DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting – 2011 Earnshaw State College (5180)
Postal address PO Box 242 Banyo 4014 Phone (07) 3621 7333 Fax (07) 3621 7300 Email [email protected] Additional reporting information pertaining to
Webpages Queensland state schools is located on the My School website and the Department’s Right to Information site. Contact Person Deborah Murphy, Principal Principal’s foreword
Introduction The Annual School Report provides parents and the community with an overview of the achievements and highlights of Earnshaw State College for the 2011 academic year. This report includes summary information on our student achievements in the National Assessment Program, student retention rates, curriculum offerings and information relating to the professional work of our staff.
School progress towards its goals in 2011
The College has made significant progress in the implementation of the 2010 Teaching and Learning Audit recommendations. Our work has focused specifically on excellence in teaching practice including the establishment of a College Teacher Coaching Program and teaching and planning practices targeting the differentiated delivery of learning programs to students. We have also made significant progress in our preparation for implementation of the Australian Curriculum. A review of the College curriculum to assess alignment with ACARA expectations has been completed and teachers are planning, implementing and reviewing units of work in The Australian Curriculum in English, Mathematics and Science. Significant progress has been made in embedding E- Learning P-12 into everyday teaching and learning in all classrooms. All teachers have undertaken significant levels of professional learning and are now integrating E- Learning into their daily teaching practices. This work is supported through increased provision of technology resources throughout the College including the successful integration of laptops in learning for every student from Years 9 -12. All goals in the Senior Schooling Strategy have been achieved. 100% of our 2011 students exited Year 12 with a QCE/OP and/or VET qualification. 82% of our OP eligible students received an OP of 1-15 and our students benefited through increased VET options and increased offerings of Certificates 2 and 3. The College Senior has been established and is being developed to meet the specific needs of senior students. The Individual Pursuit Program has been expanded to offer greater diversity of subjects and include more students.
Future outlook
Priorities for growth and improvement in the College for 2012 focus on: Expert Teaching High Performance Learning High Performance Leadership
Achieved through : the renewal of the College values and the development of a College Values and Standards Framework to further build high expectations and excellence in standards of work and practice for students and staff; explicit expectations and standards for the teaching of effective learning behaviours P-12; explicit teaching for improved student performance in higher order thinking and problem solving; the targeted use of scaffolded targets for improved student performance by all teachers and individualised learning plans for all students.
Our staff profile
School Profile
Coeducational
Year levels offered: Prep - Year 12
Total student enrolments for this school: Total Enrolment Girls Boys Enrolment Continuity (Feb 2011 – Nov 2011)
610 300 310 92% Characteristics of the student body:
Our students are motivated, enterprising young people who strive for personal success in their studies and are committed to the values, aspirations and goals of their College. Our families are predominantly local residents who are committed to the quality and personalised education their children received at Earnshaw State College. Over the past 18 months we have welcomed many new families as the Banyo/Nudgee area is undergoing renewal and growth in housing and community and the Airport Precinct is continuing development. Our students come from a range of socio-economic and cultural backgrounds and the diversity of our student population is increasing each year. Student retention is high across all sectors of the College with most students now completing their primary and secondary schooling at Earnshaw.
Class sizes – Proportion of school classes achieving class size targets in 2011
Average Class Phase Size
Prep – Year 3 22.4 Year 4 – Year 10 22.6 Year 11 – Year 12 13.4 All Classes 18.9
School Disciplinary Absences
Note that the SDA figures below count those students recommended for an SDA, and not just the actual SDA
Disciplinary Absences Count of Incidents Short Suspensions - 1 to 5 days 87 Long Suspensions - 6 to 20 days 34 Exclusions 3 Cancellations of Enrolment 0
Our staff profile
Curriculum offerings
Our distinctive curriculum offerings
Our Prep to Year 12 curriculum is innovative, futures oriented and focussed on engaging and inspiring our students to achieve their best. Earnshaw students have the opportunity to study Enterprise Education in years 7 and 8 and continue their business studies through to Year 12. We are active members of the Brisbane North Chamber of Commerce and our Business Program is achieving outstanding results nationally and internationally. We are the current National and International Australian Business Week Award winners for 2010 and 2011. We enjoy a close relation with our local university, ACU, where our senior students are successfully completing their first university subjects in Years 11 and 12. Our students also have the opportunity to study Japanese and music from Prep to 12.
Extra curricula activities RYDA program to promote road safety for our students Presentations by Ylead, motivational speakers to promote positive images in the College College Awards Night Graduation Ceremonies Annual Ski trip Year 12 formal Year 11 Semi Formal Senior students and College student leaders induction Australian Business Week National Competition Athletics and swimming carnivals Year 10 science Myth busters Middle School Problem Solving Challenge Interact and Student council cultural and fundraising activities Skills Tech courses Participation in BNIT, SBIT courses Collaboration with JABIRU Rock & Water Program - Year 10 boys Work Experience Program Careers Day Maths on Toast support program NAIDOC celebrations “Mathemagicians” Club: enrichment mathematics club, for Years 4-7 Student leadership Program Writers Club Global Enterprise Challenge Choir: Junior and Senior choirs Music Showcase Earnshaw State College Ensembles and Bands Interact Club
How Information and Communication Technologies are used to assist learning
Our staff continues to undertake PD in constructing and developing worthwhile virtual classrooms. Evidence of this has been seen in a number of teaching areas including the primary school classrooms. Most classrooms have an IWB installed or some form of projection device to encourage shared ICT interactions with students. Moreover, there is continued demonstration by staff to embed of various forms of technology into their practice. They utilize school-purchased software, learning objects and other online tools. Students select and use a variety of digital media, including video and still cameras to collect data and information. Students in all year levels either select or teachers scaffold to select appropriate devices and software to design and create their learning. Students in all year levels
Our staff profile
engage with ICT’s for inquiry from accessing databases and the internet, to using excel to analyse data. Students and teachers continue to use email as a form of communication between their teachers and for the gathering of information.
Social climate
It is the shared belief of our College staff and community that school should be a place for all students to learn in a safe and caring environment - free to learn and enjoy their childhood and youth. Our Pastoral Care program within the College is significantly enhanced by the opportunities provided in a P-12 context. Our students are supported through a number of pastoral care programs within the College including our Chaplaincy Program, youth worker, school nurse, guidance officers and our You Can Do It Program. We support our students through a firm but caring approach to instilling the values of Diligence, Integrity, Courage and Empathy in all aspects of College life. In 2011 our students engaged in the following programs to further develop their social emotional skills and behaviours: 2011 Respect and Resilience Day Our student leadership program recognises the developmental stages of young leaders and focuses on the educational aspects of student leadership as our student leaders prepare for representative roles in the College.
Parent, student and teacher satisfaction with the school
The overall satisfaction of students and staff is continuing to improve each year. Students and staff report higher levels of satisfaction in all areas of College life and work and this is aligned with consistently improving academic and social outcomes of our students. The limited response rate to the School Opinion Survey impacts on the overall percentage of parent satisfaction, however other indicators of parent and caregiver satisfaction include: significantly increased involvement by parents and caregivers in parent information and reporting activities, proactive and successful P&C, significant contributions by parent volunteers at College events and in classrooms.
Performance measure Result 2011 Percentage of parents/caregivers satisfied that their child is getting a good 77% education at school Percentage of students satisfied that they are getting a good education at 74% school Percentage of parents/caregivers satisfied with their child’s school 77% Percentage of school workforce satisfied with access to professional 60% development opportunities that relate to school and systemic initiatives Percentage of staff members satisfied with morale in the school 81% DW – Data withheld
Involving parents in their child’s education
Each semester we negotiate academic targets with all students from Year 4 – 12 and develop strategies that are shared with parents in a written report. Parents discuss the strategies and confirm these targets with their children. Teachers and parents follow up each student’s progress toward their targets at reporting interviews. Parent/Teacher interviews are offered twice a year following the issuing of reports. These meetings between parents and their son/daughter’s teachers prove very effective in establishing a meaningful relationship. Parents are also involved in the key transition points in the College notably yr 10 – 11 through the SETPlan process. The Earnshaw State College community is a close knit and inclusive community. Our College is the local school and is well supported by our parents, local organisations and businesses. The College boasts a very supportive and active P&C. Dedicated volunteers contribute to our College priorities of preparedness and pride in College through our tuckshop, uniform shop and bookshop. A significant number of parents support student learning through volunteer work in classrooms, school excursions and special event days.
Our staff profile
Reducing the school’s environmental footprint
Electricity - replaced old neon lights eco light friendly T5 globes that use less power and reduce electricity costs Electricity - student education in light and power saving Water - audit with Brisbane City Council to ensure no leakage Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns
Environmental footprint indicators, 2010-2011 Electricity Water KwH KL 2011 275,418 1,786 2010 324,718 1,743 % change 10 - -15% 2% 11
Staff composition, including Indigenous staff
Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff
Headcounts 53 32 <5
Full-time equivalents 47 21 <5
Qualifications of all teachers
Number of classroom Highest level of teachers and attainment school leaders at the school
70 62 Doctorate 0 60 50 40 34 30 20 10 0 3 Masters 3 0 1
Bachelor degree 62
Diploma 34 Doctorate Masters Bachelor degree Certificate 1 Diploma Certificate
Our staff profile
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2011 was $57,448. The major professional development initiatives are as follows: Formalised coaching and mentoring programs Professional learning workshops Professional retreats Conferences Certificate courses Research and Analysis
The proportion of the teaching staff involved in professional development activities during 2011 was 100%. Average staff attendance For permanent and temporary staff and school leaders, the staff attendance rate was 96% in 2011. Proportion of staff retained from the previous school year From the end of the previous school year, 89% of staff was retained by the school for the entire 2011 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.
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Performance of our students
Key student outcomes
Student attendance - 2011
The overall attendance rate for the students at this school (shown as a percentage) in 2011 was 89%. The overall attendance rate for all Queensland state Primary-Secondary Combined schools over the same period was 89%.
Student attendance rate for each year level
Year Year Year Year Year Year Year Year Year Year Year Year 1 2 3 4 5 6 7 8 9 10 11 12 90% 93% 92% 92% 94% 92% 90% 90% 80% 81% 87% 87%
Student Attendance Distribution The proportions of students by attendance range.
40 35 30 25 20 Students 15 of
% 10 All Students 5 0 <85 %85 to <90 90 to <95 95 % or % % Above Attendance Rate
Description of how non-attendance is managed by the school
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. Form teachers mark rolls in form meeting or assembly each morning and absences are transferred to OneSchool by the relevant sub-school administration staff. Late students report to either of the sub-school offices for the admin staff to issue them with a late slip showing when they arrived. Staff are able to check, through OneSchool for unauthorised absences which are followed up by the class teacher. The follow up of truancy of students is made more efficient for the administration and year coordinators via the electronic processes introduced. Form teachers are responsible for collection of notes explaining absences. Parents can call an absence line, email, ring or write in with the explanation for absences. Attendance Officer phones home when a student has 3 unexplained absences. This process is monitored through OneSchool by the Heads of School. A committee of teachers and administration from the College held a meeting where a “strategy for attending” was developed with the implementation to be ongoing. Attendance checks for 2011 were conducted at the end of each reporting period and letters were sent home to all parents asking for explanation of unexplained absences. Letters are also sent home for any student with 3+ consecutive unexplained absences.
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.
Performance of our students
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If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
Performance of our students
Achievement – Closing the Gap
Indigenous students represent 7% of the total population. Earnshaw State College has implemented strong strategies to improve educational outcomes for indigenous students. These include developing close partnerships with home and school, engagement in specialist learning programs, community education partnerships and personalized learning.
Attendance: The Indigenous student attendance rate is 84% compared to the total College attendance figure of 89%.
Attainment: The NAPLAN results for 2011 show our Indigenous students similar to the National Cohort in all grades. Most pleasing are the areas in which our students are above the National Cohort. These include: Year 7 Writing, Year 9 Spelling, Year 5 Numeracy
Attainment and Achievement – Year 12
Apparent retention rates Year 10 to Year 12. 80% Year 12 student enrolment as a percentage of the Year 10 student cohort.
Outcomes for our Year 12 cohort of 2011
Number of students receiving a Senior Statement. 25 Number of students awarded a Queensland Certificate Individual Achievement. 0 Number of students receiving an Overall Position (OP). 17 Number of students who are completing/continuing a School-based Apprenticeship or Traineeship. 3 Number of students awarded one or more Vocational Educational Training qualifications. 25 Number of students awarded an Australian Qualification Framework (AQF) Certificate II or above. 15 Number of students awarded a Queensland Certificate of Education at the end of Year 12. 21 Number of students awarded an International Baccalaureate Diploma (IBD). 0 Percentage of OP/ IBD eligible students with OP 1-15 or an IBD. 82% Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. 100% Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 100%
Overall Position Bands (OP) Number of students in each Band for OP 1 to 25. OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25 3 4 7 3 0
Vocational Educational Training qualification (VET) Number of students awarded certificates under the Australian Qualification Framework (AQF). Certificate I Certificate II Certificate III or above 25 11 5 Certificate I in Work Education
Post-school destination information
At the time of publishing this School Annual Report, the results of the 2011 Year 12 post-school destinations survey, Next Step – Student Destination Report for the school were not available. Information about these post-school destinations of our students will be incorporated into this Report in September.
Performance of our students
Early leavers information Any students exiting the College have been referred to outside agencies to support their transition into either 25 hours per week of work, Enrolment in a Certificate III at TAFE, an Apprenticeship/Traineeship or some other form of work/study.