We Have a Fully Qualified Solicitor Teaching Legal Studies

Queensland State School Reporting - 2010 Glenmore State High School (2028)

Postal address PO Box 5822 Red Hill QLD North Rockhampton 4701 Phone (07) 4923 0333 Fax (07) 4923 0300 Email [email protected] Additional reporting information pertaining to Webpages Queensland state schools is located on the My School website and the Department’s Right to Information site.

Contact Person Mrs Janet Young ( A/Principal)

Principal’s foreword Introduction This annual report contains a concise summary of Glenmore State High School in 2010. The report can be obtained on the website and in hard copy from the office.

School progress towards its goals in 2010 In 2010 in addition to maintaining our whole school focus on positive relationships, literacy, indigenous education and brain compatible learning we have used our NAPLAN and QCAT results to sharpen our attention on reading and comprehension in years 8 and 9. Our 3R’s reading intervention program and our PAL reading intervention program both continued in 2010.

In 2010 we continued with our unrelenting focus on improving learning experiences for students through the application of brain compatible pedagogies and embedding literacy in every lesson across the curriculum.

We implemented our Indigenous Education Action Plan based on the findings of the ‘Dare to Lead’ audit which we initiated in 2009. An after school homework club for our indigenous students and an audit of our curriculum for Indigenous Perspectives was conducted.

Many opportunities were scheduled in our 2010 calendar for professional conversations and professional development as teachers meet their Performance Plan goals for 2010.

Personalised Learning Plans have been introduced in 2010 for identified year 8 students.

Future outlook In 2011 a major focus will be the continued use of data to inform teaching and learning. Staff will be trained in the use of data analysis tools to create a greater understanding of the information available.

Staff will be actively involved in the development of programs and appropriate pedagogy ready for the implementation of the National Curriculum in 2012.

The identification of successful outcomes and pathways for senior students will be further developed with explicit tracking of all students individually. The identification and creation of additional programs to support successful transition from school to work or further education will be a major focus within the senior school.

Staff will undertake a Behaviour Management review and develop policy and procedures to address issues. A major focus will be on developing positive relationships, consistency of application and increasing the explicit teaching of expectations.

2010 School Annual Report

of 8 Our school at a glance

School Profile

GSHS is a co-educational setting catering for students in Years 8 to 12. Glenmore High was established in 1975 as Rockhampton’s third State High School, serving the growing community on the north-side of Rockhampton. It adjoins the Glenmore State School and the Rockhampton campus of the School of Distance Education, and enjoys close links with these facilities as a total educational campus, preschool to Year 12. Together these schools and Central Queensland University make up the Glenmore Educational Precinct which works closely together to attain excellence in education from prep to tertiary.

GSHS is situated in a pleasantly landscaped environment. It has a heated swimming pool, basketball courts, a gym and weights room, an Indoor Activities Centre (the Mike Maher Centre) for assemblies, sporting programs and drama productions, studios for dance, drama and music and an athletics oval.

Total student enrolments for this school: Total Enrolment Girls Boys Enrolment Continuity (Feb 2010 – Nov 2010) 658 325 333 80%

Characteristics of the student body: The student population of approximately 680 is drawn from a broad cross section of the community. Currently, approximately 100 of our students identify as either Aboriginal and/or Torres Strait Islander and approximately 4% of our students speak English as a second language. We have approximately 7% of students ascertained with a learning disability for whom our Special Education Program caters.

Class sizes – Proportion of school classes achieving class size targets in 2010 Percentage of classes in the school Average Class Phase Size On or under Under Target On Target Over Target target Year 8 – Year 10 21 99% 91% 8% 1% Year 11 – Year 12 14 97% 96% 1% 3% All Classes 18 99% 93% 5% 1%

School Disciplinary Absences Disciplinary Absences Count of Incidents Short Suspensions - 1 to 5 days 193 Long Suspensions - 6 to 20 days 32 Exclusions 7 Cancellations of Enrolment 27

Curriculum offerings Our distinctive curriculum offerings Glenmore State High School offers a broad range of subject offerings, using a flexible and responsive approach to timetabling and subject selection. The vertical progression offered by the AMSCO program supports students wishing to pursue tertiary studies whilst studying their last year of high school. Students experience development across all the Key Learning Areas in the Junior school, with opportunities to select pathways according to their developing strengths and interests as they progress through the Junior school. Year 10 is recognised as part of the senior phase of learning. At Glenmore High our dedicated, experienced and skilful staff take learning seriously. We offer: - An accelerated program in Years 8-10 in Mathematics and Computing with Extension Science (AMSCO) - A Total Arts Program to give students the opportunity to access all strands of the Arts including Art, Music, Drama, Media and Dance to Year 12.

- A progressive approach to Business Studies through Enterprise Education and Financial Literacy - Specialist HPE classes with a focus on Netball and Rugby League - An active approach to civic responsibility with a Student Council providing opportunities for students to participate in events in the community - An enthusiastic approach to participation in academic competitions - A “high tech” approach to learning – with electronic whiteboards and TInspire calculators complementing the regular ICTs on offer. Extra curricula activities Glenmore High provides a diverse range of extra-curricular activities in which all students are encouraged to participate. These include academic, cultural, artistic and social dimensions which contribute to the development of the ‘whole’ student and contribute to the broader community. Examples include:  Instrumental Music Program  Australian National Chemistry Quiz  Rio Tinto Big Science Competition  ICAS Science competition  CQ University Immersion days  C.P.A./ Bond University competitions  Drama Productions  School Oratory Competition  Rockhampton Eisteddfod  Minister’s Awards for Excellence in Art  National Cheerleading Competitions  Rotary Quiz  Speaking competitions (Rostrum Voice of Youth, Lions Youth of Year, Legacy Plain English Speaking Competition  University of NSW Writing and English competitions  Australian Financial Literacy Test  Interschool Debating  B.E.A.Q. Keyboarding  Australian Informatics  Mathematics Team Challenge  Westpac Maths Competition  CQ Japanese Writing and Speaking Competitions  Supporting charitable organisations through school fund-raising and door knock support  A diverse range of both team and individual athletic pursuits How Information and Communication Technologies are used to assist learning Glenmore High staff have embraced computer and associated technologies across the curriculum. One of our strategic directions is to promote our reputation for a “high tech” approach to teaching and learning. Our learners and our community value our approach to using technology in learning. ICTs are used to assist learning and are embedded within the curriculum across all KLAs. Staff are further developing their own knowledge through the acquisition of the ICT Certificate and a number of staff are beginning the Digital Pedagogical Licence. The school has heavily invested in technology with interactive whiteboards with internet access and surround sound a common feature around the school. The school has a student computer ratio of 3:1 with student accessible curriculum computers allowing ICTs to be a major part of our students’ learning.

Social climate The social climate of our school is based upon an ethos of positive relationships, with mutual respect and regard at its core. Glenmore State High School empowers all students to resolve conflict and addresses Bullying prevention through the HPE curriculum. A student induction program, “What If,” supports the school’s anti-Bullying Policy and ensures that all students are aware of the policies and procedures within the school and who they can speak to about any issues that arise. These policies and procedures are revisited regularly on year level

and whole school parades. The Student Support meeting also works to identify any issues of bullying that occur and place support around students involved either as the victim or the bully. Glenmore SHS has a Chaplain working in the school three days a week. Students are able to access him for support throughout the school day by making an appointment. Staff are able to refer students to the Chaplain through the Support Staff meeting held fortnightly. Chappie Kevin provides ongoing support for individuals and groups and works closely with the other support staff to refer students to outside agencies as necessary. This social climate of the school is highly valued by our students and our community. Parent opinion demonstrates support for our approach, with the majority of respondents agreeing that students are safe and happy at school. Staff retention is indicative of the positive learning climate at Glenmore High with 93.5% of staff remaining from 2009 –2010

Parent, student and teacher satisfaction with the school A majority of parents and students are satisfied that they are getting a good education at Glenmore State High School. Performance measure Result 2010 Percentage of parents/caregivers satisfied that their child is getting a good 68% education at school Percentage of students satisfied that they are getting a good education at 56% school Percentage of parents/caregivers satisfied with their child’s school 63% Percentage of school workforce satisfied with access to professional 54% development opportunities that relate to school and systemic initiatives Percentage of staff members satisfied with morale in the school 71%

Involving parents in their child’s education. We believe that positive, purposeful partnerships are vital for quality learning and parents are very important partners in all aspects of school life. The Parents and Citizens’ Association supports a variety of activities to enhance the development of the school. Successful parent – teacher – student relationships are seen as the core of our work and regular communication is maintained at this level by linking with home over curriculum, assessment and reporting information.

Reducing the school’s environmental footprint An increasing focus on the environmental footprint of the school is being created in an effort to reduce environmental impact. Recycling of paper is actively encouraged throughout the school with recycle bins available to all staff. The old style fluorescent light bulbs within the school have been replaced by T5 Tri- Phosphor bulbs and all staff are encouraged to reduce power usage by turning off all electrical equipment when not in use. The school has installed solar panels in compliance with the Solar Schools program and these now supplement the school’s power consumption. Regular maintenance is conducted throughout the school to address issues identified. Electricity Year Total Electricity Sewerage Waste Water Gas Other WaterKL GasMJ KwH 2010 $153,836 $101,297 $7,866 $6,660 $37,953 $60 $0 536,120 24,175 60 2009 $137,710 $91,769 $0 $0 $21,931 $88 $23,922 517,828 23,109 0 % change - 12% 10% N/A N/A 73% -100% 4% 5% N/A 2009 - 32% 2010

of 8 Performance of our students

Staff composition, including Indigenous Staff

Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff

Headcounts 58 30 <5

Full-time equivalents 56 23 <5

Qualifications of all teachers.

Num ber of Masters classroom Bachelor degree Highest level Diplom a teachers and of attainm ent school leaders 2% at the school 3% 7% Masters 4 88%

Bachelor degree 51

Diploma 2

Certificate 1

We have a fully qualified solicitor teaching Legal Studies. Expenditure on and teacher participation in professional development. The total funds expended on teacher professional development in 2010 were $43,898.

The major professional development initiatives are as follows: Literacy and Numeracy Curriculum specific areas through QSA Departmental systemic training Responsible and Positive Behaviour Initiatives Information Communication Technologies

The involvement of the teaching staff in professional development activities during 2010 was 100%.

Average staff attendance For permanent and temporary staff and school leaders, the staff attendance rate was 96% in 2010.

Proportion of staff retained from the previous school year. From the end of the previous school year, 94% of staff were retained by the school for the entire 2010 school year.

Key student outcomes Attendance Student attendance - 2010 The average attendance rate for the whole school as a percentage in 2010 was 88%. Student attendance for each year level Year 8 Year 9 Year Year Year 10 11 12 91% 87% 86% 86% 89%

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. Rolls are marked every lesson and at the beginning of the day. To improve and monitor student attendance ‘ID Attend’ software has been implemented school wide as an electronic roll marking and tracking procedure. Student absences are followed up and SMS messaging advises parents of student absence from school.

Achievement – Closing the Gap Student attendance rates at school continue to increase with an attendance rate of 87.8% for all students. The gap between Indigenous and Non-indigenous student attendance has been decreasing for the past two years. Staff are currently focused on assisting all students to improve their attainment results across all subject areas. The gap between Indigenous and Non-indigenous students apparent retention rate from Year 10 to Year 12 is significantly less than the majority of other Queensland State schools.

Achievement – Years 3, 5, 7, and 9 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 MySchool website at http://www.myschool.edu.au/

To access our NAPLAN results, click on the MySchool 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 .

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.

Attainment and Achievement – Year 12 Apparent retention rates Year 10 to Year 12. Year 12 student enrolment as a percentage of the Year 10 71% student cohort.

Outcomes for our Year 12 cohort of 2010 Number of students receiving a Senior Statement. 91 Number of students awarded a Queensland Certificate of Individual Achievement (QCIA). 1 Number of students receiving an Overall Position (OP). 28 Number of students who are completing/continuing a School-based Apprenticeship or 17 Traineeship (SAT). Number of students awarded one or more Vocational Educational Training (VET) 82 qualifications. Number of students awarded an Australian Qualification Framework (AQF) Certificate II or 29 above. Number of students awarded a Queensland Certificate of Education (QCE) at the end of 54 Year 12. Number of students awarded an International Baccalaureate Diploma (IBD). 0 Percentage of OP/ IBD eligible students with OP 1-15 or an IBD. 82% Percentage of Year 12 students who are completing or completed a SAT or were awarded 92% one or more of the following: QCE, IBD, VET qualification. Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an 95% offer.

Overall Position Bands (OP) Number of students in each Band for OP 1 to 25. OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25 7 7 9 5 0

Vocational Educational Training qualification (VET) Number of students awarded certificates under the Australian Qualification Framework (AQF). Certificate I Certificate II Certificate III or above 79 28 4 Certificate 1 Work Education Cert 1 courses undertaken in 2010 included Work Education, Construction, Engineering, Manufacturing, and Furnishing.

Post-school destination information At the time of publishing this School Annual Report, the results of the 2010 Year 12 post-school destinations survey, Next Step – Student Destination Report for the school were not available. Information about these post-school destinations of our students will be incorporated into this Report in September. Early leavers information Students leaving school early generally choose to do so as they have gained full time employment or have moved to another training organisation. Early leavers are tracked and assisted by the school Careers Officer. Official tracking has only commenced in 2011 but students who have left the school are able to access further support if they make contact and there are a number of students who left last year who have done so.