Binjour Plateau State School Queensland State School Reporting 2014 School Annual Report
Postal address MS 498 Gayndah 4625
Phone (07) 4161 3158
Fax (07) 4161 3260
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.
Contact person Andrew Goldie – Teaching Principal
Principal’s foreword Introduction Binjour Plateau State School is well regarded in the local community in providing innovative teaching methods with a caring approach and up to date technology to provide all students with a great start to lifelong learning.
Situated half way between the townships of Mundubbera (20kms) and Gayndah (20kms). Binjour was opened in September 1913, it caters for both rural and small community families. It draws enrolments from a wide variety of areas within the North Burnett.
Thanks to our supportive school community, our students participate in a wide variety of learning opportunities. Camps excursions, educational speakers etc.
This report shows a small snap shot of our schools progress in the past 12 months. Please contact the school if you require any further information.
The content of this document meets both the QLD Govt. and Aust. Govt. annual reporting requirements for schools.
School progress towards its goals in 2014 Our schools priorities have been centered on improving pedagogy, assessing of student knowledge, tracking student progress to better support student learning.
Priority Actions Result
Implement whole school ‹ Work with pedagogical coach to develop quality Implemented pedagogical practices teaching practices ‹ Model quality teaching practice Implemented ‹ Provide quality Professional development to staff about Explicit instruction Implemented
Using data to inform teaching ‹ Implement the use of the smart data tool to track Implemented practice student progress ‹ Implement 5 week data cycle meetings focused Partially implemented on achievement and goal setting with student’s staff and parents. ‹ Analyse NAPLAN , PAT-R, Probe and PM data to identify specific areas for weakness ( School implemented – wide, class, Year Level, Individual)
Develop instructional leadership ‹ Provide staff with professional readings about Implemented with a focus on workforce school improvement agenda performance ‹ Use Development Performance Framework as a Partially completed tool to align teacher capability with school priorities
High quality teaching practices ‹ Implement school-wide explicit practices Implemented
‹ Facilitate peer observations and feedback Implemented
Future outlook Our whole school staff are continuing to focus on high quality pedagogical practices. We are utilizing data to better inform our planning teaching and assessing. We are using a the smart data tool to better track student progress and the CQS tool to analyse NAPLAN data to highlight strengths and weaknesses in both student learning and teaching practice.
We are working in collaboration with other schools to establish bench marks and assessment items to make sure our students are not disadvantaged because they are from a small school.
ICTs have a strong presence in our school are used daily to support learning. We use laptops, iPad, iPod, apple TV, email and many other useful tools. Our philosophy is ‘Technology is part of the future’ together we learn how to use this great tool in a positive, useful and socially acceptable manner. We are and will develop technology wise citizens for the future.
Community partnerships remain a strong focus for the school and parent group. It is hoped that through strong community interaction our school will grow in numbers and therefore ensure the school is a viable educational option for the future.
Our school at a glance
School Profile Coeducational or single sex: Coeducational Year levels offered in 2014: Prep Year - Year 6 Total student enrolments for this school:
Enrolment Continuity Total Girls Boys (Feb – Nov)
2012 16 8 8 100%
2013 18 9 9 100%
2014 21 12 9 100%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body: The school caters for children from both urban and rural properties. The level of socio-economic level is mixed. Our school currently has no indigenous or ESL population. Average class sizes
Average Class Size
Phase 2012 2013 2014
Prep – Year 3 18 21
Year 4 – Year 7 Primary
School Disciplinary Absences
Count of Incidents
Disciplinary Absences 2012 2013 2014*
Short Suspensions - 1 to 5 days 0 0 0
Long Suspensions - 6 to 20 days 0 0 0
Exclusions # 0 0 0
Cancellations of Enrolment 0 0 0
# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process. * Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.
Curriculum offerings Our distinctive curriculum offerings
As well as offering all the key learning areas Binjour Plateau offers, Personalized learning programs, 1:1 IPad program, Organic vegetable gardening, resident artist visits, on line learning programs.
Extra curricula activities
End of term nights (to celebrate student learning) ANZAC ceremony, North Burnett Lecturette Competition, student project club, vegetable garden project (junior land care project) small school athletics, swimming and cross country, Brain bashers (G&T) indigenous kitchen project. Cultural evenings
Orange festival participation
Sports trials, soccer, netball, tennis, touch football, Rugby league and volleyball.
How Information and Communication Technologies are used to assist learning
The use of information and communication technologies takes a high priority at our school. Our range of equipment that students regularly use include; iPad, laptops, data projectors, digital cameras, interactive white boards and video cameras. The development of students ICT skills takes place within a structured framework.
Social Climate
The school places emphasis on self-disciplined learning within a framework of high behavioural expectations. Our small school environment leads to a supportive atmosphere for learning.
Our students are taught negotiation skills and how to interact appropriately. Our schools behavior plan is based on identifying and rewarding positive behavior through the use of an arm band system. Our school uses and has embedded the philosophy of the ‘I can do it program’ into our daily routine with a focus on being confident and positive thinking.
All teaching staff have completed the Glasser Basic week to support students in the school. Our focus is to address the needs of all of our students to help and support them to achieve the best they can.
The district chaplain visits our school each Wednesday and supports our student’s social and emotional learning through games and other activities.
Parent, student and staff satisfaction with the school
Performance measure
Percentage of parent/caregivers who agree # that: 2012 2013 2014
their child is getting a good education at school (S2016) 100% 100% DW
this is a good school (S2035) 100% 100% DW
their child likes being at this school* (S2001) 100% 100% DW
their child feels safe at this school* (S2002) 100% 100% DW
their child's learning needs are being met at this school* (S2003) 100% 75% DW
their child is making good progress at this school* (S2004) 100% 75% DW
teachers at this school expect their child to do his or her best* (S2005) 100% 100% DW teachers at this school provide their child with useful feedback about his or her 100% 100% DW school work* (S2006) teachers at this school motivate their child to learn* (S2007) 100% 75% DW
teachers at this school treat students fairly* (S2008) 100% 75% DW
they can talk to their child's teachers about their concerns* (S2009) 100% 100% DW
this school works with them to support their child's learning* (S2010) 100% 100% DW
this school takes parents' opinions seriously* (S2011) 100% 75% DW
student behaviour is well managed at this school* (S2012) 100% 75% DW
Performance measure
Percentage of parent/caregivers who agree # that: 2012 2013 2014
this school looks for ways to improve* (S2013) 100% 100% DW
this school is well maintained* (S2014) 100% 75% DW
Performance measure
Percentage of students who agree # that: 2012 2013 2014
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% 100%
their teachers motivate them to learn* (S2038) 100% 100% 100%
their teachers expect them to do their best* (S2039) 100% 100% 100%
their teachers provide them with useful feedback about their school work* (S2040) 100% 100% 100%
teachers treat students fairly at their school* (S2041) 100% 100% 100%
they can talk to their teachers about their concerns* (S2042) 100% 100% 100%
their school takes students' opinions seriously* (S2043) 100% 100% 100%
student behaviour is well managed at their school* (S2044) 100% 100% 100%
their school looks for ways to improve* (S2045) 100% 100% 100%
their school is well maintained* (S2046) 100% 100% 100%
their school gives them opportunities to do interesting things* (S2047) 100% 100% 100%
Performance measure
Percentage of school staff who agree # that: 2012 2013 2014
they enjoy working at their school (S2069) 100% 100%
they feel that their school is a safe place in which to work (S2070) 100% 100%
they receive useful feedback about their work at their school (S2071) 100% 100%
students are encouraged to do their best at their school (S2072) 100% 100%
students are treated fairly at their school (S2073) 100% 100%
student behaviour is well managed at their school (S2074) 100% 100%
staff are well supported at their school (S2075) 100% 100%
their school takes staff opinions seriously (S2076) 100% 100%
their school looks for ways to improve (S2077) 100% 100%
their school is well maintained (S2078) 100% 100%
their school gives them opportunities to do interesting things (S2079) 100% 100%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# ‘Agree’ represents the 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.
Involving parents in their child’s education
Parents are encouraged to be involved in the activities of the school community. Regular information is available about all aspects of student activities via newsletters, email, letters to families, Facebook etc.
• Opportunities for involvement include • Classroom helpers • Sports coaching/transport • P&C Association • P&C events • Cultural evening
Reducing the school’s environmental footprint
Binjour Plateau State School continually strives to reduce our environmental footprint through the education of students. We currently have 6 x 10,000 litre rainwater tanks, solar panels, waterless toilets cisterns, energy saving lighting, compost bins and fully organic vegetable gardens.
N.B The school currently runs of tanks and rainwater
Environmental footprint indicators Electricity Years Water kL kWh 2011-2012 11,112 0
2012-2013 10,985 0
2013-2014 13,584 0
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 2014 Workforce Composition Teaching Staff* Indigenous Staff Staff
Headcounts 2 5 0
Full-time equivalents 2 2 0
Qualification of all teachers
Highest level of Number of 2.5 attainment Teaching Staff * 2 Certificate 0 2
Diploma 0 1.5
Advanced Diploma 0 1 Bachelor Degree 2 0.5 Graduate Diploma etc.** 0 0 0 0 0 0 0 0 Masters 0
Doctorate 0
Total 2
*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 2014 were $ 6800 The major professional development initiatives are as follows: - Explicit instruction training - NAPLAN data collection training - Cluster moderation - 7 Steps to successful writing - Glassers Basic week The proportion of the teaching staff involved in professional development activities during 2014 was 100%.
Average staff attendance 2012 2013 2014
Staff attendance for permanent and temporary staff and school leaders. 99% 99% 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 2014 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
Performance of our students
Key student outcomes
Student attendance 2012 2013 2014
The overall attendance rate for the students at this school (shown as a percentage). 94% 97% 96%
The overall attendance rate in 2014 for all Queensland Primary schools was 92%.
Student attendance rate for each year level (shown as a percentage)
Year Year Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 10 11 12
2012 96% 97% 91% 94% DW 97%
2013 97% 96% 97% 97% 97% DW 98%
2014 94% 99% 95% 97% 99% 91% DW
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%
2014 5 27 68
* 2013 22 78
2012 19 44 38
0% 20% 40% 60% 80% 100% Proportion of Students
*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DETE 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. Our data indicates that attendance rates are above the state average. Rolls are marked twice a day morning and afternoon. If students are absent for more than 2 days without parent contact the Principal contacts the parents. Any families that have issues meet with the Principal as required.
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
Achievement – Closing the Gap
NA – as we had no indigenous students enrolled.