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DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Pine Rivers Special School (3011) Queensland State School Reporting 2012 School Annual Report
YPEOVER TO INSERT SCHOOL NAME DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
Postal PO Box 508 Lawnton 4501 address
Phone (07) 3285 0555
Fax (07) 3285 2315
Email [email protected]
Additional reporting information pertaining to Webpages Queensland state schools is located on the My School website and the Queensland Government data website. DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
Contact Mr Neil Larter (Principal) Person DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
Principal’s foreword DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
Introduction
At Pine Rivers Special School, our Vision is to have all students actively engaged in learning that will enable them to participate successfully in society. In 2012, the school undertook its Quadrennial School Review and determined four major focus areas that would be used to shape the future direction of the school. These include: The development and Implementation of a Quality Curriculum, the development of Expert Pedagogy, Literacy and Communication Training and School-wide Positive Behaviour Support.
School progress towards its goals in 2012
Within the 2012 Annual Improvement Plan, there were 6 priorities identified. These included: Implementation of the Australian Curriculum (English) and the expansion of Library Resources to support this, The implementation of the Australian Curriculum (Maths and Science) and resourcing this implementation, The expansion of ICT and E-Learning throughout the school, Communication and Literacy Training, and SWPBS (School Wide Positive Behaviour Support).
In 2012, all teachers worked with the Head of Curriculum to explore the Australian Curriculum (English, Maths and Science), to find relevant units for the students and to differentiate the unit to enable maximum student participation and learning.
Future outlook
The Strategic Plan 2013 – 2016 for Pine Rivers Special School details the School Priorities, including: A Quality Curriculum: Implementation of the Australian Curriculum Incorporation of Disability-Specific Training, and A focus upon the Transition of Senior Students to appropriate Post-School Options. Expert Pedagogy: The development of a Pedagogical Framework based upon ‘The Art and Science of Teaching’ Implementation of recommendations from ‘The Audit of Teaching and Learning’ Collegial Engagement and support for the Development of Teacher Capability
Communication and Literacy Training: Implementation of a Consistent Approach to tracking the Development of Language Implementation of Alternative and Augmentative Communication consistently across the school Implementation of the 4 Blocks Model of Literacy Training
School Wide Positive Behaviour Support Implementation of ‘Team-Teach’ Strategies consistently across the school The use of Classroom Profiling to support teachers’ use of the Essential Skills of Classroom Management Implementation of ‘Functional Behaviour Analysis’ and the development of Individual Positive Behaviour Support Plans
School and Community Partnerships: Continued collaboration with Government Agencies, such as the Dept of Child Safety & Disability Services DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
The building of Partnerships with Community Businesses Continued collaboration with the P&C Association
Principal Leadership and School Capability: Use of the Developing Performance Framework to build staff capability and capacity to achieve systemic and school priorities. Our school at a glance
School Profile
Record:
Coeducational or single sex: Coeducational
Year levels offered in 2012: Yrs 1 – 12 Special Education Total student enrolments for this school:
Enrolment Continuity Total Girls Boys (Feb – Nov)
2010 103 33 70 95%
2011 107 30 77 96%
2012 115 29 86 95%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body: Students who attend Pine Rivers Special School come from a broad geographic region encompassing Lawnton, Warner, Joyner and Cashmere in the west, Strathpine, Bracken Ridge and Carseldine in the east, and Kallangur, North Lakes, Narangba and Dayboro in the north. Students come from a range of socio-economic, ethnic and cultural backgrounds. At this stage there is only a small percentage (less than 5%) of indigenous students. Average Class sizes
Average Class Size
Phase 2010 2011 2012
Prep – Year 3 5 5 5
Year 4 – Year 10 7 7 7
Year 11 – Year 12 7 7 7
School Disciplinary Absences
Count of Incidents
Disciplinary Absences 2010 2011 2012
Short Suspensions - 1 to 5 days 2 3 2
Long Suspensions - 6 to 20 days 0 1 0
Exclusions 0 0 0
Cancellations of Enrolment 0 0 0
Curriculum offerings Our school at a glance
Our distinctive curriculum offerings With the introduction of the Australian Curriculum (English, Maths and Science) in 2012, students explored a broad range of Curriculum through highly adjusted C2C Units within English and Science. All classes attempted Units of the Australian Curriculum at a level that was Challenging, but Meaningful and Achievable with some Adjustment. There had been considerable re-shaping of the Senior Schooling Program and in 2012, students in Yrs 9,10,11 & 12 engaged in a rich and varied program. Students in the Senior Sector of the school chose Elective Subjects, which supported the Achievement of Goals identified within their Senior Education Transition and Training (SETT) Plan and the QCIA.
Extra curricula activities As well as the prescribed and school based curriculum activities, students at Pine Rivers Special School are able to participate in a range of Extra Curricula activities, including School Choir, Interschool Sport and Community-Based Learning Opportunities. As part of the Senior Schooling Program, students participate in the Work Experience program. The re-shaping of this program in 2012 meant that students and their parents were able to choose an Earning or Continued Learning Pathway, which outlined possible future work placements, and enabled them to make informed decisions about future programs.
How Information and Communication Technologies are used to assist learning At Pine Rivers Special School, ICTs are seen as an integral part of the teaching and learning process, with both low and high-tech devices used to support communication and access to learning. Electronic whiteboards have been installed in most of our classrooms, and in 2012, Interactive Projectors were installed in classrooms throughout the Senior area of the school. The school also extended its pool and use of Ipads as a tool for accessing curriculum and enabling students to participate more fully within learning opportunities Our school at a glance Our school at a glance
Social climate
At Pine Rivers Special School, we believe that students should be able to learn and that teachers should be able to teach within an environment that is safe and supportive. In order to achieve this, staff and students work within the guidelines of the school’s Responsible Behaviour Plan, with emphasis on the shaping of positive behaviour through clear articulation, modelling and reward. The 5 School Rules were re-shaped by the school’s SWPBS Committee as part of the Quadrennial School review and underpin daily operations. Students are recognised for demonstrating these behaviours each week at School Assembly. Bullying behaviours are not tolerated at Pine Rivers Special School. At Pine Rivers, we are committed to a Safe, Respectful and Disciplined Learning Environment and the simple “Red Hand” with the message “Stop! I don’t like it!” is used to support students stopping behaviour that may be seen as bullying. Staff at Pine Rivers have been trained in the Essential Skills of Classroom Management and incorporate the understandings of this into classroom practice. Our school at a glance Our school at a glance
Parent, student and staff satisfaction with the school
In 2012, the school celebrated incredible support from and satisfaction of parents.
Performance measure (Nationally agreed items shown*)
Percentage of parents/caregivers who agree that: 2012#
their child is getting a good education at school 100.0%
this is a good school 100.0%
their child likes being at this school* 96.4%
their child feels safe at this school* 100.0%
their child's learning needs are being met at this school* 100.0%
their child is making good progress at this school* 100.0%
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* 96.3%
teachers at this school motivate their child to learn* 100.0%
teachers at this school treat students fairly* 96.3%
they can talk to their child's teachers about their concerns* 100.0%
this school works with them to support their child's learning* 100.0%
this school takes parents' opinions seriously* 96.4%
student behaviour is well managed at this school* 96.2%
this school looks for ways to improve* 100.0%
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
they like being at their school*
they feel safe at their school*
their teachers motivate them to learn*
their teachers expect them to do their best*
their teachers provide them with useful feedback about their school work*
teachers treat students fairly at their school* Our school at a glance
Parent, student and staff satisfaction with the school
they can talk to their teachers about their concerns*
their school takes students' opinions seriously*
student behaviour is well managed at their school*
their school looks for ways to improve*
their school is well maintained*
their school gives them opportunities to do interesting things*
Performance measure (Nationally agreed items shown*)
Percentage of school staff who agree: 2012#
that they have good access to quality professional development 94.1%
with the individual staff morale items 93.7%
* 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. Our school at a glance
Involving parents in their child’s education
Parents are encouraged to be active participants in their child’s education. We aim to make the school a welcoming place for parents, many of whom bring their child to the classroom and pick them up each day. Each semester parents are invited to participate in a formal discussion of their child’s progress towards specific goals, as articulated in the Individual Education Plan, but are welcome to discuss their child’s progress with the teacher or a member of the administration team at any time. At Pine Rivers Special School, we encourage daily communication between home and school through the use of the Home – School Communication Book, or email. We encourage parents to participate in Information Sessions about Class Programs and in P&C Meetings, which are another forum for sharing information about the school and its operation.
Reducing the school’s environmental footprint
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.
During 2012, staff at Pine Rivers Special School were made aware of the amount (and cost) of electricity and water usage. Staff made genuine attempts to limit electricity usage. Excessive use / loss of water during 2010-2011 was investigated. Plumbing was checked.
Environmental footprint indicators
Electricity Water kL kWh
2009-2010 142,656 710
2010-2011 143,120 1,916
2011-2012 145,040 942 Our staff profile
Staff composition, including Indigenous staff
2012 Workforce Non-teaching Indigenous Teaching Staff Composition Staff Staff
Headcounts 38 48 0
Full-time equivalents 31.9 28.9 0
Qualifications of all teachers
Num ber of classroom Highest level teachers and of attainm ent school leaders at the school
30 28 Doctorate 0 25 20 15 10 7 5 0 3 Masters 7 0 0
Bachelor degree 28
Diploma 3 Doctorate Masters
Bachelor degree Diploma Certificate 0 Certificate
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2012 were $29, 524. The major professional development initiatives are as follows: In 2012, all staff received the full ‘Basic Training’ in Team Teach, with 6 members of staff trained to Trainer Level. This was undertaken to ensure that all staff had a common language for discussing student behaviour and a common understanding of our preferred strategies for working with students who exhibit challenging behaviours. A ‘Professional Learning Circle’ for Committee Chairs and Aspirant teachers also met at least once per term. 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. 95.5% 96.4% 95.7%
Proportion of staff retained from the previous school year
From the end of the previous school year, 93.7% 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
Key student outcomes
Performance of our students
Student attendance 2010 2011 2012
The overall attendance rate for the students at this school (shown as a percentage). 90% 90% 89%
The overall attendance rate in 2012 for all Queensland state Special schools was 90%. Performance of our students Performance of our students
Student Attendance Distribution Performance of our students
The proportions of students by attendance range.
Attendance: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
2012 27 6 27 40
2011 17 14 27 41
2010 16 17 20 48
0% 20% 40% 60% 80% 100% Proportion of Students Performance of our students
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. At Pine Rivers Special School, class rolls are marked by class teachers twice per day, with data electronically entered by office staff each day. If students have been absent for more than 2 days and the school has not been notified by the parent as to the reason, teachers make a ‘Follow Up’ telephone call. If a student has been absent (unexplained) for more than a week, a member of the Administration Team attempts to make contact with the parent.
Performance of our students Performance of our students
Achievement – Closing the Gap
At Pine Rivers Special School, there are quite low numbers of indigenous students, and there are few differences in attainment that could be attributed to cultural background. All students at Pine Rivers Special School are enrolled on the basis of their disability and programs are differentiated upon that basis.
Apparent retention rates Year 10 to Year 12 2010 2011 2012 Performance of our students
Year 12 student enrolment as a percentage of the Year 10 student cohort. Performance of our students Performance of our students
Outcomes for our Year 12 cohorts 2010 2011 2012
Number of students receiving a Senior Statement. 10 16 4
Number of students awarded a Queensland Certificate Individual Achievement. 10 16 4
Number of students receiving an Overall Position (OP). 0 0 0
Number of students who are completing/continuing a School-based Apprenticeship or 0 0 0 Traineeship (SAT).
Number of students awarded one or more Vocational Educational Training (VET) qualifications 0 0 2 (incl. SAT).
Number of students awarded an Australian Qualification Framework Certificate II or above. 0 0 0
Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12. 0 0 0
Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0
Percentage of OP/IBD eligible students with OP 1-15 or an IBD.
Percentage of Year 12 students who are completing or completed a SAT or were awarded one or 0% 0% 0% more of the following: QCE, IBD, VET qualification. Performance of our students
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.
As at 2 May 2013. The above values exclude VISA students.
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
2010 0 0 0 0 0
2011 0 0 0 0 0
2012 0 0 0 0 0
As at 2 May 2013. The above values exclude VISA students.
Vocational Educational Training qualification (VET)
Number of students awarded certificates under the Australian Qualification Framework (AQF).
Certificate I Certificate II Certificate III or above
2010 0 0 0
2011 0 0 0
2012 2 0 0
As at 2 May 2013. The above values exclude VISA students. In 2012, students in Years 11 and 12 commenced study in Certificate 1 courses including Certificate 1 (Horticulture), Certificate 1 (Automotive) and Certificate 1 (Access to Work and Training). 2 students
Post-school destination information
At the time of publishing this School Annual Report, the results of the 2012 Year 12 cohort's 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.