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2014 SAR Binjour Plateau State School

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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
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