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Taroom State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: PO Box 201 Taroom 4420

Phone: (07) 4628 9333

Fax: (07) 4628 9300

Email: principal@taroomss.eq.edu.au

Webpages: Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact Person: Angela Heslin

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School Overview

Taroom P to10 State School is situated in an isolated rural area of south-west Queensland in the Banana Shire. 'Joining

Together - Reaching Excellence' is the school’s over-arching philosophy and belief that every student should experience a

learning environment that is needs-specific, intellectually rigorous and community-oriented. The curriculum is based on readiness,

relationships, rigour and relevance. A sub-school approach has been adopted that consists of Early Years, Primary School

and Secondary School. Each sub-school team develops specific strategies that are in line with Queensland educational priorities

such as Early Years education, Junior Secondary and Senior Schooling. Furthermore, pedagogical and curriculum enhancements

are designed to engage and include all students across all learning areas. Students are encouraged to participate in extra-

curricular activities including cultural pursuits and sporting activities, which are offered with the support of local community groups

and clubs. Business and industry relationships are strong with many students participating in annual work- experience programs

and school-based traineeships.

Principal’s Forward

Introduction

Taroom State School is located approximately 130 kilometres north of the township of Miles. Our school has a current enrolment of approximately 170 students ranging from Prep to Year 10. Taroom State School is part of the Miles Cluster of schools within the Darling Downs South West Region.

Taroom State School has been educating local students for over 140 years, opening its doors for the very first time in 1871. With our school evolving over many decades, we have had the pleasure of sharing an educational journey, and working closely with generations of students and families.

We are committed to ensuring that every student, every day, has access to a safe, respectful and student-focused learning environment that proactively promotes high quality teaching and learning experiences for all students. Our students predominantly come from rural backgrounds, with agriculture and farming being the main industry. Our school prides itself on preparing young adults for senior secondary schooling and beyond. We maintain a strong focus on learning, respect and safety, with our over-arching philosophy being ‘Joining Together – Reaching Excellence’.

This report is a public document that provides parents and members of the school community with information about the school’s performance during the 2016 school year. It reports on the achievements of our school against declared systemic and school priorities as outlined in the 2016 Annual Implementation Plan. The school community is strongly encouraged to engage with this report and familiarise themselves with its contents.

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School progress towards its goals in 2016

Priority Strategy Success Indicator

Numeracy Plan Develop and implement a P-10 cross curricular numeracy plan.

Numeracy plan is in the final stage of development

Target financial and human resources.

Target financial and human resources for driving improved student achievement.

Key personnel assigned to cost centers. Beginning teachers mentored by experienced Early Years teacher.

Whole school curriculum plan Review and refine the whole school curriculum plan and communicate to parents for improved engagement in their child’s learning.

Curriculum plan being used by all teachers and learning overviews uploaded to website for parent information.

Pedagogical Framework Review and refine the school’s pedagogical framework to ensure continued development of high yield teaching strategies.

Active PLC with 100% of teachers using Anita Archer elements of explicit instruction and involved in observation and feedback process.

Data Literacy

Develop data literacy skills to inform planning and pedagogy.

All teachers using Data Handbook. Student Wellbeing Action Team (SWAT) using data to support students.

Professional Learning Plan

Develop and implement a formal professional learning plan aligned to school improvement agenda.

All staff accessed PD aligned to APRs, DPPs and school priorities.

Sharp and narrow school improvement agenda

Narrow and sharpen the school’s explicit improvement agenda and ensure it is communicated to all staff and the wider community.

School priorities communicated to community through weekly newsletter, website and Facebook page. Alignment to APR and DPP process.

Future Outlook

2017 KEY IMPROVEMENT STRATEGIES

Writing Pedagogy

STEM o Numeracy o Science o Digital technology o Coding and Robotics

Curriculum Plan

Case Management

2017 SHARP FOCUS AREAS

Sharp Focus Area Strategies Targets and Timelines

Develop a consistent approach to the teaching of writing

Upskilling all staff in aspects of writing. Whole school approach to the teaching of writing. Embed processes for measuring writing improvement. Student writing progress to be tracked on data wall.

Increase the percentage of students achieving a ‘C’ or higher in aspects of writing in Australian Curriculum assessment tasks by the end of 2017.

STEM Literacy Building teacher capacity for STEM related opportunities across the curriculum. STEM coordinators mentoring staff across sub schools. Whole school numeracy plan rolled out across all subject areas.

Increase the percentage of students achieving a ‘B’ standard in Mathematics and Science. All students achieving a ‘C’ standard in Digital Technologies.

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Prep Year - Year 10

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 138 72 66 8 88%

2015* 161 86 75 7 97%

2016 167 87 80 7 93%

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.

Characteristics of the Student Body

Overview Demographically Taroom P-10 State School is comprised of approximately 170 students generally from rural and remote backgrounds. Most students come from beef cattle grazing families, however there are a number of families who are employed and living locally within the township. Taroom P-10 State School supports a small Indigenous enrolment through prioritising inter-cultural partnerships and closing the gap strategies. Our families value education and have high academic aspirations for their children. This is evident by the majority of students transitioning to Year 11 and Year 12. Although Taroom State School has a strong secondary department, some families choose to send their children to boarding school for Year 7 and Year 10.

Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 16 17 17

Year 4 – Year 7 15 22 26

Year 8 – Year 10 12 17

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.

Curriculum Delivery

Our approach to curriculum delivery

At Taroom P-10 State School students from Prep to Year 8 study the Australian Curriculum subjects of English, Mathematics, Science, History, Geography, Economics & Business (Y5-8), Civics & Citizenship (Y3-8), HPE, Technologies, the Arts and BSDE Japanese Language (Y5-8). In Years 9 & 10 students study the core curriculum of English, Mathematics, Science, HPE, and History and Geography alongside an elective program which includes the subjects of Visual Arts, Drama, Design and Technologies, Hospitality and Agricultural Science. Through a partnership with Wandoan State School further elective opportunities and facilities are shared. Subjects not offered by the school locally can be sourced through Brisbane School of Distance Education (BSDE). Currently BSDE subjects on offer include Dance and Japanese. In addition, school-based subjects are offered to capitalise upon

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the unique human resources, local opportunities and partnerships and innovative ventures sourced by the school e.g. Self-directed Learning Project; Furnishing and Construction; Theatre Restaurant.

Four curriculum pillars support every student succeeding at Taroom State School

Readiness;

Rigour;

Relevance; and

Relationships.

These are underpinned by essential capabilities including Life and Career Skills. Learning Skills and Digital Skills. Salient features of the school’s curriculum program include:

Daily literacy and numeracy blocks in Primary classes

Years 1-6 Spelling Mastery Program

Learning support for identified students provided by STLaN

Specialist Art, Science, HPE teachers working across P-10 campus

VET courses /SBTs

21st Century themes incorporated into units of work: global awareness, environmental literacy, financial literacy, health literacy and civics literacy

Partnership with Wandoan State School for Furnishing and Welding classes delivered by a shared Manual Arts teacher.

Supporting School Program and Extra Curricula Activities

STEM PROGRAMS LITERACY SPORT, HEALTH & WELLBEING

TRANSITION & LEADERSHIP

ACADEMIC ACHIEVEMENT VET/QCE

QMEA Expand your

Mind

QMEA STEM for

school kids

QMEA Career Café`

QMEA Toolkit for

School Kids

UQ Wonder of

Science

Santos Year 7

Water Testing

Project 600 /SCRATCH Program

Mathletics

Columboola STEM Program

Poetry Fest-Term

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Year 8 Theatre

Restaurant

Whole-school

Theatre

Restaurant

Literacy Parade

Stars of Reading

(home reading

rewards program)

Spelling Mastery

Bounce Back /Kids

Matter Resilience

Program

Schoolwide

Expectation Lessons

CPR for Life

Program (Y10)

Resq R000s/Road

Trauma- combined

emergency services

Road Safety

program.

School sport –Miles

& District, South

West.

iAIMS (Increasing

activity, intelligent

minds)

School excursions

and camps.

CQ University-Widening

Participation Y6- Who

Am I?; Y7 Self

Awareness; Y8

Occupational

Awareness; Y9

Navigating Pathways;

Y10 Uni Skills

Columboola Leadership

Day

Y Lead Altitude Day-

Toowoomba

Year 10 Work

Experience

SET Planning

Student

Council/Leadership

Program

Pre- Prep Program

School Based

Traineeships

School Diary & Student Policies

Homework /Study Club

Hospitality Cert ll TAFE

Microsoft Imagine Academy

ICAS International Competitions

Presentation Night Awards

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How Information and Communication Technologies are used to Assist Learning Taroom P-10 State School students access a broad range of information communication technologies for the purposes of instruction, publication and research. Students have access to laptop banks, two fully equipped computer laboratories, classroom computers and hardware, and associated peripherals. ICTs form a solid basis for contemporary teaching and learning at Taroom P-10 State School. A whole-school plan for the implementation of the Australian Curriculum digital literacies including ICT capabilities and the inclusion of an iPad program in the Early Years will be planned during 2016 for implementation in the 2017 school year.

Social Climate

Overview Taroom State School has a very strong sense of pride among its students, staff, parents and the local community. The school community is highly proactive in its support of students and the endeavours of the school and they have high expectations of the school and teachers. School staff are enthusiastic in their efforts to support all students across the P-10 campus in achieving quality educational outcomes. The social and emotional wellbeing of students is supported through the Let’s Rise Program and associated school wide expectations and values. A Student Wellbeing Action Team (SWAT) case manages students with high emotional needs and behaviours through the whole school Gotcha program. The school also has weekly access to a School based Health Nurse, Guidance Officer and School Chaplain.

Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

their child is getting a good education at school (S2016)

100% 100% 97%

this is a good school (S2035) 100% 94% 93%

their child likes being at this school* (S2001) 100% 94% 100%

their child feels safe at this school* (S2002) 100% 94% 97%

their child's learning needs are being met at this school* (S2003)

100% 94% 86%

their child is making good progress at this school* (S2004)

100% 94% 90%

teachers at this school expect their child to do his or her best* (S2005)

100% 100% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006)

100% 89% 97%

teachers at this school motivate their child to learn* (S2007)

100% 89% 97%

teachers at this school treat students fairly* (S2008) 89% 89% 86%

they can talk to their child's teachers about their concerns* (S2009)

100% 100% 97%

this school works with them to support their child's learning* (S2010)

100% 94% 97%

this school takes parents' opinions seriously* (S2011) 89% 89% 86%

student behaviour is well managed at this school* (S2012)

100% 67% 82%

this school looks for ways to improve* (S2013) 100% 88% 96%

this school is well maintained* (S2014) 100% 100% 97%

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Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 96% 97% 90%

they like being at their school* (S2036) 98% 93% 89%

they feel safe at their school* (S2037) 98% 96% 95%

their teachers motivate them to learn* (S2038) 100% 97% 90%

their teachers expect them to do their best* (S2039) 100% 100% 98%

their teachers provide them with useful feedback about their school work* (S2040)

100% 94% 85%

teachers treat students fairly at their school* (S2041) 100% 86% 72%

they can talk to their teachers about their concerns* (S2042)

94% 93% 76%

their school takes students' opinions seriously* (S2043)

100% 93% 84%

student behaviour is well managed at their school* (S2044)

98% 88% 85%

their school looks for ways to improve* (S2045) 98% 97% 95%

their school is well maintained* (S2046) 100% 97% 86%

their school gives them opportunities to do interesting things* (S2047)

94% 90% 85%

Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

they enjoy working at their school (S2069) 95% 90% 85%

they feel that their school is a safe place in which to work (S2070)

95% 95% 95%

they receive useful feedback about their work at their school (S2071)

86% 85% 95%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

100% 92% 83%

students are encouraged to do their best at their school (S2072)

100% 100% 95%

students are treated fairly at their school (S2073) 95% 100% 95%

student behaviour is well managed at their school (S2074)

86% 90% 75%

staff are well supported at their school (S2075) 81% 75% 70%

their school takes staff opinions seriously (S2076) 74% 74% 80%

their school looks for ways to improve (S2077) 90% 90% 95%

their school is well maintained (S2078) 100% 100% 90%

their school gives them opportunities to do interesting things (S2079)

85% 95% 85%

* 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.

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Parent and community engagement Strong partnerships exist between school and community. Parents are encouraged to participate in every aspect of their child’s education and they are kept informed of school events, curriculum overviews and school policies through the weekly newsletter, Facebook, the school sign and the school webpage. Parents and community members regularly attend the school to participate in:

Weekly assembly

Class celebrations

Parent/Teacher interviews

Parents’ and Citizens’ Meetings

Tuckshop

School sport

Working bees Grandparents’ Day

Meetings with key teachers regarding differentiated learning programs for specific students with diverse needs.

Taroom P-10 State School is supported by local businesses through the Year 10 work experience program and traineeships. The local emergency services provide ongoing support through the delivery of programs to educate our students on how to respond in emergency situations, and the dangers of drugs, alcohol and speeding.

Respectful relationships programs

Taroom P-10 State School is committed to ensuring that every student, every day has access to a safe, respectful and student focused learning environment, that proactively promotes high quality teaching and learning experiences for all students. At Taroom P-10 State School it is an expectation that all stakeholders, students, staff, parents and the wider community, work together in a positive and respectful manner to ensure that our students demonstrate the key values, behaviours and responsibilities required, in order to proactively participate within the school community and in society as a whole. The following programs and initiatives are incorporated into the school organisation-

o RISE Values (Responsibility, Integrity, Self-Management, Effort)

o School-wide weekly expectations are taught and based on the three school rules-Focused on Learning,

Focused on Respect and Focused on Safety

o Student Wellbeing and Action Team (SWAT) meet fortnightly to examine student data and initiate processes

for student support.

o Responsible Behavior Plan for Students describing the school procedures for managing, supporting and

promoting positive student behaviour.

o High 5 Strategy to build student resilience for self-managing problematic relationships in the playground

o Whole school participation in Day for Daniel activities

o Gotcha reward program

o Bounce Back resilience program

o Australian Curriculum P-10 Health Units

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 2014* 2015** 2016

Short Suspensions – 1 to 5 days 3 3 4

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.

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Environmental Footprint

Reducing the school’s environmental footprint Taroom State School continues to work towards reducing the environmental footprint through the continued use of solar panels to offset electricity consumption and associated costs, and through the use of river water for the purpose of school beautification and landscaping sustainability.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 137,252 5,016

2014-2015 131,408

2015-2016 37,741

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.

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 <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

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Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 17 11 0

Full-time Equivalents 15 8 0

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate

Masters 2

Graduate Diploma etc.**

Bachelor degree 13

Diploma 2

Certificate

*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 2016 were $ 43 110

The major professional development initiatives are as follows:

Module 7 Creating Successful Writers

Module 6 Anita Archer Good to Great-Strengthening a Learning Culture

Module 4 Phase 2 - Improving Numeracy Outcomes.

P-10 Literacy Continuum Roadshow

National Institute of Direct Instruction - Spelling Mastery

Beginning Teacher Professional Development.

Positive Partnerships Program (Autism)

Taroom P-10 State School - Peer observation and Feedback loops.

Certificate IV Workplace Health & Safety

Coding & Robotics

Dyslexia

Cluster Moderation

The proportion of the teaching staff involved in professional development activities during 2016 was 100 %.

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Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 98% 97% 98%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 93% of staff was retained by the school for the entire 2016.

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 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 90% 91% 92%

The attendance rate for Indigenous students at this school (shown as a percentage). 84% 87% 88%

*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 2016 for all Queensland P-10/P-12 schools was 90%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2014 89% 91% 89% 94% 95% 92% 91% 91% 87% 87% 82%

2015 92% 91% 94% 92% 93% 94% 92% 93% 91% 85% 85%

2016 91% 93% 91% 93% 91% 93% 93% 91% 93% 91% 84%

*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.

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Student Attendance Distribution The proportions of students by attendance range:

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.

At Taroom State School electronic rolls are marked twice a day. Teachers are to notify the office if a student is absent for more than two days without explanation and follow up contact is made with parent/caregiver by the Principal.

The following key strategies are used to maximise attendance:

Daily phone calls are made to parents of students not in attendance.

The message ‘Every Day Counts’ is reinforced to students and parents through the school sign, the webpage and weekly newsletter where individual class weekly attendance is advertised.

Students are reminded of the importance of everyday attendance at weekly parade.

Chronic absenteeism is investigated and followed up by providing support through appropriate student support services team.

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.

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12

21

14

18

13

39

38

32

35

32

34

0% 20% 40% 60% 80% 100%

2016

2015

2014

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

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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 <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)

Number of students awarded certificates under the Australian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2014

2015

2016 6

As at 3rd February 2017. The above values exclude VISA students.

Students at Taroom State School have the opportunity of completing a Certificate II Hospitality (Kitchen Operations)

Conclusion