Newmarket State School Queensland State School Reporting 2015 School Annual Report
Postal address PO Box 225 Alderley 4051
Phone (07) 3552 7222
Fax (07) 3552 7200
Email [email protected]
Additional reporting information pertaining to Queensland Webpages state schools is located on the My School website and the Queensland Government data website.
Vicki Richards
Ph: 3552 7222 Contact person [email protected]
Principal’s foreword Introduction The intent of this report is to provide parents and the wider school community with information that is common for all state and non-state schools throughout Queensland. It provides an overview of the programs and achievements of Newmarket State School during the 2014 school year. Newmarket is a small but growing inner-city school with a proud history. Excellence in learning and strong community values are two distinctive features of our school. The active role of parents in the P&C and in daily school activities strengthens our community and contributes to the range of opportunities available to our students. The core business of our school is having quality programs to allow students to achieve in the eight key learning areas - and within these programs, a commitment to literacy and numeracy is fundamental. This report also includes important information about student performance as well as links to further information on the MySchool website. I trust that you find the information contained in this report about our school of interest. Should you require any further information, please contact the Principal as indicated above.
School progress towards its goals in 2015 In 2015, Newmarket State School was working towards:
• Implementing the Australian Curriculum • Inclusion of History • Aligning the Whole School Curriculum, Assessment and Reporting Plan with the Australian Curriculum • Engage in school wide and Cluster moderation processes • Develop collaborative teaching practices • Implement a Pedagogical Framework • Continue to embed the 4 Pillars of School-wide Pedagogy and promote high expectations of consistency of practice • Engage in professional development with John Fleming • Promote teacher engagement with data • Collaborative planning processes • Develop processes of feedback to improve workplace performance • Develop productive partnerships with staff, students, parents and the community • Promote the use of ICTs
Year 3 79% in Upper 2 Bands for Reading Year 3 100% Above NMS for Reading
Year 3 75% in Upper 2 Bands for Numeracy Year 3 100% Above NMS Numeracy
Year 5 56% in Upper 2 Bands for Reading Year 5 56% in Upper 2 Bands for Reading
Year 5 44% in Upper 2 Bands for Numeracy Year 5 100% Above NMS Numeracy
In 2015 staff continued to undertake professional development programs on adopting a school wide pedagogy, Gifted and Talented, Students with Disabilities, Differentiation, the Teaching of Reading, OneSchool and the Australian Curriculum.
The major projects for 2015 continued to focus on the development of whole school programs in reading and spelling. The school’s reading and comprehension goals were achieved with the introduction of CARS and STARS to provide consistency across the whole school. The spelling development continua using Words their Way is ongoing in 2015.
Intervention to provide additional support to identified students, was another priority for 2015. The Prep program continued to develop and grow as screening services for speech and language along with vocabulary development were implemented. The school employed a speech pathologist to provide small group and individual programs. The aim in 2015 was to have a broader understanding of our students and how they learn. Our English as an Additional Dialect (EALD) program was further boosted with intervention that focused on the use of targeted reading resources and training support staff in the delivery of these services.
The Upper 2 Band (U2B) Program focused on Numeracy for 2015 and demonstrated a further increase in the number of Year 5 students reaching the U2 Bands. Student Services continued to work to identify and support students through a variety of services either provided by the school or through consultation with outside agencies.
The School Assessment and Reporting Framework was reviewed at the end of 2015 and further refined with the inclusion of targets in reading. This document will be reviewed annually, as we embed our data collection processes. NAPLAN results were a direct reflection of a focused and clear improvement agenda. We celebrated the fact that our school was listed in the top 20 schools for our Year 3 results and also listed according to MySchool data as one of the 53 schools identified as improving across both Reading and Writing. Newmarket State School was additionally listed as the number 8 school for North Brisbane and Moreton according to NAPLAN data.
High school links with Everton Park State High School and Kelvin Grove State School continue to strengthen as we further develop our alignment with our local high schools.
As a staff, we continued to develop our school wide Pedagogical Framework with a strong emphasis on explicit teaching and the work of John Fleming. The staff attended many professional development sessions with John in an effort to further enhance their classroom practice. We further refined our practices around the Fleming model by inviting John Fleming and his expert teaching team to share their expertise within our school context. This will form part of an exciting roll out in 2016.
Teaching staff have continued to ensure consistency of judgements through moderation with our City Cluster of schools. The focus of this work has been to develop a shared understanding of the moderation process. To develop further understanding of a portfolio approach to assessing student achievement. To develop balanced understanding of student achievement via formative & summative assessments, to develop a shared understanding of the Australian Curriculum Achievement Standard and to develop a shared understanding of the function of the QCAA Standards Elaborations- Australian Curriculum
Further development was undertaken on our school’s Information Communications Technology for Learning Agreement. This plan ensures we have a replacement schedule for all of our IT hardware and a futures plan. It also illustrates how we will prepare our students for the technological rich world in which they live. In 2015, teachers participated in professional development sessions to increase their skills in the use of online literacy programs, the use of iPads and the use of the Learning Place to enhance learning for their students. We also purchased an extra 15 laptops in November 2015.
A number of Newmarket students were identified through a selection process for the City Cluster High Achievers Program. This gives them automatic selection into the Young Scholars Program. This program is offered through the Queensland Academies to provide extension to our high achieving students.
Newmarket State School has continued to host Creative Sparks – Mini Writers Festival and Mini Scientists Festival. A number of talented writers from Year 4 attended the writing festival and had the opportunity to work with local author, Julie Fison. They produced an anthology of their work which is available for perusal in the LARC. Some of our students also attended the Mini Scientist Festival run by BUEEC and the Higher Order thinking Program at Ascot SS.
In the sporting arena Newmarket State School did well with a number of students competing in District Cross Country (Small Schools Division). We also completed winter sport fixtures in soccer and netball.
Musically, our band and choirs entertained us on several occasions throughout the year. The choirs also had several performances at community events which were well received by the audience. Mrs Battersby, Miss Enchelmaier and Mr Ryan continue to do a wonderful job developing the musical talents of our students.
We have continued to develop the ‘You Can Do It Program’, social skills program throughout the school.
The “Friends’ Program” has continued to flourish under Mrs Connie Hamer’s coordination, through a selection process and now has two courses available over Semester one and two and this assists students in further developing life skills.
Schools
The success our school has achieved over the past 12 months has been reflected in us growing in enrolments for the 2016 school year. Our current enrolment is 244 and we have expanded to 10 classes for students in Years Prep to 6.
Achievements
In 2015 School Opinion Survey data demonstrates that
100% of students believe that they are getting a good education at school 100% of students believe that they like being at their school 100% of students believe that their teachers motivate them to learn 100% of students believe that their teachers expect them to do their best
A number of facilities issues were addressed during 2015. These included:
The development of the Prep eating play facility with roofing, artificial grass and landscaping The creation of a resource and withdrawal room upstairs in A Block. The purchase of new furniture for the Year 1,2 and 3 classrooms. The painting of classrooms in A Block. The purchase and design of new cabinetry in A Block. The creation of a small office space for specialist staff. The purchase of new carpets, fans and LED lighting for classrooms upstairs in A Block. The purchase of sandstone blocks seating and landscaping for our students along pathway to oval. The development of landscaping and a cement pathway leading to the oval. The creation of a school community garden and pathways beside LARC entrance. The mural painting work on water tank designed by Yr6 students as part of their leadership project. The purchase of new chairs with the Newmarket State School emblem for the school hall. The purchase of school emblem embossed entrance welcome matting and runners for school entrances and hall. The internet upgrade to high fibre optic cable from our copper connection.
All of these improvements have greatly enhanced our school and I look forward to further improvements throughout 2016.
Many school community functions such as AST breakfasts, Welcome BBQ, School Disco, Bush Dance, Easter Bonnet Parade, Book Week Parade, Trivia Night, Under Eights Day and Newmarket State School Art Show were held over the school year. All were well supported, with the Christmas Concert being the usual highlight. Over the past 2 years we have moved the venue to the Multi-cultural Centre which has been well received by most community members. Due to a great team effort, all occasions were enjoyable events for the whole school community.
Future outlook In 2016, Newmarket State School will continue with a sharp and narrow explicit improvement agenda: Curriculum & Data • Continue to implement the Australian Curriculum with a focus on Coding • Continue to develop and refine the school’s Curriculum, Assessment and Reporting Plan • Continue to provide opportunities for high achieving students to participate in U2B programs • Develop a Whole School Approach to the teaching of Reading • Develop consistency and expertise in pedagogical practices through collegial collaboration • Continue to develop consistency in judgments through school-based and City Cluster moderation processes.
Our school at a glance
School Profile Coeducational or single sex: Coeducational Independent Public School: No Year levels offered in 2015: Prep Year - Year 6 Student enrolments for this school:
Enrolment Continuity Total Girls Boys Indigenous (Feb – Nov)
2013 204 97 107 6 94%
2014 224 101 123 6 96%
2015 232 103 129 7 94%
Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
In 2015, 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 ( http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html ). Characteristics of the student body: Newmarket State School had an enrolment count of 232 at the time of the August census. These students attend full time in a co-educational setting from Prep to Year 6. Newmarket has a diverse population with 7 students identifying as indigenous, and 20% of students coming from a background that has English as a second language. The Newmarket State School ICSEA is 1126 . Average class sizes
Average Class Size
Phase 2013 2014 2015
Prep – Year 3 21 24 24
Year 4 – Year 7 Primary 26 27 28
Year 7 Secondary – Year 10
Year 11 – Year 12
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
School Disciplinary Absences
Count of Incidents
Disciplinary Absences 2013 2014* 2015**
Short Suspensions - 1 to 5 days 2 2 1
Long Suspensions - 6 to 20 days 0 0 0
Exclusions 0 0 0
Cancellations of Enrolment 0 0 0
* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.
Curriculum delivery Our approach to curriculum delivery
In addition to the key learning areas of English, Mathematics, Science, History, Geography, The Arts, Languages Other Than English (Japanese), Technology, Health and Physical Education, the school also provide the following distinctive curriculum offerings: • Coding Club • Active involvement with Brisbane Urban Environmental Centre • U2B High Achievers Programs • BraveHearts Program • Under 8s Day for preps, Years 1 and 2 • Learning Support Program • ESL-English as a second language support for EALD students and international students • Instrumental music programs including: woodwind, brass and percussion • Senior Choir and Junior Choir • Outdoor education/camping program for Years 5-6 • Leadership camp for Year 6 • LOTE (Japanese) • Swimming lessons in Year 1-6 • Participation in Inter-school sport • Dance Program • A Buddy program which connects younger children with older children as mentors • A perceptual motor program for students in Prep- Year 2 • Bike Education Program for Year 4 students • Specialist science programs with Brisbane Urban Environmental Education Centre • Arts Council or similar performances each term • Life Education Program • You Can Do It Social Skills Program • Book Fair and Premiers Reading Challenge
Extra curricula activities
A wide range of extra-curricular activities are offered to students including:
• Chess Club with coaching from an accredited coach • Morning running club • After school running class on Tuesday • Tennis lessons by an outside provider • Choirs – Junior and Senior • Band • Student Council • Maths Tournament (Year 5-6) • Young Scholars Enrichment Program with Queensland Academy of Creative Industries (Year 5-6s) • High Achievers Program (Year 5-6) at KGSC • STEM (Science, Technology, Engineering and Mathematics) Scholars Day Year 5-6 at Everton Park High School • Young Writer’s Festival (Year 3-4) at Newmarket SS • Mini Scientists Festival (Year 3-4) at Brisbane Urban Environmental Education Centre • Mini Thinkers festival (Year 3-4) at Ascot State School • Outside School Hours Care (OSHC) is run by the P&C and provides a range of stimulating activities for students • Environment Club • Active School Travel • Art Club (Lunch hour activity) • Aus. Kick/ Soccer Programs offered after school
How Information and Communication Technologies are used to improve learning
All teaching spaces at Newmarket State School have Interactive Whiteboards installed. These are valuable when utilizing the resources of C2C in teaching across the curriculum. Each classroom also has a number of computers which can be used to enhance learning, conduct research or access complementary programs such as Mathletics.
Across the curriculum, students engage in learning activities that enhance creativity e.g. design multimedia presentations, explore digital imagery, designing games (coding).
Groups of students are also supported by the use of ipads to enhance engagement in learning and reinforce skills learnt during explicit teaching lessons.
Social Climate
At Newmarket State School, our Student Support Services committee oversee students who require additional support, whether this be socially or academically. The school has an active Friends Program for identified students each term. This has a clear focus on getting along and making good choices.
Newmarket State School has a diverse range of families in our community. We work together to celebrate this diversity through events such as NAIDOC week and Harmony Day.
The Newmarket community is friendly and welcoming with an active parent group in the P&C. This group of parents encourage all families to be involved in school events and fundraising.
Our positive school climate is further evidenced by the Opinion Survey results below.
Parent, student and staff satisfaction with the school
Performance measure
Percentage of parent/caregivers who agree # that: 2013 2014 2015
their child is getting a good education at school (S2016) 96% 88% 85%
this is a good school (S2035) 92% 88% 85%
their child likes being at this school (S2001) 92% 91% 92%
their child feels safe at this school (S2002) 92% 91% 85% their child's learning needs are being met at this school 96% 81% 81% (S2003) their child is making good progress at this school (S2004) 92% 88% 81% teachers at this school expect their child to do his or her best 100% 100% 92% (S2005) teachers at this school provide their child with useful 96% 84% 88% feedback about his or her school work (S2006) teachers at this school motivate their child to learn (S2007) 96% 91% 88%
teachers at this school treat students fairly (S2008) 100% 90% 96% they can talk to their child's teachers about their concerns 100% 91% 96% (S2009) this school works with them to support their child's learning 96% 84% 84% (S2010) this school takes parents' opinions seriously (S2011) 91% 78% 80%
student behaviour is well managed at this school (S2012) 92% 81% 80%
this school looks for ways to improve (S2013) 96% 91% 81%
this school is well maintained (S2014) 92% 88% 88%
Performance measure
Percentage of students who agree # that: 2013 2014 2015
they are getting a good education at school (S2048) 100% 100% 100%
they like being at their school (S2036) 100% 100% 100%
they feel safe at their school (S2037) 100% 100% 99%
their teachers motivate them to learn (S2038) 100% 98% 100%
their teachers expect them to do their best (S2039) 100% 100% 100% their teachers provide them with useful feedback about their 100% 100% 99% school work (S2040) teachers treat students fairly at their school (S2041) 100% 100% 99%
they can talk to their teachers about their concerns (S2042) 95% 97% 97%
their school takes students' opinions seriously (S2043) 100% 97% 97%
student behaviour is well managed at their school (S2044) 100% 100% 99%
their school looks for ways to improve (S2045) 100% 100% 99%
their school is well maintained (S2046) 100% 100% 97% their school gives them opportunities to do interesting things 100% 100% 100% (S2047)
Performance measure
Percentage of school staff who agree # that: 2013 2014 2015
they enjoy working at their school (S2069) 95% 95% 100% they feel that their school is a safe place in which to work 100% 100% 100% (S2070) they receive useful feedback about their work at their school 90% 95% 96% (S2071) they feel confident embedding Aboriginal and Torres Strait 80% 100% 100% Islander perspectives across the learning areas (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 (S2074) 94% 95% 92%
staff are well supported at their school (S2075) 85% 90% 96%
their school takes staff opinions seriously (S2076) 78% 90% 96%
their school looks for ways to improve (S2077) 100% 100% 100%
their school is well maintained (S2078) 100% 100% 100% their school gives them opportunities to do interesting things 95% 95% 92% (S2079) # ‘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
Parent involvement is always welcome at Newmarket State School. This can be in a variety of ways, such as classroom help, volunteering at the Tuckshop, assisting with fundraising, attending our many school events, or being more involved by being an active member of the P&C.
Parents are encouraged to communicate regularly with their child’s teacher and attend information evenings and Parent-Teacher interviews each semester. Report Cards were sent home in Terms 2 and 4.
Our active parent group is evidenced by our many school events such as the Bush Dance, Trivia Night and working bees.
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Reducing the school’s environmental footprint
Newmarket State School’s close relationship with Brisbane Urban Environmental Education Centre has also developed a focus on the environment. Our school continues to work to reduce our environmental footprint by recycling, use of our water tanks and use of the vegetable gardens.
Our school has solar panels installed and many of our toilets use tank water for flushing.
Environmental footprint indicators Electricity Years Water kL kWh 2012-2013 71,648 882
2013-2014 69,152 1,622
2014-2015 63,132 906
*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.
Our staff profile
Staff composition, including Indigenous staff
Non-teaching 2015 Workforce Composition Teaching Staff* Indigenous Staff Staff
Headcounts 19 15 0
Full-time equivalents 14 8 0
Qualification of all teachers
Highest level of Number of 16 15 attainment Teaching Staff * 14 Certificate 0 12 Diploma 0 10 8 Advanced Diploma 0 6 4 Bachelor Degree 15 4 2 Graduate Diploma etc.** 4 0 0 0 0 0 0 Masters 0
Doctorate 0
Total 19
*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 2015 were $9591.
The major professional development initiatives are as follows: • Implementing the Australian Curriculum • John Fleming • Gifted and Talented Training • Cluster Moderation • Explicit Instruction • Data Analysis • Workplace Health and Safety The proportion of the teaching staff involved in professional development activities during 2015 was 100%.
Average staff attendance 2013 2014 2015
Staff attendance for permanent and temporary staff and school leaders. 96% 97% 97%
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 2015 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 ‘School name’ , type in the name of the school you wish to view, select the school from the drop-down list and select
Performance of our students
Key student outcomes
Student attendance 2013 2014 2015
The overall attendance rate for the students at this school (shown as a percentage). 94% 94% 95%
The attendance rate for Indigenous students at this school (shown as a percentage). 77% 89% 87%
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 attendance rate in 2015 for all Queensland Primary schools was 93%.
Student attendance rate for each year level (shown as a percentage)
Year Year Year Year Year Year Year Year Year Year Year Year Prep 1 2 3 4 5 6 7 8 9 10 11 12
2013 94% 93% 93% 97% 96% 94% 92% 91%
2014 93% 94% 95% 96% 96% 95% 92% 95%
2015 93% 94% 95% 95% 95% 97% 95% *From 2013, the methodology used for calculating attendance rates effectively counts 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%
2013 12 7 22 59
2014 8 9 21 62
2015 7 10 24 59
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 DET 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. Teachers mark rolls on OneSchool at the beginning of the day and after the lunch break. They keep attendance records and monitor attendance and absenteeism of enrolled students. Parents of children absent without explanation are called every day after roll marking to ascertain the reason for their child’s absence. Teachers alert the Principal when a student’s absence is unexplained (after three consecutive school days) or when concerned that the explanation may be unsatisfactory. In some cases, the Principal will involve the parent in meetings to discuss unexplained absences where no reason has been provided or the reason provided was unsatisfactory, and provide support to address any issues contributing to the absences. A decision is made about whether a reason offered to explain an absence is satisfactory. When a student is absent, or plans to be absent, for more than ten consecutive school days for any reason, the parent should contact the school and complete an exemption from compulsory schooling form. The Principal encourages every day attendance by regularly including articles in the school newsletter about the importance of a child attending school every of the school year.
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 ‘School name’ , type in the name of the school you wish to view, select the school from the drop-down list and select