2013 Annual Report Elimbah State School
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DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Elimbah State School Queensland State School Reporting 2013 School Annual Report
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Postal address School Road Elimbah 4516
Phone (07) 5432 1333
Fax (07) 5432 1300
Email [email protected]
Additional reporting information pertaining to Queensland state Webpages schools is located on the My School website and the Queensland Government data website.
Contact Person Gary Austen
Principal’s foreword
Introduction
The following report gives an overview on the performance of the school across the 2013 school year. Information is provided about student learning and whole school progress. The report provides a contextual snapshot of the school and its community so that learning and organisational data can be understood.
School progress towards its goals in 2013
In 2013 the school implemented the first set of actions in its 2012-2015 School Improvement Plan. Throughout the year the school initiated key strategies designed to improve teaching and learning in spelling, began reviewing the teaching of comprehension, built teacher capability in differentiating instruction and continued to strengthen approaches to extending learning for students with particular gifts and talents. The school published and trialled a new Reading Program and will begin full implementation in 2014.
Future outlook
In 2014 and beyond the school is working to implement the Australian Curriculum in English, Mathematics, Science and History and Geography. Significant professional learning for teachers and enhanced resourcing are being directed towards this implementation. The school is beginning full implementation of its new reading program from 2014 and is writing a new reading program. A literacy coach is working with teachers to build further capability in the use of high yield classroom teaching strategies. The school has continued its use of a consistent pedagogical framework- The Dimensions of Teaching and Learning- upon which to coordinate teaching and learning programs. 2015 will see renewal of the school’s strategic direction in response to review and audit.
School Profile
Coeducational or single sex: Coeducational Year levels offered in 2013: Prep Year - Year 7 Total student enrolments for this school:
Enrolment Continuity Total Girls Boys (Feb – Nov)
2011 519 241 278 97% DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report 2012 497 231 266 94%
2013 516 241 275 97%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body: The school has a very stable environment and is very valued by its community. Student transience is comparatively low. Approximately 3% of students identify with an indigenous background and lower than 1% of students have English as a second language. An increasing number of students are enrolled in before or after school care with parental working hours increasing in recent years. Average Class sizes
Average Class Size
Phase 2011 2012 2013
Prep – Year 3 23 24 22
Year 4 – Year 7 27 25 24 Primary Year 7 Secondary – Year 10 Year 11 – Year 12
School Disciplinary Absences
Count of Incidents
Disciplinary Absences 2011 2012 2013
Short Suspensions - 1 14 20 15 to 5 days Long Suspensions - 6 2 1 2 to 20 days Exclusions 0 0 0
Cancellations of 0 0 0 Enrolment
2 DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report Curriculum offerings
Our distinctive curriculum offerings
Yr 4-7 1-1 Laptop Program Elective
Gifted and talented program
Instrumental music program
Guitar and keyboard lessons
Interschool sporting program
Extra curricula activities
How Information and Communication Technologies are used to assist learning… Computers are used for learning across year levels and across the curriculum. All prep classes use an interactive smart board for learning and Ed studios and virtual classrooms are used by lower school teachers to involve parents in their children’s education. Students in years 2-3 undertake a weekly skills based lesson to gain competence with a number of software applications. Six classes across years 4-7 are piloting a 1-1 laptop program that will run for three years. All students have access to either workstations in their classrooms, banks of laptops, or the school computer centre. Digital projectors are increasingly being used in class lessons. Many student projects and tasks require learning to be presented digitally. A Science and Technology Centre is available for use and digital curriculum resources are being used extensively to support classroom implementation of the new Australian Curriculum.
Social climate
Elimbah State School enjoys a very positive climate. Students exhibit comparatively high standards of behaviour and are supported by the School Wide Positive Behaviour Program. The school is held in high esteem by its community and is a sought after educational centre. A bullying strategy is in place and students are trained in anti-bullying strategies. From 2012 students all receive support in addressing cyber-bullying. A guidance officer and behaviour management teacher support student and staff welfare. A school chaplain also assists students and their families. Students are very happy to come to Elimbah State School. Student’s satisfaction in 2013 with school behaviour and discipline was above both state and like school benchmarks. Parent, staff and student opinion is flagged as being significantly above state benchmarks in most areas measured. In the 2011 teaching and learning audit the school was rated as Outstanding in this dimension. The 2013 Discipline Audit recorded a wide range of practices at the Outstanding and High levels of performance. DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report Parent, student and staff satisfaction with the school
Satisfaction of all stakeholder groups as expressed through annual systemic surveys is very high. The school enjoys strong support from its local community and is very well regarded in the wider community. Enrolment demand is high and the school’s enrolment management plan is an important tool in ensuring that capacity is maintained for students living within the enrolment catchment area.
Performance measure (Nationally agreed items shown*)
Percentage of parents/caregivers who agree that: 2012 2013 their child is getting a good education at school (S2016) 92% 97% this is a good school (S2035) 97% 97% their child likes being at this school* (S2001) 95% 92% their child feels safe at this school* (S2002) 97% 94% their child's learning needs are being met at this school* (S2003) 92% 94% their child is making good progress at this school* (S2004) 92% 94% teachers at this school expect their child to do his or her best* (S2005) 100% 100% teachers at this school provide their child with useful feedback about his or her school work* (S2006) 92% 97% teachers at this school motivate their child to learn* (S2007) 92% 97% teachers at this school treat students fairly* (S2008) 86% 97% they can talk to their child's teachers about their concerns* (S2009) 97% 97% this school works with them to support their child's learning* (S2010) 92% 94% this school takes parents' opinions seriously* (S2011) 94% 91% student behaviour is well managed at this school* (S2012) 78% 83% this school looks for ways to improve* (S2013) 95% 94% this school is well maintained* (S2014) 97% 100%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: 2012 2013 they are getting a good education at school (S2048) 100% 96% they like being at their school* (S2036) 100% 98% they feel safe at their school* (S2037) 98% 93% their teachers motivate them to learn* (S2038) 97% 100% their teachers expect them to do their best* (S2039) 100% 100% their teachers provide them with useful feedback about their school work* (S2040) 97% 97% teachers treat students fairly at their school* (S2041) 98% 97% they can talk to their teachers about their concerns* (S2042) 92% 95% their school takes students' opinions seriously* (S2043) 97% 95% student behaviour is well managed at their school* (S2044) 94% 92%
4 DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report Parent, student and staff satisfaction with the school their school looks for ways to improve* (S2045) 99% 99% their school is well maintained* (S2046) 99% 100% their school gives them opportunities to do interesting things* (S2047) 98% 99%
Performance measure
Percentage of school staff who agree that: 2013 they enjoy working at their school (S2069) 100% they feel that their school is a safe place in which to work (S2070) 100% they receive useful feedback about their work at their school (S2071) 100% students are encouraged to do their best at their school (S2072) 100% students are treated fairly at their school (S2073) 98% student behaviour is well managed at their school (S2074) 98% staff are well supported at their school (S2075) 96% their school takes staff opinions seriously (S2076) 96% their school looks for ways to improve (S2077) 98% their school is well maintained (S2078) 100% their school gives them opportunities to do interesting things (S2079) 98%
* 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 a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.
DW = Data withheld to ensure confidentiality. DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report Involving parents in their child’s education
The school’s parent community is very involved in both the strategic direction of the school and its day to day operation. Parents support students in a wide range of classroom and learning support programs, raise significant funds for school development, operate a tuckshop and uniform shop and take on membership of a number of planning committees and working groups. A group of parents operate a regular school disco social. A breakfast club and homework club both operate as a result of significant parental and community input. Parents contribute to grounds development, making applications for grants funding, student reading intervention and with a range of sporting and cultural activities.
Reducing the school’s environmental footprint
A partnership existed in 2012/13 between the school and Moreton Regional Council to assist students to reduce the carbon footprint of the campus. A waste project was undertaken involving year 4 students across the year. In 2011 Elimbah SS became a Earth Smart School and a plan was documented to implement resource saving initiatives. An increase was recorded in electricity and water usage. The increase in student enrolments and additional facilities will continue to place pressure on this resource.
Environmental footprint indicators
Electricity Water kL kWh
2010-2011 106,668 929
2011-2012 122,796 671
2012-2013 118,447 2,043
THE CONSUMPTION DATA IS SOURCED FROM THE VALIDATED UTILITIES EXPENDITURE RETURN WHICH THE SCHOOL SUBMITS AT THE END OF EACH FINANCIAL YEAR. THE DATA PROVIDES AN INDICATION OF THE CONSUMPTION TREND IN EACH OF THE UTILITY CATEGORIES WHICH IMPACT ON THE SCHOOLS ENVIRONMENTAL FOOTPRINT.
Staff composition, including Indigenous staff
2013 Workforce Composition Teaching Staff * Non-teaching Staff Indigenous Staff
Headcounts 32 22 <5
Full-time equivalents 29 12 <5
Qualifications of all teachers
6 DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report
* Teaching Staff includes School Leaders ** Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2013 were $14 594 .The major professional development initiatives were as follows: Staff engaged in significant professional development activities designed to build improved capability in the teaching of spelling, differentiation, the new Australian Curriculum, using ICT’s and digital pedagogies and in extending more able students. The proportion of the teaching staff involved in professional development activities during 2013 was 100%.
Average staff attendance 2011 2012 2013
Staff attendance for permanent and temporary staff and school leaders. 96% 96% 97%
Proportion of staff retained from the previous school year
From the end of the previous school year, 86% of staff was retained by the school for the entire 2013 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/. DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report 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
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. Key student outcomes
Student attendance 2011 2012 2013
The overall attendance rate for the students at this school (shown as a percentage). 94% 94% 94%
The overall attendance rate in 2013 for all Queensland state Primary schools was 92%.
Student attendance rate for each year level (shown as a percentage)
Year Year Year Year Year Year Year Year Year Year Year Year 1 2 3 4 5 6 7 8 9 10 11 12
2011 94% 92% 94% 93% 95% 94% 94%
2012 93% 93% 94% 93% 93% 95% 95%
2013 93% 96% 93% 93% 94% 93% 94%
DW = Data withheld to ensure confidentiality.
Student Attendance Distribution
The proportions of students by attendance range.
* The method for calculating attendance changed in 2013 – care should be taken when comparing data from 2013 to that of previous years.
Description of how non-attendance is managed by the school
8 DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report 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 twice per day. Unexplained absences are followed up with a phone call to parents and caregivers after two days of absence. Where required, parents are contacted directly by a member of the school leadership team to discuss any concerns about poor attendance patterns.
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
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. DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report Achievement – Closing the Gap
In 2013 there was no identifiable gap between the academic performance of indigenous and non-indigenous students at the school. The school requires teachers to develop an individual learning plan for every indigenous student. There is no measurable gap in retention or attendance between indigenous and non- indigenous students.
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