bundaberg south state school...developed through the use of our positive role model bluey (blue...

Bundaberg South State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Bundaberg South State School

Contact information

Postal address PO Box 4342 Bundaberg South 4670

Phone (07) 4130 8333

Fax N/A

Email [email protected]

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Narelle Clarke - Principal

http://www.myschool.edu.au/

http://data.qld.gov.au/

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

Bundaberg South State School was first established in 1891 and is located in an old inner-city residential suburb of Bundaberg, less than three kilometres from the CBD. The school is set in an impressive garden environment. Student welfare is a high priority at South and the staff are mindful of the diverse backgrounds of students and supportive of their individual needs. Bundaberg South State School is a Positive Behaviour Learning School that follows the 3 school rules of - Be Responsible, Show Respect and Stay Safe. The school has a mascot Bluey - that the children aspire to be like - and as every hero has sidekicks Bluey has 2 friends - Buddy and Blossom (blue heeler dogs).Classroom teachers, a Principal, a Teacher Librarian, Learning Support, an Inclusion Teacher and Specialist Teachers (LOTE, Music, Physical Education, Instrumental Music and Technology) provide services to support students and teaching staff. A Developmental Guidance Officer visits the school each week along with a School Chaplain twice a week.. The school facilities are extensive and include a swimming pool, a three tennis court complex and oval. Volunteers help with reading, swimming and excursions, and assist in classrooms. Parades, newsletters, parent teacher interviews and invitations to special class performances and celebrations assist in keeping parents involved and informed.

School progress towards its goals in 2018

The 2018 school year’s strategic direction was:

Coaching and Profiling – building leadership capacity; teacher quality; successful learners and school performance.

Writing Framework – developing a shared understanding and a commitment to developing a Writing Framework building on teacher quality and successful learners.

2018 saw the successful implementation of Bluey’s Playgroup on a Wednesday morning from 9am – 11am; the introduction of a Welcome to Prep book; all students reaching National Minimum Standards in NAPLAN testing with student’s relative gain between years 3 and 5 being 65th in the state.

Future outlook

The 2019 school year’s strategic direction is:

Writing – within the Australian Curriculum

Pedagogical Practices – focus on P – 2

In 2019 the school has implemented an intensive speech therapy program across P-2 to assist students with their articulation of sounds; Bluey’s Playgroup continues to grow and the school completed NAPLAN online.


Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 6

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

1. Student counts are based on the Census (August) enrolment collection.

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. Pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 176 197 185

Girls 97 115 98

Boys 79 82 87

Indigenous 23 46 35

Enrolment continuity (Feb. – Nov.) 82% 88% 85%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

The students who attend Bundaberg South come from a range of socio-economic and cultural backgrounds. Aboriginal and Torres Strait Islander students make up 23% of the student population. While these percentages of students remain constant, the family groupings change frequently. Minority cultural groups include Vietnamese, Indian and Turkish students. The very transient nature of our school population leads to great uncertainty with respect to staffing numbers, class composition and finances to name a few. Current trends have seen a slight increase in the school population. The school population has a high degree of single parent families, one income families or parents on a pension or welfare benefits. Student welfare is always the highest priority at Bundaberg South State School and the Staff is mindful of the diverse backgrounds of our students and is supportive of their individual needs. A non-teaching principal, a Support Teacher Literacy and Numeracy (0.4 – 2 days a week), a Master Teacher, an Inclusion Teacher and Specialist Teachers (LOTE, Music, Physical Education, Instrumental Music and Technology) provide services to support our students and teaching staff. A developmental Guidance Officer visits the school each week and our Students with Disabilities are supported by our Inclusion Teacher, a visiting Head of Inclusion (East Hub) and advisory visiting teachers. Volunteer help from parents and grandparents alike, provide valuable assistance and support to our classroom teachers. Weekly parades, weekly newsletters, three way parent/teacher/student goal setting interviews and invitations to special class performances and celebrations assist in keeping parents involved and informed. The Parents and Citizens Association, while small in numbers supports the school in the decision making process as well as fund raising and providing resources for the classrooms, excursions and productions, library, technology and grounds

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities


Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3 22 21 20

Year 4 – Year 6 24 27 26

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

The Curriculum Plan at Bundaberg South State School covers curriculum offerings across the Key Learning Areas in terms of the following: Core learning outcomes – knowledge and skills essential for all students; Teaching strategies promote active learning and participation for all students; Assessment Guidelines outline when and how students will be assessed; Reporting Guidelines ensure all parents/caregivers receive formal reports at least each semester on the progress of their child. Throughout 2018 greater focus was placed on the school’s alignment to the Australian Curriculum and the Curriculum to Classroom Units. Units of work developed and available through One School C2C in the areas of Mathematics, English, Science, HASS are being used within the classrooms. Technology, The Arts, Health and Physical Education and LOTE complete the Key Learning Areas taught to our students.

Co-curricular activities

Participation in Community events and celebrations - Anzac Day Ceremony and city parade, Remembrance Day Ceremony, Cluster Maths, English and leadership activities, Mayoral Lunch for Leaders and Chaplaincy Breakfast. School Based activities - Instrumental Music, Choir, Leadership Programs, Opti-Minds Challenge, Fundraising activities including Social Awareness Programs (including Day for Daniel) and White Ribbon Day and Sport. Sporting based activities - Sports Clinics including swimming, rugby league, soccer, basketball and Interschool

Sport. Swimming lessons are held at the school twice a year with swimming instructors.

How information and communication technologies are used to assist learning

During 2018 Bundaberg South State School was fortunate to have an Information Technology teacher and Orange Card holder Mrs Kerry Rayner (FTE 0.4). Mrs Rayner also worked across a number of schools outside our cluster. A number of classroom teachers completed technology professional development sessions to enhance the use of smart boards, cameras, videos, editing programs, movie makers and the like. Classroom strategies reflect the utilization of technology to enhance the teaching learning process. Throughout the school a developmental program in computers and information technology educates our students from basic computer access and word processing through to video editing and robotics. Networked computers allow students and teachers access to the internet and laser colour printer from within the classrooms. Sets of laptop computers and wireless connectivity allow for greater use of technology throughout the school. A teaching lab is used to enhance group learning opportunities. Smart boards are regularly used within the classrooms and library.

https://qed.qld.gov.au/publications/reports/statistics/schooling/schools


Social climate

Overview

Bundaberg South State School has adopted the Positive Behaviour Learning Strategy. Our focus is on three rules - Be Responsible, Show Respect and Stay Safe. Clearly articulated positive behaviour expectations have been developed through the use of our positive role model Bluey (blue heeler dog) giving the school families and students clear guidelines around acceptable behaviours and consequences for inappropriate behaviour. Student leaders and classes present the” Bluey Cool Rule of the Week” or the” Social Skill for the Week” on parade. Teachers reinforce this in their daily teaching and these rules or skills are featured in the weekly newsletter. Across all areas students and parents alike are satisfied with the school climate as indicated in the 2018 School Opinion Survey. The Chaplaincy program and the support of the Heritage Christian Centre with our Friday Breakfast program, our Fruit and toast mornings from Monday – Thursday and the Pastoral Care Program throughout the school. Ongoing programs like Rotary Readers and Angels Incorporated enhance Community connections with our school.

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 100% 92% 100%

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

their child likes being at this school* (S2001) 100% 92% 100%

their child feels safe at this school* (S2002) 100% 92% 100%

their child's learning needs are being met at this school* (S2003) 100% 92% 100%

their child is making good progress at this school* (S2004) 100% 100% 100%

teachers at this school expect their child to do his or her best* (S2005) 100% 92% 100%

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

83% 92% 100%

teachers at this school motivate their child to learn* (S2007) 100% 92% 100%

teachers at this school treat students fairly* (S2008) 100% 92% 100%

they can talk to their child's teachers about their concerns* (S2009) 100% 92% 100%

this school works with them to support their child's learning* (S2010) 83% 92% 100%

this school takes parents' opinions seriously* (S2011) 100% 92% 100%

student behaviour is well managed at this school* (S2012) 100% 92% 100%

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

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

* 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.

Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 92% 100% 98%

they like being at their school* (S2036) 91% 96% 90%

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


Percentage of students who agree# that: 2016 2017 2018

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

their teachers expect them to do their best* (S2039) 97% 100% 100%

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

91% 100% 100%

teachers treat students fairly at their school* (S2041) 89% 98% 100%

they can talk to their teachers about their concerns* (S2042) 92% 96% 90%

their school takes students' opinions seriously* (S2043) 84% 93% 88%

student behaviour is well managed at their school* (S2044) 90% 94% 94%

their school looks for ways to improve* (S2045) 94% 100% 98%

their school is well maintained* (S2046) 98% 98% 100%

their school gives them opportunities to do interesting things* (S2047) 85% 94% 92%




Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 100% 100% 100%

they feel that their school is a safe place in which to work (S2070) 100% 100% 100%

they receive useful feedback about their work at their school (S2071) 96% 100% 96%

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

100% 100% 100%

students are encouraged to do their best at their school (S2072) 100% 100% 100%

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

student behaviour is well managed at their school (S2074) 100% 100% 100%

staff are well supported at their school (S2075) 100% 100% 100%

their school takes staff opinions seriously (S2076) 100% 100% 100%

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 (S2079) 92% 100% 100%




Parent and community engagement

Parent participation and involvement in school activities is encouraged throughout the school. Weekly parades, weekly newsletters and Facebook keep all caregivers informed as to the forthcoming events within the school and provide opportunities to celebrate the successes of our school and students. Parents and other interested members of our school community are actively encouraged to be involved within the school particularly with our early years’ reading program, during art and craft activities as well as helping on class excursions, special event days, celebrations and tuckshop.


Parent teacher information sessions are held at the beginning of each school year so that parents have the opportunity to meet the teacher and gain a better understanding of the expectations for each particular class. 3 way interviews (students/teacher and parents) are held each semester to set goals for the following semester. Parents are actively encouraged to attend monthly Parents and Citizens Meetings and hopefully will take the opportunities provided to be involved in their child’s education. This, however, is getting harder each year as fewer parents are willing to participate in the more formal aspects of involvement.

Special occasions like Anzac Day, White Ribbon Day, Day for Daniel, Remembrance Day, Inter-house athletics, swimming carnivals and Family Night have given parents and carers the opportunity of being a part of their child’s education.

Respectful relationships education programs

The school has developed and implemented programs that focus on appropriate, respectful and healthy relationships. These programs include: Positive Behaviour Learning school – Be Like Bluey social skills program; Smiling Minds (Mindful Meditation) and the school is a White Ribbon school focusing on stopping domestic violence and educating students that it is not acceptable behaviour.

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 22 10 12

Long suspensions – 11 to 20 days 1 0 1

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

Connectivity issues with the Solar Panels installed on the roof of E block mean that an unrealistic account of electricity use is still apparent. Because of this problem, the benefits of this program cannot as yet be measured and the effectiveness of the program would appear minimal. Hopefully these issues will be resolved. Energy efficient fans have replaced old blade fans in the office area of the school. Energy efficient lighting has been installed the school.

Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 86,862 93,650 67,237

Water (kL) 2,036 3,804 1,561


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.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.




Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 14 13 <5

Full-time equivalents 11 8 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters

Graduate Diploma etc.*

Bachelor degree 14

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $20,000

The major professional development initiatives are as follows:

Pre and post moderation (planning days)

Data Analysis

Profiling and Coaching

1,2,3 Magic (Behaviour Management strategy)

Spelling (Soundwaves)

Positive Behaviour Learning (Be Like Bluey)

Teaching of Reading

Teaching of Mathematics (Numeracy) First Aid Peer Support Training

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.


Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders. 99% 99% 98%

Proportion of staff retained from the previous school year

From the end of the previous school year, 100% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland State Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 90% 90% 90%

Attendance rate for Indigenous** students at this school 88% 86% 84%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 92% 88% 92% Year 7

Year 1 89% 91% 90% Year 8

Year 2 90% 87% 92% Year 9

Year 3 90% 90% 90% Year 10

Year 4 93% 90% 90% Year 11

Year 5 88% 93% 92% Year 12

Year 6 90% 88% 87%


Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland Department of Education 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.

Non-attendance is managed in state schools in line with the Department of Education 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. 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. Rolls are marked at the start of each day and after the lunch break using Roll Marker and text messages are sent to parents/care givers notifying them that their child is absent from school and requesting a reason. Student attendance is recorded on One School and is included in each child’s semester report card. For students with exceptional absences during the term a meeting with the parents or care givers is requested so that issues can be discussed and hopefully resolved. At times the school Chaplain or Guidance Officer may be required to provide support and assistance. Clear instructions around attendance and notification of absences are documented in the school hand book and regularly featured in school newsletters. This ensures that parents and care givers are well informed about the procedures for reporting student absences. If a child is absent for two days without explanation the classroom teacher will send an absentee form to the office. Office personnel, or the Principal will attempt to contact the parent or in some cases, relatives, via telephone to follow up on these absences. Prolonged absences are followed up by home visits or, if necessary, formal correspondence in line with compulsory attendance policies. The Every Day Counts strategy is in place within our school community and recognition of 100% attendance is celebrated each semester along with our PAWS (Positive Awesome Wonderful Students) behaviour strategy that is aligned with student attendance.

NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.

How to access our NAPLAN results

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

26

30

19

11

15

16

27

24

19

36

31

45

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

2018

2017

2016

Proportion of Students

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

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx




3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘NAPLAN’ to access the school NAPLAN information.

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bundaberg south state school...developed through the use of our positive role model bluey (blue...

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