Bundaberg East State
School
ANNUAL REPORT
2017
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: 33 Scotland Street Bundaberg East 4670
Phone: (07) 4132 6111
Fax: (07) 4132 6100
Email: [email protected] Additional reporting information pertaining to Queensland state schools is located on the My Webpages: School website and the Queensland Government data website. Contact Person: Principal
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School Overview
Bundaberg East State School has an enrolment of 570 full-time students attending the co-educational campus. Located at 33 Scotland Street, Bundaberg East State School offers classes from Prep to year six in 24 classes. Our school has produced outcomes for students of which our entire school community can be proud. For students in its care, Bundaberg East State School continues to provide high-quality education programs across a range of academic, personal development and cultural activities. We offer instrumental music, sports programs, ICT education program and robotics. Key strategies of parallel leadership and building a strong sense of community have all contributed to the appeal of Bundaberg East State School as a preferred educational option, and also enabled our school to cope well with enrolment growth.
Principal’s Foreword
Introduction School Progress towards its goals in 2017 To complement our implementation of the Learning Plans, the injection of significant funding through the Great Results Guarantee provided valuable funds to support our students.
Bundaberg East State School prides itself on instilling all students with the desire for personal excellence. Students are actively supported by a range of specialist staff, classroom teachers and teacher aides in working towards attaining their personal best.
Parents and caregivers are encouraged to be active partners in their child’s schooling. Whether as a classroom volunteer or P&C member these actions provide reinforcement to students that their education is valued and important. Parents were also encouraged to actively participate in their children’s learning through a process of school wide development of Individual Learning Plans.
Literacy and Numeracy: A concentrated focus on the development of literacy and numeracy skills proved beneficial for students. Special focus for the year was on students in the U2B through focused needs groups in numeracy and comprehension.
Results in NAPLAN testing remained strong as well as improved individual achievements in a range of national tests including ICAS Science, Maths and English. To further inform planning for students a TrackEd program, to collect and present individual student, data was trialled successfully.
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Curriculum Implementation: National Curriculum: During 2017 the school implemented the National Curriculum via C2C and teacher developed units in English, Mathematics, Science and History. School planning and programs will be reviewed to ensure alignment.
Professional Development The ASOT framework developed over previous years will continue in 2018.
Indigenous Education: Indigenous Education remained a central focus with a range of programs in place to actively support the achievement of Indigenous students. Strong Indigenous outcomes in literacy and numeracy reflected not only the effectiveness of school programs but also the relationship that exists between the Indigenous community and the school.
Safe Supportive Environment: Our school continued to promote a safe supportive environment for students, staff and parents. Strong behaviour management practices along with appropriate workplace, health and safety processes were reflected in strong positive school opinion data.
Future Outlook At Bundaberg East State School the following programs and strategies are priorities for 2018 and beyond. Literacy and Numeracy: We will continue to focus on the development of strong literacy and numeracy skills for all students. A range of programs will be developed and implemented to cater for the needs of all students. The Individual Student Plan (ISP) concept has been endorsed by parents and guardians in all years from Prep to Yr 6. The ISP strengthens school home links and allows for forward mapping for all students. Indigenous Education: Our commitment towards the attainment of Education Queensland targets for Indigenous students will be a major focus in 2018. Strategies will be utilized to ‘Close the Gap’ in attainment and attendance. In 2018 a focus will be on maintaining and strengthening community links through the school Indigenous Liaison Group. Safe Supportive Environment: The provision of a safe supportive environment is an essential prerequisite for learning. A focus on positive behaviour, encouragement and logical consequences for inappropriate behaviour will be maintained. Recognition of the State government’s push to include coding in the curriculum beyond 2018 will be addressed with a review of our school approach to this challenge. Attendance is a focus for our school in 2018 ensuring that our student’s good attendance rate is maintained and students are as engaged in learning as possible.
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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: Prep Year - Year 6 Student enrolments for this school: Enrolment Total Girls Boys Indigenous Continuity (Feb – Nov) 2015 580 287 293 69 96% 2016 595 284 311 71 96% 2017 611 285 326 79 96% Student counts are based on the Census (August) enrolment collection.
In 2017, there were no students enrolled in a pre-Prep** program.
** 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 student body reflects a broad cross section of socio-economic and ethnic backgrounds. Demographic data indicates the ICSEA index for the school to be 960. 12% of the student population identify as being Indigenous while 5% of the population have been verified with a disability in the areas of intellectual impairment, ASD or SLI. We have an increasing number of families from other cultures including Turkish and Asian students
Average Class Sizes The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZES Phase 2015 2016 2017 Prep – Year 3 22 23 25 Year 4 – Year 6 28 26 25 Year 7 – Year 10 Year 11 – Year 12
Curriculum Delivery
Our Approach to Curriculum Delivery All our students study English, Maths, Science, History, Geography, Art, Music and Physical Education. ICT is used across curriculum to support student learning and enable them to engage with technology across a variety of media. Every class offers focussed guided reading lessons utilising a team of teacher aide support staff as well as the classroom teacher.
The school has a well-equipped Resource Centre that contains a computer lab.
The Language Other Than English that students study from Year 5 to Year 6 is Japanese.
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Co-curricular Activities
Swimming: All students from Years 1 to 6 were provided with the opportunity to attend “Learn to Swim” classes. Years 1 and 2 students take advantage of professional swimming instructors working in a heated pool.
Writing Extension: Extension writing sessions are conducted weekly with students from Years 2 to 5 to develop writing skills across a range of genres. Students write for enjoyment and to entertain their peers with their work published in the library. Students are also encouraged to enter literacy competitions.
Maths Extension: Students from Years 2 to 6 participated in weekly extension maths lessons designated to enhance mathematical comprehension and problem solving.
Instrumental Music: Bundaberg East offers students the opportunity to participate in programs in strings, brass, woodwind and percussion. Students are encouraged to participate in community recitals, competitions and performances for school events.
Choir: A choir program is conducted at school to encourage participation in the arts and students from years 1 to 3 and 4 to 6 are invited to participate. The choir performs at community and school events as well as in competitions
Sport: We pride ourselves in providing all students from years 4 to 7 with the opportunity to play organised competitive sports. Teachers actively promote team sports through regular coaching and skill development.
Robotics: We support an after school Robotics Club to provide students with a challenging program involving construction, robotic programming and teamwork. Students are encouraged to participate in a number of local, regional and state competitions. In 2017 we competed in Rockhampton at the Regional Robocup.
Active After Schools Sport Program: This program is offered each term for students in Year 4 to Year 6, focussed on a variety of sports including gymnastics and surf life saving. .
How Information and Communication Technologies are used to Assist Learning
At Bundaberg East State School we aim to allow staff and children to gain confidence in and enjoyment through the use of Information and Communication Technologies (ICT).
We encourage the use of the two teaching labs in the school to maximise student access to ICT and with computers in all classrooms, students have the opportunity to develop and employ digital skills across the curriculum.
We encourage children to appreciate the relevance of ICT in our society and that they see it as an essential tool for learning, communication, finding information and for controlling and understanding their environment. To achieve this goal we teach specific ICT skills across all year levels. This enables students to use a variety of software appropriate to their needs. These include word processing and presentation software, art and image manipulation programs, video production software and coding programs, as well as providing internet and email access where appropriate.
In addition, we run cyber-safe units aimed at providing students with the knowledge of the potential dangers when using the internet. We focus of providing students with information regarding safe cyber interaction, online identities, maintaining virus protection and keeping passwords secure. Social Climate Overview Our school community has high expectations for student behaviour, including a full uniform policy. These expectations are supported by our school Responsible Behaviour Plan for Students and are endorsed by our P&C Association.
We have about 580 students from Prep to Year 6 including about 55 students in our Special Education Programs. Although we are “enrolment managed” over 45% of our students do not live locally. We attract students from across Bundaberg. Nearly 25% of our students identify with an Indigenous background.
We celebrate the richness of our full range of student abilities and backgrounds. We do this through our Special School Days which include; ANZAC Day, Remembrance Day, Under 8s Day, Walk to School Day, NAIDOC Day, Book Week, Queensland Day, Sports Day, other days of special community significance (eg Australia’s Biggest Morning Tea and Chaplaincy Breakfast) and inter-school competitions in rugby league and netball.
Our rates of student suspensions and exclusions are very low and demand for enrolment is extremely high.
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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 100% 100% 98% (S2016) this is a good school (S2035) 100% 98% 98%
their child likes being at this school* (S2001) 100% 100% 98%
their child feels safe at this school* (S2002) 100% 100% 96% their child's learning needs are being met at this 100% 100% 98% school* (S2003) their child is making good progress at this school* 100% 100% 98% (S2004) teachers at this school expect their child to do his or 100% 100% 98% her best* (S2005) teachers at this school provide their child with useful 97% 100% 96% feedback about his or her school work* (S2006) teachers at this school motivate their child to learn* 97% 98% 98% (S2007) teachers at this school treat students fairly* (S2008) 96% 98% 96% they can talk to their child's teachers about their 96% 98% 98% concerns* (S2009) this school works with them to support their child's 97% 100% 98% learning* (S2010) this school takes parents' opinions seriously* (S2011) 94% 98% 95% student behaviour is well managed at this school* 97% 98% 96% (S2012) this school looks for ways to improve* (S2013) 97% 96% 96%
this school is well maintained* (S2014) 100% 100% 98%
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) 98% 100% 96%
they feel safe at their school* (S2037) 98% 98% 98%
their teachers motivate them to learn* (S2038) 100% 100% 99%
their teachers expect them to do their best* (S2039) 100% 100% 100% their teachers provide them with useful feedback about 98% 99% 100% their school work* (S2040) teachers treat students fairly at their school* (S2041) 98% 97% 95% they can talk to their teachers about their concerns* 98% 98% 98% (S2042) their school takes students' opinions seriously* 100% 99% 100% (S2043) student behaviour is well managed at their school* 98% 100% 96% (S2044) their school looks for ways to improve* (S2045) 100% 99% 99%
their school is well maintained* (S2046) 99% 100% 98% their school gives them opportunities to do interesting 99% 100% 100% things* (S2047)
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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) 100% 100% 98% they feel that their school is a safe place in which to 100% 100% 98% work (S2070) they receive useful feedback about their work at their 100% 100% 94% school (S2071) they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas 100% 100% 100% (S2114) students are encouraged to do their best at their school 100% 100% 100% (S2072) students are treated fairly at their school (S2073) 100% 100% 100% student behaviour is well managed at their school 100% 100% 98% (S2074) staff are well supported at their school (S2075) 100% 100% 98%
their school takes staff opinions seriously (S2076) 100% 98% 98%
their school looks for ways to improve (S2077) 98% 98% 100%
their school is well maintained (S2078) 100% 100% 100% their school gives them opportunities to do interesting 100% 96% 98% things (S2079) * 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
We seek to develop a positive partnership with all parents and carers. From this partnership we set high expectations for learning and behaviour and develop a shared explicit language of schooling between home and our school.
Parent training programs, especially in Literacy and Numeracy support, are offered regularly.
Parents may request a meeting with a class teacher at any time. Appointments are preferred as a courtesy and to assist with preparation. We encourage all parents and guardians to participate with their students in the development of Individual Learning Plans to focus our attention on common goals. Learning plans are revisited with parents and students in term 3 to allow reflection on student progress towards goals.
Parent volunteers are encouraged to help in classrooms and to support our P&C activities including Tuckshop and Market Night.
Formal reporting to parents is done via written reports at the end of Terms 2 and 4
Members of our school community are encouraged to attend our school Assemblies held every Monday.
A paper copy of the weekly school newsletter is distributed to all families and additional copies are available from the front office and our website. The newsletter can also be obtained via the QSchools app.
Our school website is regularly maintained to provide up to date easy access to information for parents.
Parent and Citizen meetings are held on the third Tuesday of the month at 7 pm in the Staffroom. The Principal and Deputy Principal attend these meetings. All parents are invited and welcome.
Our school hosts numerous functions during the year and members of our school community are encouraged to attend.
Respectful relationships programs
The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships.
Bundaberg East State School has developed positive relationships with a range of external agencies and non-government organisations to support students and to complement school programs and activities.
Outside support services and agencies we access include: Phoenix House Piersons Memorial Services
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EQ Early Educations Learning Support Service (EELS) Bushkids Child and Adolescent Management Forum (CAMF) Child and Youth Mental Health Service (CYMHS) IMPACT Uniting Community Care Service IWC (Indigenous Wellbeing Centre)
Our school-based Guidance Officer provides targeted support to specific students and/or refers students to specialist services better skilled to support them and their families.
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.
SCHOOL DISCIPLINARY ABSENCES Type 2015 2016 2017 Short Suspensions – 1 to 10 days 4 0 4 Long Suspensions – 11 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0
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Environmental Footprint Reducing the school’s environmental footprint Our school has grown considerably in the past few years with additional students, ICT resources and buildings. Electricity consumption has continued to grow by about 1% per annum since 2009 in line with our increasing student population. Unfortunately the cost of electricity and services has risen considerably and will need to be budgeted for in future years. During 2015 the replacement of classroom air conditioners with more energy efficient systems have had a positive impact.
ENVIRONMENTAL FOOTPRINT INDICATORS Electricity Water Years kWh kL 2014-2015 170,153 5,616 2015-2016 167,655 2,216 2016-2017 171,004 7,500
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.
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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
Our Staff Profile
Workforce Composition
Staff composition, including Indigenous staff
2017 WORKFORCE COMPOSITION Description Teaching Staff Non-Teaching Staff Indigenous Staff Headcounts 43 39 <5 Full-time Equivalents 38 22 <5
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Qualification of all teachers
TEACHER* QUALIFICATIONS Number of classroom teachers and school leaders at the Highest level of qualification school Doctorate 0 Masters 1
Graduate Diploma etc.** 7 Bachelor degree 31 Diploma 4 Certificate 0
*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Professional Development
Expenditure On and Teacher Participation in Professional Development The total funds expended on teacher professional development in 2017 was $21 123.56. The major professional development initiatives are as follows: Positive Partnerships STEM Symposium First Aid and Resuscitation Edutech Conference Austism/Aspergers Professional Development School Office Workshop Sheena Cameron Writing Professional Development – Writing Coding Conference Grant Sara Professional Development Classroom Profiling Mental Health Finance Workshop National Disability Insurance Scheme
The proportion of the teaching staff involved in professional development activities during 2017 was 100%.
Staff Attendance and Retention
Staff attendance
AVERAGE STAFF ATTENDANCE (%) Description 2015 2016 2017
Staff attendance for permanent and temporary staff and school leaders. 97% 97% 98%
Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 100% of staff was retained by the school for the entire 2017.
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Performance of Our Students
Key Student Outcomes
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). 95% 95% 95%
The attendance rate for Indigenous students at this school (shown as a percentage). 94% 96% 91%
*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 Year Year Year Year Year Year Year Year Year Year Year Year Prep Level 1 2 3 4 5 6 7 8 9 10 11 12 2015 95% 95% 95% 96% 94% 95% 94%
2016 94% 95% 95% 96% 95% 95% 96%
2017 94% 95% 95% 95% 95% 96% 94%
*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.
Student Attendance Distribution The proportions of students by attendance range:
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
2015 7 8 23 62
2016 6 8 18 67
2017 9 6 18 66
0% 20% 40% 60% 80% 100% Proportion of Students
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.
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Rolls are marked by the end of first session and student attendance noted. Student absentees are noted in electronic rolls and are followed up by personal contact. Parents are required to register student absences with the school office and any unexplained absentees are noted. For students who are absent without notification, their parents or guardians are contacted and absences confirmed.
We request any absences of more than 3 days to be confirmed in writing and if needed a medical certificate supplied.
We encourage student attendance through the implementation of attendance awards at a presentation day at the end of each term. It is worthy to note that attendance and performance data is trending upward for the school as a preferred institution is reflected in the number of applications for enrolments. 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
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