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DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT

Shorncliffe State School (1623)

Queensland State School Reporting

2012 School Annual Report

YPEOVER TO INSERT SCHOOL NAME

Postal address Yundah Street Shorncliffe 4017

Phone (07) 3631 9222

Fax (07) 3631 9200

Email the.principal@shorncliss.eq.edu.au

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

Contact Person Cameron Boal .

Principal’s foreword

Introduction

I am pleased to present the 2012 Annual School Report for Shorncliffe State School. This report will provide an overview of our school, our beliefs and values, our student achievement and our local context. This report includes information about the school; summative information about our achievements for the 2012 and an outline of our future directions. Shorncliffe State School is a school that performs well in comparison to schools in the local area and schools across Queensland. The school is well resourced and offers a high quality educational experience for all of its students. Shorncliffe State School has a proud record of working with parents to meet the educational needs of our students. Achieving good educational outcomes for your children is very dependent on a successful partnership between the home and the school. The parent body is very active within the school. The P and C provide support and fundraising and many parents volunteer their time in the classrooms.

In 2012 the focus was clearly on our school curriculum, Literacy, Numeracy, Science and the implementation of a National curriculum.

School progress towards its goals in 2012

The 2012 Annual Implementation Plan outlined several key planning priorities for the year. The implementation of targeted initiatives to improve performance of all students in literacy, numeracy and science was a priority. The teaching staff have worked collaboratively to align teaching practices work on a shared understanding of teaching and assessment practices. Priorities included:-

o Implement a whole school approach to the implementation of the National Curriculum. o Identifying the specific areas of the curriculum that require attention in each year level o Develop a curriculum and pedagogy aligned with an identified school-wide response to the implementation of the Queensland

Curriculum, Assessment and Reporting Framework. o Continue to develop departmental priorities particularly Early & Middle Phases of learning, ICT integration / Smart classrooms

developments. o Establish a shared ownership of and consistent demonstration of a distinctive vision and set of values with aligned pedagogy

and practices, across the whole school community. In 2012 Curriculum priorities identified were:-

DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT

Queensland State School Reporting

2012 School Annual Report

Reading o Use of data to inform explicit teaching (especially focus of group and individual learning),

range and focus of comprehension strategies used to address student learning needs.

Continuing

o Review of targets for reading in different levels of the school and alignment the assessment schedule with C2C.

Completed

o Review the use of data in reading to ensure it is being used to focus teaching on the strategies needed by students to improve their reading comprehension skills.

Continuing

o Develop a reading comprehension program (QAR) that supports the focus on aligning the learning needs of students (in terms of strategies) with assessment.

Completed

Numeracy o Continue the implement school numeracy priorities through strategic planning, setting

expectations and specific timelines and using data to gauge the student and school improvement.

Completed

o Emphasis on the teaching/learning/assessment cycle as well as the use of resources and the assessment practices employed will be our focus. The establishment of regular planning and review meetings to ensure the Mathematics expectations of the C2C is being implemented in every classroom.

Continuing

Writing & Spelling and Science o Review and implement the C2C the spelling program ensuring students’ needs are

identified.

Completed

o Further the existing practice of moderation of writing based on rubrics to enable the analysis of student learning trends.

Completed

Writing – application of functional grammar, use of rubics, scaffolding and activity description, moderation and analysis of class writing to determine achievement.

Continuing

Spelling – use of data to determine student needs (including grouping of students), tracking of progress, teaching and assessment strategies to be employed, use made of text and other resources.

Completed

Science – application of a preferred approach (eg enquiry), assessment practices in relation to the assessable elements.

Completed

In 2012 Shorncliffe State School shared the effective pedagogy employed by teachers. Teachers confirmed the implementation our school vision and values as the foundation pedagogical practice and community relationships.

Future outlook

In 2012 the continuing work around the implementation of ICT’s was a major focus in terms of both funding and curriculum development. The school undertook significant purchases in ICT and the training required for better implementation. Curriculum integration of ICT was a major focus. In 2013 the implementation of ICT’s will remain a key priority. The 2013 major priorities don’t change with the focus on implementing the literacy, numeracy and science through ‘Curriculum to Classrooms’ (C2C). The implementation of History will be a high priority. A key area for improvement as defined in the School Implementation Plan for 2013 is again reading with the identification of targets for reading in different levels of the school and alignment the assessment schedule with C2C. We will be reviewing the use of data in reading to ensure it is being used to focus teaching on the strategies needed by students to improve their reading comprehension skills. We will be auditing comprehension assessment in KLAs. Creating a committee to review and design reading comprehension assessment in KLAs as well as investigating the resources relevant to the ‘Daily 5 program’. Regular accountable time will be devoted to teaching through comprehension with consistent exposure, dedicated time for reading comprehension and quality of interaction where teacher lead students in the deconstruction of texts. Reading comprehension program (QAR Question Answer Response) will support the focus on aligning the learning needs of students (in terms of strategies) with the approach of the ‘Daily 5’ and the ‘Reading Café’. The distinction between reading fluency activity, ‘comprehension-like’ activities, and explicit teaching of content knowledge - teacher-modelled and student-scaffolded deconstruction of text with be emphasised in our approaches. In Writing and Spelling there will be a review of the ‘Curriculum to Classrooms’ the spelling program and a review of the existing practice of moderation of writing based on rubrics to enable the analysis of student learning trends. In Numeracy the continued implementation of school numeracy priorities through our transition planning will be undertaken. There will be regular planning and review meetings to ensure the Mathematics expectations of the C2C is being implemented consistently in every classroom as well as an emphasis on the teaching/learning/assessment cycle and the use of resources and the assessment practices. In 2013 the implementation of the C2C History program will be initiated.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2012: Prep - Year 7

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2010 295 173 122 94%

2011 302 178 124 98%

2012 331 174 157 96%

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

Characteristics of the student body:

The student population is relatively stable up to Year 4 when a number of the male student population choose to transition to a neighbouring boy’s college. On average 25% of the student population leaves in Year 4 and 6% leave after completing Year 6. In 2012 the percentage of students identified as requiring learning assistance was under 6%. The proportion of Indigenous Students in our population is less than 3.5%.

Shorncliffe State School operates under an enrolment management plan accepting students who reside in the local catchment area. The school maintains a waiting list after Easter in that year for families wishing to enrol their children from outside the catchment area.

Average Class sizes

Phase

Average Class Size

2010 2011 2012

Prep – Year 3 23 23 20

Year 4 – Year 10 21 23 23

Year 11 – Year 12

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2010 2011 2012

Short Suspensions - 1 to 5 days 1 0 0

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

Our school at a glance

Curriculum offerings

Our distinctive curriculum offerings

Shorncliffe State School is currently implementing the Australian Curriculum in English, Maths and Science through C2C. Other curriculum areas are implemented through the P to 12 Framework for Queensland Schools – essential learnings in KLA’s. The implementation of these core curricula is made distinctive to Shorncliffe through community partnerships supporting classroom and school activities.

Shorncliffe State School organises these community partnerships in 4 categories.

Social / Cultural History,

Sustainable Lifestyle,

Active Recreation / Sport,

Creative Endeavours / Arts.

Partnership organisations include EQI and local business – Japanese visitation & Homestay, Local Primary & High Schools, Local Historical Society, RSL, Brisbane City Council, Nudgee Beach Environmental Centre, Community Garden Projects, Science Sparks initiatives, Bramble Bay Sports, Sandgate Swimming Club, Local Recreational Clubs, Local Artists, Sandgate Theatre Company.

The curriculum offered at Shorncliffe State School has a strong focus on Literacy and Numeracy integrating ICT and social programs. The distinctive programs include:-

Japanese Language Studies

Sports development Program

You Can Do It! social skills program in line with Values Framework

A curriculum embedded in Sustainability

Leadership for students

Active Sporting Program including sailing

Peer Support

Junior and Senior Choir

Student Council

Interschool Sports Program

HPE Swimming Program

Extra curricula activities

Instrumental Music Years 5 to 7 (Woodwind, Brass and Percussion)

Strings Program Year 3 to 7

ICAS – International Competition and Assessment for Schools

Project Clubs year 5 – 7

Bush Dance

Fanfare

Inter house Athletics Carnival

Community Options Program

Programs within the Cabbage Tree Creek Environment through the Nudgee Beach EC

Student Lunchtime Clubs - Japanese Club Rainforest Rangers, Garden Club

Outdoor education opportunities and camps

Before / Afternoon and Vacation Care Programs – Active School Program

Sailing and Canoeing Program

Our school at a glance

How Information and Communication Technologies are used to assist learning

Every classroom has up to four desktop computers in the room. These are used to support curriculum delivery designed around small group and individual work. There is also a computer lab with twenty seven desktop and laptop computers as well as a data projector. This environment allows classes to work with each student having access to a single computer. Every class has access to an interactive whiteboard in their room.

Social climate

Shorncliffe State School has adopted a proactive approach to behaviour by balancing actions with close caring relationships with each child. With the help of ‘Program Achieve’ (You Can Do It) our school has developing the 5 ‘Foundations’ and 12 ‘Habits of the Mind’ to assist children with the development of positive thinking leading to social and emotional wellbeing. ‘Program Achieve’ or the ‘You Can Do It’ program is assist staff and parents understand how our reactions and interactions (language) determine to level of development our children achieve. It is our belief that our school’s learning environment has a significant impact on students’ lives, achievement and behaviour and underpins the very decisions and actions that all make. The successful development of student social interaction; the development of understated belief and values thinking is the thing one that can set our school apart and increase the learning potential for all students. A positive school climate exists when all students feel comfortable, wanted, valued, accepted and secure in an environment where they can interact with caring people they trust. Shorncliffe State School has implemented an antibullying policy and have worked hard to identify and to take appropriate action to stop bullying in our school. We have written codes of behaviour, statements for the rights of students and implemented levels of consequences. School Opinion Survey data indicates that student and parent satisfaction with the social climate of the school. Students are able to have a say in their school through the Student Council and the student leaders’ program sets out the social responsibilities of students.

In 2012 the School Chaplaincy program incorporated supporting students and the wider school community, providing pastoral care, personal advice and comfort and support to all students and staff, irrespective of their religious beliefs.

Our school at a glance

Parent, student and staff satisfaction with the school

Overall, in 2012 Shorncliffe State School has high satisfaction data from the School Opinion Survey conducted.

Performance measure (Nationally agreed items shown*)

Percentage of parents/caregivers who agree that: 2012#

their child is getting a good education at school 96.9%

this is a good school 96.9%

their child likes being at this school* 93.8%

their child feels safe at this school* 100.0%

their child's learning needs are being met at this school* 90.3%

their child is making good progress at this school* 90.3%

teachers at this school expect their child to do his or her best* 100.0%

teachers at this school provide their child with useful feedback about his or her school work* 93.5%

teachers at this school motivate their child to learn* 96.9%

teachers at this school treat students fairly* 87.1%

they can talk to their child's teachers about their concerns* 96.9%

this school works with them to support their child's learning* 90.6%

this school takes parents' opinions seriously* 81.3%

student behaviour is well managed at this school* 84.4%

this school looks for ways to improve* 93.5%

this school is well maintained* 100.0%

Performance measure (Nationally agreed items shown*)

Percentage of students who agree that: 2012#

they are getting a good education at school 97.9%

they like being at their school* 85.4%

they feel safe at their school* 100.0%

their teachers motivate them to learn* 97.9%

their teachers expect them to do their best* 97.9%

their teachers provide them with useful feedback about their school work* 89.6%

Our school at a glance

teachers treat students fairly at their school* 89.6%

they can talk to their teachers about their concerns* 79.2%

their school takes students' opinions seriously* 88.9%

student behaviour is well managed at their school* 87.5%

their school looks for ways to improve* 97.8%

their school is well maintained* 89.6%

their school gives them opportunities to do interesting things* 83.3%

Performance measure (Nationally agreed items shown*)

Percentage of school staff who agree: 2012#

that they have good access to quality professional development 96.3%

with the individual staff morale items 91.0%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# Percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to changes to the School Opinion Surveys in 2012,

comparisons with results for previous years are not recommended.

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

Shorncliffe State School has an active P&C. The P&C and the parent body work with staff to provide a range of experiences that enhance student learning. Parent assist in:-

Swimming programs

Excursions and camps

Options afternoons

ANZAC Day Commemoration

Strong in class volunteer program

Sporting support

Open invitation to school events such as Athletics and Swimming Carnival

Communication with parents through weekly assembly, newsletter and website and at a class level through teacher newsletters and website

Reporting to parents through both Parent / Teacher interviews and written reports

Our school at a glance

Reducing the school’s environmental footprint

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.

In 2012, awareness of the school’s environmental footprint has seen efforts to reduce water and electricity usage across the school. The installation of tanks and the solar energy cells assist the school to achieve reductions.

Environmental footprint indicators

Electricity kWh

Water kL

2009-2010 14,448 810

2010-2011 51,632 463

2011-2012 72,672 712

Our staff profile

Staff composition, including Indigenous staff

2012 Workforce Composition

Teaching Staff

Non-teaching Staff

Indigenous Staff

Headcounts 25 10 0

Full-time equivalents 18.3 7.1 0

Qualifications of all teachers

Highest level of

attainment

Number of

classroom

teachers and

school leaders

at the school

Doctorate 0

Masters 0

Bachelor degree 17

Diploma 0

Certificate 0

02468

1012141618

0 0

17

0 0

Doctorate Masters

Bachelor degree Diploma

Certificate

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2012 were $25 347.

The major professional development initiatives are as follows:

Literacy – Reading

Science

ICT

Gifted Student Education

mentoring or peer learning activities – school visits

Our staff profile

The proportion of the teaching staff involved in professional development activities during 2012 was 100%.

Average staff attendance 2010 2011 2012

Staff attendance for permanent and temporary staff and school leaders. 96.2% 94.9% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 97.8% of staff was retained by the school for the entire 2012 school year.

School income broken down by funding source

School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry web page.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry web page. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Performance of our students

Key student outcomes

Student attendance 2010 2011 2012

The overall attendance rate for the students at this school (shown as a percentage). 93% 93% 94%

The overall attendance rate in 2012 for all Queensland state Primary schools was 93%.

Student attendance rate for each year level (shown as a percentage)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

2010 93% 95% 92% 93% 92% 94% 94%

2011 95% 93% 93% 91% 93% 94% 92%

2012 92% 95% 95% 93% 92% 95% 93%

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution

The proportions of students by attendance range.

8

8

9

14

14

11

30

34

28

48

44

53

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

2010

2011

2012

Proportion of Students

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

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

If non-attendance of students become a problem, the following steps are taken:

Contact is made with the family after three days unexplained attendance

Support is offered to families

Teachers are vigilant is alerting the Principal to students with poor attendance.

Reminders in the newsletter regarding the importance of punctuality and daily attendance of school are regularly included. In some instances, the school has used the services of the Guidance Officer.

Performance of our students

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data.

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

Achievement – Closing the Gap

The ‘Closing the Gap’ achievement will not be reported due to fact that Shorncliffe State School has less than 5 indigenous students enrolled.

.