cooktown state school queensland state school reporting ...€¦ · department of education,...

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DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT

Cooktown State School

Queensland State School Reporting

2013 School Annual Report

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Postal address PO Box 4 Cooktown 4895

Phone (07) 4082 0222

Fax (07) 4069 5651

Email [email protected]

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

Contact Person Leanne Rayner Principal

Principal’s foreword

The Cooktown P-12 State School has been serving Cooktown and outlying areas since 1875 as a primary school. In 1970 a Secondary school was built which meant that for the first time students could continue their secondary education close to home without having to travel to Cairns and beyond. In 1999 we proudly became a combined Prep to Year 12 campus. Throughout our history we

have serviced the educational needs of our indigenous and non-indigenous families. As Cooktown grows in cultural diversity our student body is now inclusive of students from many diverse nationalities and cultures.

Our focus is for all students to be nurtured academically, emotionally and socially so that we can deliver the Service Commitment for all students to transition successfully into sustainable future pathways.

Our teaching model is Explicit Teaching. The expectation is that in all classrooms this consistent, fluent, empowering and engaging method is used to deliver learning experiences.

As a School Wide Positive Behaviour Strategy school we have a clear set of clear behavioural expectations – At Cooktown State School we are Safe, Respectful Learners.

Our work at Cooktown P-12 State School is carefully aligned to the Far North Queensland Regional Priorities (which are detailed under School Progress)

Priority 1 – Improving Teaching

Priority 2 – Refining and Embedding Data Based Decision Making

Priority 3 – Refining and Embedding Accountability Systems

Priority 4 – Connecting Parents and Caregivers with their Children’s Learning

The Cooktown State School Annual Report, outlines the progress of the school in 2013 in key areas of curriculum, staff and student outcomes

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

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

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




. The following is a copy of the 2013 AIP. There goals highlighted in green have been embedded. Those highlighted in yellow are long term focus areas or currently being embedded.

Priority 1: Improving teaching.

Strategy 1.1:

Explicit Teaching Practices in all Classrooms:

Implement a clearly defined Explicit Teaching model across the entire school - Consolidation, Learning Intent, I Do, We Do, You Do

Empower teachers to become expert teachers through Explicit Teaching professional development, coaching, professional readings, modelling and work shadowing Embed quality consolidation in all classrooms with support through coaching, modelling and work shadowing

Embed into teaching practice the 16 elements of Explicit Teaching

Implement systemic profiling of teachers

Ensure that teachers know the behaviour expected in every element of the Explicit Teaching Process and that students understand

Continue to implement the consolidation strategy in all classes Teaching Reading Writing and Numeracy

Ensure Regional expectations of English and Maths learning times are met and accurately planned for

Ensure Regional Targets are met and aligned with the 5 week data capture

Implement NAPLAN strategy from Term 1 2013

Embed 'Words Their Way' from Year 1 - 9

Implement foundational Learning Programs Year 1 - 9

Ensure every child reads every day

Continue targeted support sessions in English and Maths for Secondary students

Continue to use team teaching in Year 8 and 9 core subjects

Bookwork

Every time a student writes - the writing should be to the very best of their ability - striving for constant improvement Teachers are to check writing standards in all classes Display quality exemplars in all classrooms

Explicitly model expectations and techniques in all lessons to develop student skills

Hold in high esteem student products and display proudly in classrooms and places of traffic Implement C2C and Foundational Programs

Implement C2C units in English, Mathematics, Science and History P-10 adapting and adopting to ensure key concepts are attained

Use OneSchool to adapt and adopt all C2C Units and capture C2C achievement data

Ensure teachers develop a deep knowledge of the Australian Curriculum Achievement Standards School Leaders Coaching and Giving Feedback

Develop a timetabled system to ensure 20% of leadership time is spent in classrooms (purposely supervising or coaching)

Develop a record of teaching practice across the school to track improvement and identify PD requirements

Document and monitor all Classroom Walk Throughs and Coaching sessions through Line Manager AAP




Ensure the continued progression from novice to expert of Explicit Teaching skills through fortnightly meetings held by line managers with teachers

Priority 2: Refining and embedding data based decision making.

Strategy 2.1:

Using data to set benchmarks, targets and individual goals

Ensure school achievement targets are in line with Regional targets and benchmarks

Embed data 'walls' across all classes

Embed levels of achievement of data walls in all secondary classrooms with individual student targets

Analyse all NAPLAN data with all staff

Develop a clear understanding amongst staff that the accountability for NAPLAN preparation and student results belong to all teachers

Measuring and monitoring school and student improvement

Use OneSchool to track all student data

Use data capture and tracking tool for Years 10 -12

Collation and interrogation of student achievement data every 5 weeks

Collation and interrogation of student engagement data twice per term

Interrogate student behaviour data fortnightly at SWPBS meetings

Continue to track and triangulate data

Priority 3: Refining and embedding Planning & Accountability Systems at all leadership levels.

Strategy 3.1:

P & A Systems: SRD, AAP, WPR, ISR

Continue to develop leadership team AAPs to track and monitor work

Every leadership team member to have an SRD that reflects the work of the role

Develop a whole school Organisational Chart

WPR to be completed according to Organisational Chart once per semester

Attendance System

Implement the Regional Attendance System (Semester 1)

Explicit Teaching System

Implement the Regional Explicit Teaching System (Semester 2)

Behaviour System

Implement the Regional Behaviour System (Semester 2)




Task Assignment Tool

Use the Task Assignment tool to ensure all set task assignments are clearly articulated in terms of - context, purpose, quantity, quality, resources to guarantee on time comprehensive completion.

Priority 4: Connecting parents and caregivers with their children’s learning.

Strategy 4.1:

Practices reflect that parents & Caregivers are central to their children's learning

Promote our open door policy

Hold open nights and other parent welcoming events

Develop classroom service commitment agreements with parents and caregivers

Provide skilling sessions so that parents develop skills and understandings to engage in their children's learning

Secondary parents are provided with and co-sign a student profile every 5 weeks

Two - Way communication strategies are used to seek and share information

Teachers making positive contact with parents and caregivers

Document and track parent contacts

Practices are inclusive and acknowledge divers cultural contexts and identities

Continue and develop the Uncles and Aunties program

Develop a Hope Vale Men's Group in classroom program

Develop the Hope Vale Liaison/Engagement officer student support service

Develop close relationships with PACE Hope Vale and Cooktown

Continue working with Gungarde

Develop a closer working relationship with the Cook Shire Council

Expectations for maximising student learning and wellbeing are shared

Continue SWPBS training to embed philosophy across Cooktown State School

Commence SWPBS with Leadership team members not already trained within the SCC SWPBS training

Continually use public opportunities - conversations, newspaper articles, assemblies, parent meeting, staff meetings community meetings and events to share and discuss school expectations

Publish SWPBS and student expectations in school newsletter




Future outlook

Our continued priorities are-

To raise the profile of the school within the community through connecting parents and caregivers with their children’s learning and celebrating success

Consistently delivering high quality learning experiences with a relentless focus on high learning expectations

A belief that every student has enormous potential and to develop this potential through providing support and opportnity

for every student to proceed to a valuable future life pathway

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2013: Prep Year - Year 12

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2011 410 212 198 81%

2012 375 183 192 79%

2013 362 183 179 87%

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

Characteristics of the student body:

Cooktown State School is a Low SES rural remote school catering for the educational needs of students from both Cooktown and outlying communities such as Rossville and Hope Vale. We have a rich cultural diversity, with approximately 40% of our students being indigenous as well as students from a variety of nationalities.

Average Class sizes

Phase

Average Class Size

2011 2012 2013

Prep – Year 3 22 19 23

Year 4 – Year 7 Primary 25 21 21

Year 7 Secondary – Year 10 15 18 16

Year 11 – Year 12 13 15 14

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2011 2012 2013

Short Suspensions - 1 to 5 days 177 168 87

Long Suspensions - 6 to 20 days 10 12 34

Exclusions 1 1 4

Cancellations of Enrolment 0 0 0


Curriculum offerings

Our distinctive curriculum offerings

Cooktown SS uses an Explicit Teaching model to deliver all subjects. This focuses upon ensuring students have a clear understanding of what they are learning and are led through a process by their teacher to ensure the concepts learned are consolidated and embedded.

While students from Prep to Year 10 study the Australian Curriculum. The opportunity to study French is offered to Years 5, 6, 7 and 8. From Year 8 other opportunities for electives are offered to students, commencing with Home Economics and Manual Arts.

As students, progress into Senior Secondary they have the opportunity to gain both an academic or Vocational Education Qualification. These include: English, English Communication, Maths A, Maths B, Pre-Vocational Maths, Biology, Art, Drama, Home Economics, Industrial Skills, SOSE, HPE, Marine Studies, Marine Aquatic Practices, Geography, Cert II Sport and Recreation, Cert III Art, Cert III Children’s Services, Cert III Radio Broadcasting, Cert I Conservation and Land Management, Cert II Hospitality, Cert II Visual Arts and Cert 1 Business.

Extra curricula activities

Student Council

Choir

Uncle and Aunties Program

Australian Geography Quiz

Cooktown’s Got Talent

Destiny Rescue

Chess

Auslan

Discovery Festival

Computer Club

Environmental Club

AFL

Rugby League

Re Enactment Society

Orchestra

Grooming and Deportment

Touch Football

How Information and Communication Technologies are used to assist learning

Cooktown SS has a continued commitment to ensuring all staff and students utilise information technology to improve communication, teaching and learning. All year 11 and 12 students have been allocated with laptops. This has been an initiative of the 1 to 1 National Computer Program. All Distance Education Students have been assigned a computer or laptop. Computer to student ratios are high with a range of desktops and computer labs available for use. Classrooms are fitted with electronic whiteboards which assist teacher to deliver their programs effectively to students. All staff are issued with a personal laptop to ensure a high level of information technology in every component of their teaching.


Social climate

The organisational structure of the school has seen a strong student Well-being team and School Wide Positive Behaviour Strategy team develop universal strategies to assist students to successfully progress through their school career. These teams embed proactive support and intervention strategies. Our Chaplain and Guidance Officer work closely with students to support self-esteem, personal development and career aspirations. Our open door policy has provided parents with the opportunity to participate actively in their child’s learning and become integral to the fabric of the school community.


Parent, student and staff satisfaction with the school

Overall the satisfaction of teachers, students and parents rose from the previous survey. It was pleasing to see the parent and teacher satisfaction with the school overall had improved greatly. The community values highly the work teachers do with students, and that teachers always expect students to do their very best. It has also been noted that students, parents and teachers agree that the school is always looking for ways to improve which is significant recognition in our school progression journey.

Performance measure (Nationally agreed items shown*)

Percentage of parents/caregivers who agree that: 2012 2013

their child is getting a good education at school (S2016) 61% 90%

this is a good school (S2035) 53% 90%

their child likes being at this school* (S2001) 67% 100%

their child feels safe at this school* (S2002) 50% 78%

their child's learning needs are being met at this school* (S2003) 67% 89%

their child is making good progress at this school* (S2004) 72% 89%

teachers at this school expect their child to do his or her best* (S2005) 82% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 72% 90%

teachers at this school motivate their child to learn* (S2007) 71% 90%

teachers at this school treat students fairly* (S2008) 61% 67%

they can talk to their child's teachers about their concerns* (S2009) 83% 90%

this school works with them to support their child's learning* (S2010) 72% 90%

this school takes parents' opinions seriously* (S2011) 61% 80%

student behaviour is well managed at this school* (S2012) 24% 60%

this school looks for ways to improve* (S2013) 65% 89%

this school is well maintained* (S2014) 65% 100%

Performance measure (Nationally agreed items shown*)

Percentage of students who agree that: 2012 2013

they are getting a good education at school (S2048) 71% 79%

they like being at their school* (S2036) 68% 78%

they feel safe at their school* (S2037) 70% 67%

their teachers motivate them to learn* (S2038) 86% 84%

their teachers expect them to do their best* (S2039) 92% 95%

their teachers provide them with useful feedback about their school work* (S2040) 80% 87%

teachers treat students fairly at their school* (S2041) 57% 73%

they can talk to their teachers about their concerns* (S2042) 61% 68%

their school takes students' opinions seriously* (S2043) 52% 70%


student behaviour is well managed at their school* (S2044) 43% 48%

their school looks for ways to improve* (S2045) 76% 82%

their school is well maintained* (S2046) 54% 67%

their school gives them opportunities to do interesting things* (S2047) 68% 78%

Performance measure

Percentage of school staff who agree that: 2013

they enjoy working at their school (S2069) 93%

they feel that their school is a safe place in which to work (S2070) 83%

they receive useful feedback about their work at their school (S2071) 83%

students are encouraged to do their best at their school (S2072) 79%

students are treated fairly at their school (S2073) 72%

student behaviour is well managed at their school (S2074) 62%

staff are well supported at their school (S2075) 79%

their school takes staff opinions seriously (S2076) 72%

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

their school is well maintained (S2078) 86%

their school gives them opportunities to do interesting things (S2079) 83%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# 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

The Cooktown SS provides various opportunities for parents to be involved in their children’s education. As the main institution within a very small community the school is an integral part of community life. It is paramount that our community, especially our parents are encouraged, welcomed and valued as significant members of our school structure. Many parents are involved through volunteering as members of our Parents and Citizens Association which gives them an active role in school decision making. The school hosts many informal and formal events such as - open nights, family breakfasts, assemblies, presentation evenings, induction and transition events, talent contest, drama productions and sporting events which welcome parent participation. Parents play key roles in events such as the Year 7 and the Year 12 graduation ceremonies. The entire school community values parents through positive parent contacts and ensuring that close relationships with parents are developed and maintained.

Reducing the school’s environmental footprint

The school has endeavoured to limit the electricity consumption through less usage of air-conditioning units in cooler months and ensuring classrooms have good air flow. We have explicitly taught students about our carbon footprint and have formed a large environmental club who meets regularly and informs the school community of our environmental impact.

Environmental footprint indicators

Electricity kWh

Water kL

2010-2011 401,056 2,092

2011-2012 423,895 0

2012-2013 405,909 6,741

The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2013 Workforce Composition

Teaching Staff *

Non-teaching Staff

Indigenous Staff

Headcounts 37 20 <5

Full-time equivalents 33 13 <5

Qualifications of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 0

Diploma 2

Advanced Diploma 0

Bachelor Degree 34

Graduate Diploma etc. 0

Masters 1

Doctorate 0

Total 37

02

0

34

0 1 00

5

10

15

20

25

30

35

40

* 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

Our staff profile

The total funds expended on teacher professional development in 2013 were $34850

The major professional development initiatives are as follows:

Explicit Teaching

School Wide Positive Behaviour Strategy

The Teaching of Writing

OneSchool Data Capture

System Leadership

Australian Curriculum, Assessment and Reporting

The proportion of the teaching staff involved in professional development activities during 2013 was 100 %.

Average staff attendance 2011 2012 2013

Staff attendance for permanent and temporary staff and school leaders. 96% 97% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 83% of staff was retained by the school for the entire 2013 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 <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry web page.

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


Performance of our students

Key student outcomes

.

e

Student attendance 2011 2012 2013

The overall attendance rate for the students at this school (shown as a percentage). 80% 84% 81%

The overall attendance rate in 2013 for all Queensland state P-10/P-12 schools was 89%.

Student attendance rate for each year level (shown as a percentage)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

2011 89% 85% 89% 90% 86% 84% 88% 80% 67% 71% 48% 67%

2012 88% 92% 90% 91% 93% 91% 86% 83% 80% 65% 71% 71%

2013 87% 88% 90% 88% 86% 87% 89% 78% 80% 77% 55% 71%

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution

The proportions of students by attendance range.

* The method for calculating attendance changed in 2013 – care should be taken when comparing data from 2013 to that of previous years.

45

37

47

18

14

12

27

25

17

10

23

24

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

2011

2012

* 2013

Proportion of Students

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


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.

Cooktown SS continues to refine its attendance strategy. Procedures for maximising attendance are based on research which include these four areas which are key to improvement:

Early intervention

School renewal and community partnerships

Improving teaching and pedagogy

Specialised responses including alternative programs and mentoring

Cooktown SS uses the following procedures:

Rolls are marked electronically through OneSchool

SMS to parents to inform student absence has been noted

Telephone contacts made by class teachers to parents to discuss reasons for absence

Letters sent home to parents

Positive rewards for attendance

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 <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data.

If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.



Achievement – Closing the Gap

In 2013 40% of students identified as being indigenous. Attendance for indigenous students declined by 4.8% from 2012. NAPLAN results indicated positive achievement in both the short term from 2012 -2013 and long term 2008-2012 in closing the gap between Indigenous and Non-Indigenous Mean scale Scores specifically in Year 5 Reading, Numeracy and Year 5 Reading, Writing and Numeracy. In terms of student retention in Years 10 to 12 the actual retention improved.

Apparent retention rates Year 10 to Year 12 2011 2012 2013

Year 12 student enrolment as a percentage of the Year 10 student cohort. 44% 30% 79%

Outcomes for our Year 12 cohorts 2011 2012 2013

Number of students receiving a Senior Statement. 7 12 28

Number of students awarded a Queensland Certificate Individual Achievement. 0 1 0

Number of students receiving an Overall Position (OP). 3 5 9

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT).

1 1 1

Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).

6 5 21

Number of students awarded an Australian Qualification Framework Certificate II or above. 4 4 16

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12. 4 1 17

Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 33% 20% 33%

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.

86% 42% 75%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 0% 100% 88%

As at 5 May 2014. The above values exclude VISA students.


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

2011 0 0 1 1 1

2012 0 0 1 4 0

2013 0 1 2 6 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

2011 5 4 1

2012 1 4 1

2013 11 16 6


School as registered training organisation (RTO)

Certificate I in Work Education

Certificate II in Workplace Practices

Certificate I in Business (Administration)

Certificate II in Business (Administration)

Certificate I in Hospitality

Certificate II in Hospitality

TNQQIT as TAFE

Certificate II in Creative Arts

Certificate III in Creative Arts

Certificate I in Fashion Design

Certificate III in Children’s Services

4AAA as RTO

Certificate I and II in Radio (Broadcasting)

AAC as RTO

Certificate II in Conservation and Land Management

In 2012 the school worked towards increasing it’s scope of registration so that it could deliver Certificate I and II Conservation and Land Management and Certificate II and III Creative Arts.


Post-school destination information

At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step – Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.

Early leavers information

The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12.

As part of delivering the Far North Queensland Service Commitment, students who choose to leave school prior to completing Yr12 Students are supported and encouraged to enter into further education and training or fulltime employment. Students identified as at risk of leaving school earlier than the completion of Year 12 are encouraged to work with a variety of support personnel (Guidance Officer, Deputy Principal Secondary, Head of Department Vocational Education and Head of Department Academics, PaCE coordinator or Community Youth Support Coordinator). Students are regularly interviewed regarding results and SET planning.

Teachers maintain regular assessment data and engagement data. If students are identified as at risk an interview in convened with the parents, students and teachers to work through strategies that will best support the student to be successful and attain real life outcomes.

Students who terminate their enrolment must provide justification for the decision.

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