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Vincent State School

2017 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2017-2021

Department of Education

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Contact Information

Postal address: PO Box 415 Aitkenvale 4814

Phone: (07) 4728 0444

Fax: (07) 4728 0400

Email: principal@vincentss.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: The Principal, Mr Damien Tillack

School Overview

2017 NAIDOC Sea Turtle Mural Project (J Block Term 2- Term 3)

http://www.myschool.edu.au/http://data.qld.gov.au/

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At Vincent State School we value success for our students, staff and community. We have high expectations in all aspects of schooling. All students develop learning goals and when these are achieved, these are celebrated on our daily morning school parades. Our way of teaching is 'Visible Learning for Literacy'. Our high quality curriculum includes intensive teaching of literacy from Prep to Year 6. We teach a two-hour literacy block every day. We focus on small group teaching with targeted evidence-based strategies. Our teachers develop learning walls which are full of posters, flow charts, diagrams and vocabulary needed for students to achieve their learning goals. All students learn Auslan sign language. We have a signing choir. The school is a YuMi Deadly Maths School of Excellence. In Semester 2, 2015, 83.4% of students achieved A-C on their reports. In Semester 2, 2016, 83.9% of students achieved A-C on their reports. In Semester 2, 2017, 77% of our students achieved A-C on their reports, 75.6% of Indigneous students achieved A-C on their reports and 79% of students on Individual Curriculum Plans (ICPs) achieved A- C on their reports. Our students are talented artists and their artwork is often displayed in the community. Our art focus is on beautifying and connecting with the school through murals. All students are welcome to participate in Art Club projects. School clubs are timetabled every day during breaks. Parents and community members play a pivotal role in our school. Diversity is recognised and valued and programs are planned and implemented to maximise student achievement. In recent years, the school’s facilities have been steadily upgraded and this schedule will continue for a number of years. The school continues to be successful in a number of grants. One of these successful applications will fund a new covered pirate ship playground by the end of Semester 1, 2018 and a number of other buildings will be repainted in 2018.

Principal’s Foreword

Introduction

This report contains information and targeted data that documents the school’s improvement journey in 2017.

School Progress towards its goals in 2017

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INVESTING FOR SUCCESS (I4S) REPORT:

Under the agreement for 2017,

Vincent State School will

receive $97,600* This funding will be used to:

2017 Results:

Assist the school to achieve its goal of 80% of students achieving an

A, B or C in English, Maths and Science

At the end of Semester 1, these results were

achieved with the students who were enrolled at

the time: English: 82.5%; Maths: 83.1%; Science:

84%; Whole School Summary of all subjects: 82%

achieving an A, B or C. At the end of Semester 2,

these results were achieved with the students who

were enrolled at the time: English: 71.7%; Maths:

78.3%; Science: 78.8%; Whole School Summary

of all subjects: 77.1% (*During Term 3, classes

were changed due to increased enrolments that

resulted in some larger classes. All classes were

reorganised.)

Provide teaching staff with coaches and mentors to provide targeted

support in building an expert teaching team in order to achieve our

goal of 80% of students achieving an A, B or C in English, Maths and

Science.

Achieved. All primary school teaching staff were

provided with an additional 30 minutes per week

of coaching and mentoring with the Head Of

Curriculum or the Head Of Special Education

Services.

Implement the new Language Other Than English (LOTE): Auslan

curriculum with appropriate staffing.

Implemented

Build an expert teaching team that uses YuMi Deadly Maths principles

and practices.

Embedded

Embed our attendance improvement strategies to lift attendance so

students can achieve their learning goals

Embedded. End-of-year attendance goal of 85%

not achieved though. School continues its practice

of not removing left-students from the system until

they have enrolled at another school so

intervention can occur if enrolment has not

occurred.

Our initiatives include: 2017 Results:

Collaborative Inquiry Cycles Project where all teaching staff are

coached and mentored in individualised Problems of Practice

Implemented. All teaching staff participated in

developing whole-school or committee Problems

Of Practice, as well as developing their own for

their 2017 Annual Performance Review project.

• YuMi Deadly Maths Project where staff are coached and mentored

through co-teaching and co-reflecting

Implemented and embedded. Staff also presented

at the annual YuMi Deadly Maths Summit in

Brisbane in October. The school maintains its

status as a YuMi Deadly Maths School of

Excellence.

• Review and renew the school’s EATSIPS Framework and PACE

Framework to embed and expand our attendance improvement

strategies

The Connectedness Team and the

Connectedness Committee worked on a number

of projects and Problems Of Practice in 2017.

Our school will improve student outcomes by: 2017 Results:

Employing a Head Of Curriculum for the six months of Semester 2 Achieved

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Providing release time of 0.2FTE for a Senior Teacher to coach and

mentor teaching staff in implementing and embedding YuMi Deadly

Maths principles and practices

Achieved

Providing release time of 0.4FTE for an Experienced Senior Teacher

to fill the role of Support Teacher: Literacy and Numeracy (ST:LaN)

Achieved

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Future Outlook

In December 2017, 160 students were expected to begin school by February 2018. However, due to the mobile nature of the community, contingencies were put in place in case this predicted number of enrolments did not occur by Day 8, 2018.

For 2017, the school’s teaching staff worked on developing and implementing a Collaborative Inquiry Cycle (CIC) for developing a writing framework or on a range of other committees that also developed and implemented a CIC. In 2018, writing will become the next main focus to accompany the school’s reading program. ‘Writing: One sentence at a time’ is a state-wide program and the school will be a participant in this project.

In 2018, the school will also celebrate its fiftieth anniversary with celebrations on 17-18 August.

The school’s explicit improvement agenda is encapsulated below in the 2018 Annual Implementation Plan.

School Improvement Priorities for 2018

Improvement priority: Literate and numerate graduates - 80% of students achieving an A, B or C in English, Maths

and Science

Strategy – Making Learning Visible with Learning Walls in English, Maths and Science

Actions Targets Timelines Responsible Officer/s

Embed the use of Learning Walls for English, Maths (YuMi Deadly Maths RAMR model) and Science

80% of students achieving an A, B or C

Within the first week

Classroom teachers; HOC (coach)

Embed the use of Learning Walls for Health & Physical Education, The Arts and LOTE

Within the first week

Specialist teachers; HOC (coach)

Walk-throughs and Lesson Observations

Targeted areas of pedagogical framework

Three times per term each, as agreed with LCC

Leadership team and line managers

Strategy – Teaching with a literacy focus

Actions Targets Timelines Responsible Officer/s

Embed whole-school intervention through a daily two-hour Literacy block that may include levelled small-group instruction in spelling, writing on demand, Colourful Semantics and STRIVE

Pre- and post-test Short Term Data Cycles

5 or 10 weeks

Classroom teachers, small group leaders; HOC (coach); Principal (instructional leader)

Principal works as instructional leader, modelling the 4-lesson sequence for the teaching of writing, providing quality assurance and feedback in practice

Short Term Data Cycles

By the end of Semester 1, 2018

Principal

Embed the use of Colourful Semantics in History, Geography and Science 80% of students achieving an A, B or C

By the end of Semester 2, 2018

Classroom teachers; HOC (coach); Principal (instructional leader)

Embed Surface, Deep and Transfer learning strategies into unit planning and lesson delivery

At the start of units

All teachers; HOC (coach), Principal (instructional leader)

Strategy – The teaching of reading with the four-lesson sequence

Actions Targets Timelines Responsible Officer/s

Timetable expert teaching team as small group leaders Regional end-of-year PM goals

By the end of Term 4

Principal

Continue to embed the training of staff in the research-based four-lesson sequence for the teaching of reading

As per PD Plan

As part of Induction

HOC (coach) and ST:LaN

Reading goals for all students 2PM levels’ growth per term

Each term Classroom teacher

Teachers and Teacher Aides support students to articulate their learning with the 5 Questions for Students (5QfS)

All students can answer the 5QfS

In each unit Classroom teacher and teacher aides

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2017: Early Childhood - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2015 122 61 61 72 83%

2016 137 66 71 96 81%

2017 130 56 74 94 79%

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

In 2017, there were no students enrolled in a pre-Prep** program. The school had up to 110 registered children in its Early Childhood Education Program. The ECDP supports children with a disability or suspected disability. These children attend one or two sessions per week and/or a morning playgroup.

** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (https://qed.qld.gov.au/earlychildhood/families/pre-prep-indigenous).

Characteristics of the Student Body

Overview The proportion of students who identify as Aboriginal and/or Torres Strait Islanders remains stable at 70% - 76% of students, but this is subject to change per term based on our high student mobility. Our small community of Pacific and South Sea Islanders and Maoris hold their weekly church service in the school’s Hall. Approximately 13% of students have a diagnosed disability.

Our school community’s ICSEA value remains at 790, the bottom 3% of state schools in Queensland and the bottom 3% of the nation. The ICSEA value stands for Index of Community Socio-Educational Advantage.

Student mobility – the rate of new student enrolments and students leaving the school to enrol somewhere else –

remains at 70% by November each year.

A large group of alumni run the facebook page called ‘Vincent State School’. Their backgrounds reflect the school’s birth as a school for a booming population of children of military personnel posted to Townsville in the

late 1960s to 1980s.

Average Class Sizes

https://qed.qld.gov.au/earlychildhood/families/pre-prep-indigenous

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The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2015 2016 2017

Prep – Year 3 19 25 19

Year 4 – Year 6 18 23 29

Year 7 – Year 10

Year 11 – Year 12

Curriculum Delivery

Our Approach to Curriculum Delivery Our pedagogical framework focuses on making learning visible. High yield strategies are based on evidence and research. ‘Learning Walls’ support students to answer the Five Questions for Students. They display:

- the task and its criteria, - the co-constructed success criteria, - student goals to achieve an A, B or C, taking into consideration the reading and writing demands of the

task and text - a word wall – ‘field’ (topic)-specific vocabulary - student work samples from weak to strong as the unit progresses - text models, or teacher exemplar (an A+ teacher-written example on another topic) - and other elements of the unit.

A learning wall This approach is drawn from our pedagogical framework:

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Co-curricular Activities ANZAC Day Commemorations Athletics carnivals Art Club Art In A Suitcase Arts at Twilight – Heatley Secondary College art expo in August each year ATSIAP Breakfast Club (daily at 8:30am) Challenge Games Charity fundraising each term in Week 5 Choir Club (Fridays) Code Club (Mondays) Cowboys’ Adopt-a-Cowboy school visit Craft Club (Wednesdays) Cross Country Deadly Dukes – Adventurous Journey Deadly Dukes – Duke of Edinburgh Gardening Club Hallowe’en Disco in October Heatley Secondary College Youth Forum Heatley Secondary College Science Club Homework Club every Wednesday afternoon James Cook University Year 6 excursion Mural projects NAIDOC Week Celebrations (for one month) Obe Geia football carnival Open Day PCYC Indigenous Games PCYC Prep Swim Safe program and Lifestyle fitness program PLO programs Prep-4-Prep Semester 2 transition program

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Red Track Rotations on Friday afternoons in 5-week cycles Ronald McDonald House Art Project RSL Remembrance Day Commemorations Student Council Signing Choir (Auslan) Swimming Swimming carnival Full-year touch football program with Male Mentor semi-professional football players employed as teacher aides Townsville Fire basketball school visits Transition to Year 7 at Heatley Secondary College program Under 8’s Day White Ribbon Day activities Year 6 Woodwork YuMi Deadly Maths Fiesta

How Information and Communication Technologies are used to Assist Learning Vincent State School won a STEM grant to develop, implement and embed a gradual release of responsibility model for training staff to teach Digital Technology and to extend students’ tech skills. Students are able to use XO Androids in class as part of group rotations for literacy and numeracy activities. Our computer lab is gradually growing its laptops. Approximately $20,000 per year has been pent for the last two years on buying laptops to replace the old work stations. Students are also learning how to use edStudios. Teachers use smart boards and data projectors as part of their usual way of working, exposing students every day to uses of technology in learning. The school is gradually replacing all of the original promethean and smart boards purchased over five years ago.

Social Climate

Overview The school continues to fine-tune its data gathering to assist in providing the most appropriate teaching instruction and intervention for new students. As part of the school’s Indigenous English as an Additional Language/Dialect Plan (IEAL/D Plan), school staff assist families on enrolment to self-identify as English as an Additional Language or Dialect speakers, especially in the area of Aboriginal English Dialect speakers. Our current data continues to reflect limited self-identification of families as EAL/D speakers. The proportion of students who identify as Aboriginal and/or Torres Strait Islanders remains at approximately 70% - 75% of students in Prep to Year 6, but this is subject to change per term based on our high student mobility. The school’s overall Indigenous student population figures are lower at approximately 55% when the ECDP registered children are included in the school’s total student population. Our small community of Pacific and South Sea Islanders and Maoris hold their weekly church service in the school’s Hall. Our school community’s ICSEA value has fallen from 830 to 790, the bottom 3% of state schools in Queensland and the bottom 3% of the nation. The ICSEA value stands for Index of Community Socio-Educational Advantage – it provides an indication of the socio-educational backgrounds of students and it is not a school rating. ICSEA is set at an average of 1000. ICSEA is calculated by student factors - parents’ occupations, parents’ education, and school factors - geographical location and proportion of Indigenous students. Student mobility – the rate of new student enrolments and students leaving the school to enrol somewhere else – remains at approximately 70% by November each year. Usual reasons for movements in and out of enrolment remain as allocation or reallocation of public housing, unemployment or new employment opportunities, family breakdown, and temporary Indigenous student enrolment from out-of-town communities where school community members encouraged visiting relatives to enrol their children for the time of their family’s stay in Townsville. The school’s alumni continue to run their facebook page called ‘Vincent State School’. Their backgrounds reflect the school’s previous source of students from military personnel posted to Townsville in the late 1960s to 1980s. They are looking forward to the school’s 50th Anniversary celebrations on 17-18 August, 2018.

Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2015 2016 2017

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

100% 100% 100%

this is a good school (S2035) 100% 100% 100%

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

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Performance measure

Percentage of parents/caregivers who agree# that: 2015 2016 2017

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

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

100% 90% 100%

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

100% 90% 100%

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

100% 100% 100%

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

100% 100% 100%

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

100% 100% 100%

teachers at this school treat students fairly* (S2008) 100% 100% 100%

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

100% 100% 100%

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

100% 100% 100%

this school takes parents' opinions seriously* (S2011) 100% 100% 100%

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

100% 90% 90%

this school looks for ways to improve* (S2013) 100% 100% 100%

this school is well maintained* (S2014) 100% 100% 80%

Student opinion survey

Performance measure

Percentage of students who agree# that: 2015 2016 2017

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

they like being at their school* (S2036) 97% 100% 100%

they feel safe at their school* (S2037) 94% 97% 100%

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

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

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

94% 94% 97%

teachers treat students fairly at their school* (S2041) 94% 97% 100%

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

94% 91% 97%

their school takes students' opinions seriously* (S2043)

94% 97% 100%

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

83% 94% 94%

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

their school is well maintained* (S2046) 97% 97% 100%

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

97% 100% 100%

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Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2015 2016 2017

they enjoy working at their school (S2069) 93% 77% 74%

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

78% 77% 71%

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

85% 55% 56%

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

100% 86% 91%

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

92% 75% 74%

students are treated fairly at their school (S2073) 96% 68% 71%

student behaviour is well managed at their school (S2074)

92% 62% 59%

staff are well supported at their school (S2075) 85% 45% 55%

their school takes staff opinions seriously (S2076) 80% 42% 52%

their school looks for ways to improve (S2077) 93% 58% 70%

their school is well maintained (S2078) 81% 30% 39%

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

88% 67% 61%

* Nationally agreed student and parent/caregiver items # ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and community engagement The school encourages parent and family participation. A number of parents are also volunteers at the school. Parents attend school events such as NAIDOC Week, parent/teacher conversation nights, school BBQs, Christmas Concert, graduations, our assemblies, athletics events, Prep Open Day, Under 8s activity days and our daily morning parades. We also held our first Hallowe’en fancy dress disco fundraiser in many years which was very popular!.

The school recognizes and celebrates the indigenous cultures of Australia. An extensive NAIDOC Week celebration occurs through the end of Term 2 and the start of Term 3. This year’s projects included a Sea Turtle Mural on the end of J Block facing Palmerston Street. This time, we had a wide cross section of our school community participating including parents.

Key partnerships include Churches of Christ across the road, who run Practical Technology - Woodwork classes for our Year 6 students. Communities For Children (The Smith Family) and Save The Children (Good Beginnings) have offices on site to assist the community’s families as well as provide services on site such as Playgroup, scholarships and family assistance and on site. The school staffed and ran the Prep transition program and this was funded by Save The Children. This was the last year that the school’s Prep-Transition program will be run due to legislation changes.

The school also has a fortnightly Doctor’s clinic. The school is also the site of the North Queensland Region Training Room, a facility that offers regular professional development for the region’s teaching staff. As well, the school is also the base site for the region’s Advisory Teachers for Deaf and Hard of Hearing and other Advisory Teachers such as Physical Impairment and Early Childhood Education. Charters Towers School of Distance Education has a presence on site where it runs its Outreach program – where students and families come to Vincent State School campus for their face-to-face week. SunFish Recreational Fisher Association has an office and holds monthly meetings on campus and the North Queensland Region Representative Sports office is on campus too.

The HoSES (Head of Special Education Services) supports teachers and Special Education Program (SEP) teachers to prepare Individual Curriculum Programs (ICPs) for Students With Disabilities (SWD). The HoSES – Early Childhood Development Program (ECDP) runs programs for children with disabilities from ages 0-5 in the ECDP Centre as well as running Outreach services and mentoring other regional staff.

Respectful relationships programs The school has developed and implemented a framework that focus on appropriate, respectful, equitable and healthy relationships. A whole school approach to respectful relationships education is incorporated into the school’s Positive Behaviour for Learning framework. The school is now a registered White Ribbon school and scheduled events are held throughout the year to promote respectful relationships and to solve problems appropriately using the High Five, which is based on the nation’s anti-bullying strategies.

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school. Our incredible progress in changing school behavioural culture through the embedding of Positive Behaviour for Learning and the High Five strategies is evident with a drop in suspensions by half from 2015, and by 66% from 2014 to 2017.

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SCHOOL DISCIPLINARY ABSENCES

Type 2015 2016 2017

Short Suspensions – 1 to 10 days 68 51 34

Long Suspensions – 11 to 20 days 2 1 2

Exclusions 0 0 2

Cancellations of Enrolment 0 0 0

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Environmental Footprint

Reducing the school’s environmental footprint The school’s 20kw solar panels installed on F Block were all destroyed in a series of vandalism incidents and have not been replaced. Since then, the school qualified for a large black security fence which was installed around the school’s perimeter in April. This has ceased all trespass and vandalism events. Each class has a power monitor to encourage better power usage. The school’s old air-conditioning units are gradually being replaced with new power-efficient models.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2014-2015 223,906 8,957

2015-2016 216,286 7,413

2016-2017 201,456 13,830

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

School Funding

School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

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

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select . Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

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

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

Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff Teaching staff at the school includes primary school teachers, special education teachers for the primary school and special education teachers for the Early Childhood Development Program as well as teacher aides for these allocations. The school is also a base school for specialist Advisory Teachers for Deaf and Hard of Hearing (AT-DHH), Advisory Teachers for Physical Impairment (AT- PI) and staff for the Auslan Project which includes the Regional Auslan Coach (RAC). The RAC also manages and supervises Auslan Language Mentors (ALMs) and Teacher Aides: Auslan Interpreters. Two teachers are also based at James Cook University and work with ACT for Kids to support children.

2017 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 30 30

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- The teaching of writing - Colourful Semantics OLEY/Polley: Oral Language in the Early Years - YuMi Deadly Maths - Vincent State School pedagogical framework - Beginning Teacher Mentoring - Weekly mentoring and coaching of all primary school class and program teachers - Auslan, deaf and hard of hearing, and sign language assessment - A wide range of disabilities education, training and professional development, including Nationally Consistent Collection

of Data - Understanding Autism Spectrum Disorder ( A different Way of Thinking, Learning & Managing Emotions For Student

With ASD - Various trauma training: Classroom Strategies for Students with Trauma, Trauma Informed Early Childhood Educators,

Strategies For Managing Trauma - Classroom Strategies for Students with Anxiety - Social moderation of teacher judgments - English as an Additional Language or Dialect, including Assessing Writing Bandscales with Writing Sample Workshops - Positive Behaviour for Learning - Committees, including 2017 Writing Framework Project, Connectedness, Wellbeing and others - Restorative Practices - Managing Actual and Potential Physical Aggression (MAPA) - Various Indigenous education training - 2017 HOSES State Conference - 2017 Principals’ State Conference - Surface, Deep and Transfer Learning Workshops

The proportion of the teaching staff involved in professional development activities during 2017 was 100%. All staff members are provided with many different opportunities to participate, and/or facilitate and/or lead costed or in-kind professional development.

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2015 2016 2017

Staff attendance for permanent and temporary staff and school leaders. 96% 96% 95%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 77% of staff was retained by the school for the entire 2017.

Performance of Our Students

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Key Student Outcomes

LITERACY AND NUMERACY FINANCIAL INTERVENTION = OUTCOMES FOR STUDENTS (Aim: 80% of students achieving A-C Levels Of Achievement 2017-2018; 75% 2016; 70% 2015)

+ LOA % 2017 + LOA =/> 80% A-C

2016 + LOA =/> 75% A-C

2015 + LOA =/> 70% A-C

2014 + LOA =/> 70% A-C (Sem 2)

2013

financial intervention: (SP: School-purchased)

Connectedness Officer & 0.2FTE ST:L&N (SP) 0.2FTE IT Teacher 0.2FTE ST:L&N:Numeracy 1FTE HOC (SP) 1FTE HOSeS 0.13FTE BST/SEP tr (SP) 2FTE class trs (SP) $8k/month TAs (SP) 0.13FTE GO ICP class staffed 0.4FTE (SP)

Connectedness Officer & 0.2FTE ST:L&N (SP) 0.2FTE IT Teacher 1FTE HOC (RO alloc) 0.2FTE cluster HOSES 0.13FTE BST/SEP tr (SP) 2FTE SEP trs (SP) $?k/month TAs (SP) 0.13FTE GO DP for Sem 2

Connectedness Officer & 0.2FTE ST:L&N (SP) 0.2FTE IT Teacher 1FTE Pedagogy Coach (SP) 1FTE HOSeS 0.13FTE BST/SEP tr (SP) 2FTE class trs (SP) $8k/month TAs (SP) 0.13FTE GO ICP class staffed 0.4FTE (SP)

Connectedness Officer & 0.4FTE ST:L&N (SP); HOC (GRG); 0.66FTE BST/SEP tr (SP); 2FTE class trs (SP) $8k/month TAs (SP); 0.13FTE GO; DP (13 wks – Sem 2); ICP classes staffed; 0.8FTE (Sem 2)(SP); (YuMiDeadly Maths) (Closing The Gaps); Acting Principals from June-Dec 2014

Connectedness Officer (SP) ST:L&N (SP) HOC GO (National Partnerships) (YuMiDeadly Maths) (Closing The Gaps) +…

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Prep Kassie Koppe (CCA); Sandy Adams (CCB) Sem 1 All Prep English 81% Ind Eng 85% All Maths 88% Ind Maths 92% Sem 2 All Prep English 60% Ind Eng 63% All Maths 80% Ind Maths 81%

Kassie Koppe (CCA); Sandy Adams (CCB) Sem 1 All Prep English 69% Ind Eng 61% All Maths 76% Ind Maths 70% Sem 2 All Prep English 68% Ind Eng 68% All Maths 84% Ind Maths 79%

Kassie Koppe Sem 1 All Prep English 67% Ind Eng 43% All Maths 80% Ind Maths 57% Sem 2 All Prep English 83% Ind Eng 70% All Maths 94% Ind Maths 90%

Jenny Buckby Sem 1 All Prep English 35% Ind Eng 33% All Maths 54% Ind Maths 39% Sem 2 All Prep English 48% Ind Eng 33% All Maths 57% Ind Maths 40%

Jenny Buckby Sem 1 All Prep English 62% Ind Eng 55% All Maths 81% Ind Maths 73% Sem 2 All Prep English 53% Ind Eng 40% All Maths 63% Ind Maths 60%

Yr 1 Melissa Melazzini (T1); Humna Ahmed (T2-4) (CCB); Anel Neser (CCC) Sem 1 All Yr 1 English 84% Ind Eng 94% All Maths 92% Ind Maths 94% Sem 2 All Yr 1 English 73% Ind Eng 71% All Maths 92% Ind Maths 90%

Sandy Adams (CCB); Melissa Melazzini (CCC) Sem 1 All Yr 1 English 90% Ind Eng 85% All Maths 90% Ind Maths 85% Sem 2 All Yr 1 English 90% Ind Eng 85% All Maths 86% Ind Maths 77%

Sandy Adams Sem 1 All Yr 1 English 86% Ind Eng 75% All Maths 95% Ind Maths 92% Sem 2 All Yr 1 English 88% Ind Eng 79% All Maths 57% Ind Maths 75%

Kassie Koppe Sem 1; Ashleigh Domio T3; Sandy Adams T4 Sem 1 All Yr 1 English 53% Ind Eng 50% All Maths 63% Ind Maths 50% Sem 2 (Term 4) All Yr 1 English 87% Ind Eng 86% All Maths 80% Ind Maths 86% 6% achieved PM End-of-year benchmark

Ruth Kinsella-Richards Sem 1 All Yr 1 English 26% Ind Eng 30% All Maths 58% Ind Maths 70% Sem 2 All Yr 1 English 29% Ind Eng 44% All Maths 76% Ind Maths 89% 6% achieved PM End-of-year benchmark

Yr 2 Anel Neser (CCC); Sarah Quick (T1) 4 teachers (T2) Prue Moore (S2) (CCD) Sem 1 All Yr 2 English 75% Ind Eng 75% All Maths 74 % Ind Maths 64% Sem 2 All Yr 2 English 88% Ind Eng 85% All Maths 88% Ind Maths 85%

Melissa Melazzini (CCC); James Webb (T1) Mellisa Condie (T2) Sarah Quick (S2) (CCD) Sem 1 All Yr 2 English 65% Ind Eng 50% All Maths 48% Ind Maths 29% Sem 2 All Yr 2 English 87% Ind Eng 85% All Maths 92% Ind Maths 93%

Ruth Kinsella-Richards T1/ Melissa Melazzini T2-4; Sandy Adams Sem 1 All Yr 2 English 74% Ind Eng 82% All Maths 68% Ind Maths 64% Sem 2 All Yr 2 English 100% Ind Eng 100% All Maths 100% Ind Maths 100%

Jeff Kann Sem 1 All Yr 2 English 55% Ind Eng 67% All Maths 73% Ind Maths 100% Sem 2 All Yr 2 English 82% Ind Eng 100% All Maths 73% Ind Maths 100% 11% achieved PM End-of-year benchmark (↑5% from 2013)

Amanda Polglase; Jeff Kann Sem 1 All Yr 2 English 50% Ind Eng 30% All Maths 45% Ind Maths 10% Sem 2 All Yr 2 English 42% Ind Eng 11% All Maths 32% Ind Maths 0%

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Yr 3 Sarah Quick (T1) 4 teachers (T2) Prue Moore(S2) (CCD) ; Michael Webster (CCE) Sem 1 All Yr 3 English 80% Ind Eng 81% All Maths 74 % Ind Maths 75% Sem 2 All Yr 3 English 75% Ind Eng 58% All Maths 76% Ind Maths 62%

James Webb (T1) Mellisa Condie (T2) Sarah Quick (S2) (CCD) Sem 1 All Yr 3 English 72% Ind Eng 69% All Maths 61% Ind Maths 62% Sem 2 All Yr 3 English 76% Ind Eng 79% All Maths 76% Ind Maths 79%

Cindy Hillier-Black Sem 1 All Yr 3 English 56% Ind English 67% All Maths 70% Ind Maths 83% Sem 2 All Yr 3 English 69% Ind Eng 67% All Maths 62% Ind Maths 67%

Jeff Kann; Ruth Kinsella-Richards Sem 1 All Yr 3 English 50% Ind Eng 33% All Maths 33% Ind Maths 25% Sem 2 All Yr 3 English 60% Ind Eng 50% All Maths 73% Ind Maths 70%

Elaine Davis Sem 1 All Yr 3 English 46% Ind Eng 38% All Maths 77% Ind Maths 75% Sem 2 All Yr 3 English 55% Ind Eng 33% All Maths 82% Ind Maths 67%

Yr 4 Michael Webster (CCE) Sem 1 All Yr 4 English 75% Ind Eng 80% All Maths 92% Ind Maths 100% Sem 2 All Yr 4 English 78% Ind Eng 75% All Maths 89% Ind Maths 88%

Heidi Merritt (CCE) Sem 1 All Yr 4 English 86% Ind Eng 80% All Maths 100% Ind Maths 100% Sem 2 All Yr 4 English 100% Ind Eng 100% All Maths 88% Ind Maths 83%

Cindy Hillier-Black; Jeff Kann Sem 1 All Yr 4 English 80% Ind Eng 80% All Maths 56% Ind Maths 64% Sem 2 All Yr 4 English 60% Ind Eng 50% All Maths 75% Ind Maths 64%

Ruth Kinsella-Richards Sem 1 All Yr 4 English 62% Ind Eng 50% All Maths 69% Ind Maths 67% Sem 2 All Yr 4 English 75% Ind Eng 80% All Maths 67% Ind Maths 80%

Elaine Davis (Yr 3-4); Judy Geary (Yr 4-5) Sem 1 All Yr 4 English 30% Ind Eng 13% All Maths 45% Ind Maths 38% Sem 2 All Yr 4 English 47% Ind Eng 38% All Maths 53% Ind Maths 38%

Yr 5 Heidi Merritt (T1-3); Tarryn Potts (T4) (CCF) Sem 1 All Yr 5 English 88% Ind Eng 80% All Maths 80% Ind Maths 71% Sem 2 All Yr 5 English 80% Ind Eng 83% All Maths 90% Ind Maths 83%

Heidi Merritt (CCE); Michael Webster (CCF) Sem 1 All Yr 5 English 92% Ind Eng 100% All Maths 100% Ind Maths 100% Sem 2 All Yr 5 English 90% Ind Eng 83% All Maths 82% Ind Maths 86%

Jeff Kann; Judy Geary / Elaine Davis; Cindy Hillier-Black (Sem 1) Sem 1 All Yr 5 English 89% Ind Eng 80% All Maths 83% Ind Maths 80% Sem 2 All Yr 5 English 94% Ind Eng 100% All Maths 81% Ind Maths 88%

Elaine Davis Sem 1 All Yr 5 English 25% Ind Eng 0% All Maths 31% Ind Maths 13% Sem 2 All Yr 5 English 50% Ind Eng 14% All Maths 79% Ind Maths 57%

Judy Geary (Yr 4-5); Rebecca Brown (Yr 5-6) Sem 1 All Yr 5 English 30% Ind Eng 17% All Maths 65% Ind Maths 75% Sem 2 All Yr 5 English 81% Ind Eng 80% All Maths 88% Ind Maths 80%

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Student Attendance

Student attendance

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

STUDENT ATTENDANCE 2017

Description 2015 2016 2017

The overall attendance rate* for the students at this school (shown as a percentage). 84% 85% 83%

The attendance rate for Indigenous students at this school (shown as a percentage). 81% 83% 80%

*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall student attendance rate in 2017 for all Queensland Primary schools was 93%.

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

Year Level

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2015 84% 85% 82% 80% 78% 91% 86%

2016 87% 82% 86% 81% 89% 81% 89%

2017 84% 82% 83% 82% 80% 87% 84%

*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

Yr 6 Heidi Merritt (T1-3); Tarryn Potts (T4) (CCF) Sem 1 All Yr 6 English 82 % Ind Eng 83% All Maths 85% Ind Maths 75% Sem 2 All Yr 6 English 53% Ind Eng 50% All Maths 35% Ind Maths 33%

Michael Webster (CCF) Sem 1 All Yr 6 English 88% Ind Eng 89% All Maths 89% Ind Maths 90% Sem 2 All Yr 6 English 69% Ind Eng 60% All Maths 71% Ind Maths 73 %

Judy Geary T1, T3/ Elaine Davis T1-T3; Jeff Kann Sem 1 All Yr 6 English 60% Ind Eng 33% All Maths 90% Ind Maths 83% Sem 2 All Yr 6 English 83% Ind Eng 67% All Maths 57% Ind Maths 38 %

Elaine Davis; Judy Geary Sem 1 All Yr 6 English 69% Ind Eng 67% All Maths 75% Ind Maths 78% Sem 2 All Yr 6 English 82% Ind Eng 70% All Maths 65% Ind Maths 50%

Kassie Koppe & Ilma Murray-Prior (Yr 6-7); Rebecca Brown (Yr 5-6) Sem 1 All Yr 6 English 56% Ind Eng 50% All Maths 56% Ind Maths 50% Sem 2 All Yr 6 English 71% Ind Eng 50% All Maths 57% Ind Maths 50%

Yr 7 2017 2016 2015 Judy Geary Sem 1 All Yr 7 English 54% Ind Eng 50% All Maths 64% Ind Maths 83% Sem 2 All Yr 7 English 71% Ind Eng 83% All Maths 64% Ind Maths 83%

Kassie Koppe & Ilma Murray-Prior (Yr 6-7) Sem 1 All Yr 7 English 32% Ind Eng 23% All Maths 53% Ind Maths 54% Sem 2 All Yr 7 English 47% Ind Eng 42% All Maths 42% Ind Maths 42%

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Student Attendance Distribution The proportions of students by attendance range:

Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the 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.

Since Term 3, 2014, we have developed, implemented and embedded our ‘Attendance Acountabilities and

Responsibilities’ plan with school-funded strategies. The school funds a Connectedness Officer to lead this plan.

In summary, the main focus is to move Amber students (85% - 90%) to Green (90% and above) and Light Green students (90% – 95%) to Dark Green (95% and above), with interventions for Red students (below 85%). This occurs with whole-school five-week Short Term Data Cycles - a very intensive process that requires in-depth knowledge of all our students and their circumstances and documenting this on a confidential chart. This is especially important due to the high rate of student mobility.

45

44

50

15

11

11

19

19

15

20

26

24

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

2017

2016

2015

Proportion of Students

Attendance Rate: 0% to

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Every day, we have a school assembly at 8:50am. This is a Celebration Parade. Winners of awards (Students of the week for that class and Goal achievers) have their picture taken which is published in colour in the school weekly newsletter. Scheduled prize draws are held which are linked to positive behaviour, goals and attendance. Attendance (and punctuality) and student articulation of their learning and their goals have risen and School Discipline Absences have dropped remarkably. ‘100% Attendance Reward Parties’ are held every two to five weeks depending on the developing needs. ‘100% Attendance for the term parties’ are held at the end of each term. There is a weekly intra-class Attendance competition and a weekly inter-class Attendance competition.

Hosting Polly the Parrot sculpture for the week is the coveted prize.

NAPLAN

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

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the

following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select . Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

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Conclusion

Further enquiries are welcome. Please contact the principal or visit the school’s website.

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