

650

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Wri

tin

g*

49 47

41 42 41 44 31

31 27 20 24 29 13

-12

45

12 -11 23

350

450

550

650

'08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18 '08 '14 '15 '16 '17 '18

QLD State Schools

NCR Region

Nu

mera

cy

School 2018 Indig N=3

School 2018 Indig N=2

14.1

30.3

% of All Student Attendance < 85%

% of Indigenous Student Attendance < 85%

2008 Gap Baseline