documents-340-5-3060.pdf - department of education

Queensland Gove·rnment

Policy and Procedure Register Department of Education, Training and Employment

School Viability Assessment

Version Number 1.1

Implementation Date 21/08/2013

Scope All state schools

Purpose

This procedure details the Department of Education, Training and Employment's (DETE's) annual process for assessing the viability of Queensland state schools. It establishes the circumstances under which a school's viability will be reviewed and the consultation process that will occur with the community.

The procedure outlines the process undertaken to close a school, should it be considered to not meet viability criteria.

Overview Queensland needs an effective and efficient state education system that is sustainable now and in the future. As such, DETE will conduct an annual review to assess the viability of Queensland state schools, using the approved viability criteria (refer to Process section). Schools assessed as not meeting the criteria will be referred to the Minister for consideration to close. Under the Education (General Provisions) Act 2006 (the Act), the Minister is required to advertise all proposed school closures in the Government Gazette at least six months before any official closure. Consultation must occur with the community during the intervening period.

Responsibilities

Infrastructure Strategy, Research and Performance Unit {ISRP)

• Conduct an annual review to identify and assess the viability of Queensland state schools, using the viability criteria (refer to the Process section)

• Liaise with Regional Directors regarding the School Viability Assessment • Seek Ministerial approval to advertise the proposed school closures in the Government

Gazette, in line with the Act, and for consultation to occur with the relevant communities • Report outcomes of community consultation and provide recommendations to the Minister

Director-General, DETE

• Support the community consultation process • Consider/endorse the recommendations for school closures prior to Ministerial approval

Minister

• Consider the schools which have been identified in the viability assessment process for

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RTI Application 340/5/3060 - Document 1 of 661

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proposed closure • If supportive, approve proposed school closures to be advertised in the Government

Gazette, in line with the Act, and approve for consultation to occur with the community • Write to members of the school community (i.e. principal, P&C president, school council,

local Member of Parliament, and the Mayor/Council CEO in regional areas) to inform them that their school has been identified for proposed closure

• Consider the outcomes from the community consultations and determine whether a school should be permanently closed

Regional Directors

• Liaise with ISRP regarding the School Viability Assessment procedure • Lead the community consultation, on behalf of the Minister (N.B. Consultation is a

requirement under the Act. As no two school communities are the same, the consultation method/s for each school will be determined at the Regional level on a case- by-case basis. However, consultation may include activities such as: community meetings, calls for written submissions, newsletter articles, advertisements in local newspapers/community bulletins, and/or community service announcements with local broadcast media)

• Report outcomes of community consultation to ISRP • Once a Ministerial decision has been made to close a school, assist the Principal with the

transition of students to other schools/education providers.

Principals

• Assist the RD to facilitate the consultation process • If school is approved by the Minister for closure, employ strategies to ensure students and

staff transition smoothly to their new school • Relocate/transfer/dispose of school records in line with the DETE State School Closure

Checklist.

Process

The School Viability Assessment procedure will be implemented in four stages:

STAGE 1: ANNUAL REVIEW- Term 1 DETE will conduct the annual School Viability Assessment. This review involves an analysis of all state schools using the approved viability criteria.

I. Enrolments:

• Enrolment history (especially past five years) and forecasts for the next five years • Number of students attending the school who do not live in the school catchment area

II. Accessibility:

• Distances and travel times to and from school • Access to nearby schools or alternative education programs • Transport options and arrangements for the school and neighbouring schools (road networks,

bus routes, train routes)

III. Curriculum:

• Extent of the school's curriculum and its ability to access suitable educational resources

IV. Resourcing equity:

• Cost per student per annum and comparison with state schools • Numbers, types and conditions of buildings

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STAGE 2: INFORM COMMUNITY AND GAZETTAL- Term 2 Minister approves which schools will be proposed for closure in the current school year and approves for the relevant schools to undergo community consultation.. The Minister also informs the relevant school communities, in writing, that they have been identified for proposed closure and will undergo consultation. DETE will place a public notice in the Government Gazette to inform the broader community about the proposed closures and the commencement of the consultation period.

STAGE 3: COMMUNITY CONSULTATION- Term 3 Consultation occurs with school communities. Regional Directors will compile a report outlining the outcomes of the community consultation for each school proposed for closure. The Minister will consider the results of the consultation and make decisions on whether a school should be closed permanently, or remain open. Schools approved for closure will be informed by the end of Term 3.

STAGE 4: TRANSITIONAL PLANNING -Term 4 Schools approved for closure will officially close at the end of the school year. During Term 4, DETE will work with students, families and staff to transition to new schools/education providers for the start of the following year.

Please note: Any closure of a secondary school under the School Viability Assessment procedure will take place over an extended period - i.e. up to two years. This will minimise disruption to senior students in their final years of schooling.

Further information If two or more schools are identified as candidates for amalgamation, as part of the School Viability Assessment process, the actions outlined in the four-stage process above will apply.

In the case of schools that 'self-close' part way through a school year- i.e. enrolments drop to an unviable level with very low student numbers or no students - the Regional Director must promptly notify ISRP in order to activate the School Viability Assessment procedure. The actions detailed from "Stage 2" in the Process above will be followed, however the timings will be adjusted according to each individual situation.

Online Resources

Supporting documents

• DETE State School Closure Checklist

Review Date

Definitions Community For a school proposed to be closed means-a) the school community; and b) if there is a school council for the school -the school council; and c) if there is a parents and citizens' association formed for the school -the association.

Viability The ability of a school to deliver and sustain a broad, meaningful and effective education program based on enrolment levels, curriculum offerings, accessibility and resourcing levels.

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School Closure The permanent cessation of operations of a state school.

Amalgamation The merging of two or more neighbouring schools.

Authority

• Education (General Provisions) Act 2006 Part 3

Related Policy Instruments Not applicable

Attachments ~ DETE State School Closure Checklist

Contact

For further information, please contact:

Principal Policy Officer, Infrastructure Strategy (Schools) Phone: (07) 3234 1531

Uncontrolled Copy Disclaimer Uncontrolled copy. Refer to the Department of Education, Training and Employment Policy and Procedure Register at

http-t/ppr det gld goy au to ensure you have the most current version of this document.

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' ' 0 0 'w ' • •' • •\•••',•••-• o••·'"' , .. ''••' •',•,\••'•\••••,' -,·.--~ •'•' •' ' •' ' \o •• .. •"",• • • ' -''" \o , \ •,, ',, '

Briefing Note The Honourable John.,;Paul Langbroek MP Minister for Education, Training and Employment

Action required: For Approval

Action required by: ASAP

Minister's Office File Ref: De artment File Ref:

Critical - Ministerial announcement of proposed school closures is required no later than mid-May 2013.

SUBJECT: 2013 PROPOSED SCHOOL CLOSURES

Summary of key objectives

• The Minister's approval is required to .announce and commence consultation in nine school communities around the proposed ·for clost~re of schools under the 2013 School Viability Assessment · . . .. ·. . · · .. . ·

• Community consultation must commence during Term 2, in order to meet the timeframes set out in the · School Viability Assessment procedure and Education (General Provisions) Act 2006. · ·

• The Department is engaging the services of an external contractor to lead and manage the consultation process.

Key issues

1. On 12 March 20t3, the ·Minister approved the .draft School Viability Assessment procedure which was then noted by,the Government on 28 March 2013.

2. The Department has conducted an analysis to .identify Queensland state schools which do not meet the viability criteria set out in the School Viability Assessment procedure.

3. Nine schools have been identified for proposed closure (Attachment 1) as part of the Department's 2013 School Viability Assessment. using the approved viability criteria and agreed thresholds (Attachment 2).

4. The schools proposed for closure are Charlton State School, Coorparoo Secondary College. Everton Park State ·High School. Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.

5. In order to meet the timeframes set out in the School Viability Assessment procedure. it is recommended the Minister announce the proposed school closures by mid-May 2013. A draft media release has been prepared for this purpose (Attachment 3).

6. The proposed school closures must be published in the Government Gazette. (Attachment 4)

7. In line with the School Viability Assessment procedure. the Minister must write to the State Members of Parliament, local Mayors, principals and presidents of Parents and Citizens' Associations who will be affected by the proposed school closures in 2013.

8. The Department has prepared draft letters for the Minister's signature (Attachment 5). It is recommended that these be provided to each of the nine school principals and P&C presidents by the Regional Director immediately prior to the Minister's announcement.

9. Community consultation around proposed school closures is a requirement under the Education (General Provisions) Act 2006 and the School Viability Assessment procedure.


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10. As detailed in the procedure and the attached process map (Attachment 6), community consultation should occur during Terms 2 and 3 befor~ the Minister makes a decision about whether or not a school should permanently close. · ·

11. The Department will engage the services of an external· contractor to act as an independent consultant to lead and manage the consultation process in the nine affected school communities. · · ·

12. The independent consultant will be required to manage the consultation process and present a detailed report outlining the findings of the consultation for each school community. ·· · ·

13. The Department will then consider the consultant's findings prior to making any recommendations to the Minister about which school~ should be considered for permanent closure. ·

Implications

14. The Departmenfs Infrastructure Strategy, Research and Performance (ISRP) unit is in the process of securing the services of an· external · contractor to lead the community consultation process in the nine school communities.

15. The tender process will close on Thursd~y 2 May 2013, with a successful tenderer expected to be selected as a matter of priority prior to. any announcement.

16. ISRP has consulted with and obtained feedback from the Community Engagement and Partnerships branch in the preparation of the draft media release and all . other communications materials associated with the 2013 School Viability Assessment.

17. Draft holding lines for each school proposed for closure have been prepared containing detailed information which may be useful in responding to media and constituent enquiries during the consultation process (Attachment 7).

18. Although the Minister has approved the· Schoof Viability Assessment procedure, it is yet to be uploaded to the Policy ·and Procedure Register on the Department's website.

19. The Office of Education Queensland was consulted in the development of the School Viability Assessment procedure, along with other key stakeholder groups such as the Queensland Teachers' Union, principals associations~ Isolated Children's Parents! Association and P&Cs Queensland.

20. It is recommended these stakeholder groups be provided with a copy of the approved procedure documents prior to being uploaded to the Department's website and the Minister's announcement of the nine proposed school closures.

21. In the event that the Minister ultimately approves any of the schools for closure following the community consultation period·, primary and secondary schools would close at the end of 2013. As part of this consideration, the Minister may choose to allow current senior students the opportunity to finish their schooling at their current school with their peers.

Background

22. Each year the Department conducts an assessment of school utilisation and viability as part of its strategic asset management process.

23. In accordance with the School Viability Assessment procedure. the Department has identified nine for proposed closure under the 2013 School Viability Assessment.

Right to information 24. I am of the view that the contents or attachments contained in this brief are not suitable for

publication until such time as the Minister has approved the proposed school closures.


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·.· Minister's Office File Ref: · • De artment i=lle Ref:

Recommendation

That the Minister: . . . . . . . · • endorse the viability thresholds used to identify the schools for proposed closure in line

with the criteria in the School ViC!bilityAssessment ·procedure (Attachment 2); • approve the nine schools identified for proposed closure under the School Viability

Assessment procedure (Attachment 1);·· · • approve the Government Gazette notiqe to ~(Jvertise the proposed school closures and

commencement of community consulta~ion ' process (Attachment 4); • note the Departmenfs process rn~p Vl(hich summarises the School Viability Assessment

consultation process for 2013 '(Attaehrrt$1lt6); • approve and sign the letters .. to :relevant• key .. stakeholders to inform them of the

proposed school closures and commencement of :C()mmunity consultation (Attachment 5); .. · . . .

• note the draft media release to announce · the proposed school closures and commencement of community consultation process (Attachment 3); and,

• note the draft holding lines containing ' ·detailed information regarding the schools proposed for closure which may be · useful in responding to media and constituent enquiries during the consultation process .(Attachrrient 7).

NOTED ~APPROVED ENDORS~~

FIONA CRAWFORD Chief of Staff

..,.,

Office of the Hon John .. Paul Langbroek MP Minister for Education, Training and Employment

~3,~ I(S 0 Copy to Assistant Minister

Minister's comments

r·m JOHN-PAUL LANGBROEK·MP Minister for Education, Training and Employment

3 I s· I l3

Action Officer Endorsed by: Endorsed by: Endorsed by: Endorsed by: Endorsed by: ·'tldorsed by: Emma Clarey Michael Lee Callum Paul Hobbs Lyn McKenzie Jeff Hunt Dr Jim

Wedemeyer Watterston Senior Project Principal Policy Ex/Director ADG DOG w:neral Officer Officer Infrastructure ISRP ISRP Infrastructure Services Education j Strategy, Research Branch Queensland and Performance (ISRP) Tel: 323 70026 Tel: 32341531 Tel: 32370950 Tel: 32370658 Tel: 32370619 Tel:32371070

M M M: M: Date: 29/04/13 Date:29/04/13 Date: 01/05/13 Date: 2105/013 Date: )..15 1\-1)


s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest

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Ron John-Paul Langbroek MP Minister for Education, Training and Employment

- ----- ----------------------· ---~------·---------~---·· .. ··-··

3 MAY 2013 Mr David Gordon Principal T oowoomba South State School 158 James Street TOOWOOMBA QLD 4350

DearMr~n ~J

Level 22 Education House JO Mary Street Brisbane 1;000 PO Box 15033 City East Queensland 1;002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Toowoomba South State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Toowoomba South State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:

Enrolments (e.g. a history and projection of low/declining student numbers)

Accessibility (e.g. access/proximity to nearby schools or alternative education programs)

Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources)

Resourcing equity (e.g. cost per student per annum and comparison with other state schools)

I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school,s unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

It is very important that you have a say in how the consultation will take place in your school. I ask you to work with your P&C president to develop a consultation plan and a suggested template has been provided. This consultation plan will inform the independent consultant on the best way to coordinate the process for your school community.

When the consultation process has been completed, the Department will consider all information and make a recommendation for my consideration.

Your Regional Director, Ms Deborah Dunstone, will work closely with you and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely

OHN-PAUL LANGBROEK MP Minister for Education, Training and Employment

Ref: 13/144095


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Flon John-Paul Langbroek MP Minister for Education, Training and Em,ployment

Ms Roslyn Parkes Principal

3 MAY 2013

Coorparoo Secondary College PO Box 1225 COORPAROO DC QLD 4153

DearMs~ flm.

--------------.,..---··

leve122 Education House 30 Mary Street Brisbane 11000 PO Box 15033 City East Queensland ''002 Australia Telephone +61 7 32371000 Facsimile +61 7 3211 8011 Email educalion((vministeriaLq!d,gov,au

I am writing to inform you that Coorparoo Secondary College has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 Schoo/ Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Coorparoo Secondary College meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:

Enrolments (e,g. a history and projection of low/declining student numbers) Accessibility (e.g. access/proximity to nearby schools or alternative education programs) Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity {e.g. cost per student per annum and comparison with other state schools)

I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.



Your Regional Director, Mr Chris Rider, will work closely with you and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely

.{Lt J HN-PAUL LANGBROEK M

inister for Education, Training and Employment

Ref: 13/143897


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Hon John-Paul Langbroek MP Minister for Education, Training and Employment

-------···-·-----:-----.

3· MAY 2013 Mr Alan Calvert President Charlton State School Parents and Citizens* Association 1 0834 Warrego Highway TOOWOOMBA QLD 4350

Dear Mr Calvert

level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 32371000 facsimile t6.1 7 3211 8011 Email [email protected]

I am writing to inform you that Charlton State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Charlton State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






As the President of the Charlton State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Ms Deb Dunstone, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely

.(hl !ftt"!~~nip

ining and Employment


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Hon John-Paul Langbroek MP M.inister for Education, Training and Employment

··---···-----3 MAY 2013

Ms Sue Wallace Principal Everton Park State High School PO Box 33 EVERTON PARK QLD 4053

DearMs~e ~J

----------····------···

Level 22 Education House 30 Mary Street Brisbane 4000

PO Box 15033 City East Quet>nsland 4002 Austral ia Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Everton Park State High School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Everton Park State High School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:

Enrolments (e.g. a history and projection of low/declining student numbers) Accessibility (e.g. access/proximity to nearby schools or alternative education programs) Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity (e.g. cost per student per annum and comparison with other state schools)


It is very important that you have a say in how the consultation will take place in your school. I ask you to work with your P&C President to develop a consultation plan and a suggested template has been provided. This consultation plan will inform the independent consultant on the best way to coordinate the process for your school community.



Yours sincerely

HN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/143897


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School Viability Asses DETE internal document

Holding lines Everton Park State High School TRIM Ref: 13/143196

Metropolitan Region

• Everton Park State High School has been proposed for closure in line with the School Viability Assessment criteria, in particular the enrolment and accessibility criteria.

• Community consultation will occur during Terms 2 and 3 to identify and investigate any local and unique circumstances that may lead to the school remaining open.

• There are no predetermined outcomes in the consultation process.

• The school has experienced low and declining enrolments for many years. For example, between Day 8 2007 and Day 8 2013, enrolments dropped from 305 students to 258 students.

• Very little growth is anticipated at the school over the medium to long term, even with the introduction of Year 7 in 2015.

• With 258 students enrolled in 2013 and a capacity to accommodate almost 1100 students, the school's current utilisation rate is around 21 o/o.

• Of the 736 state school students who live close to Everton Park State High School, only 11 0 students actually attend the school.

• That means more than 80°/o of students in the catchment area for Everton Park State High School are already choosing to go to another state school.

• There are three (3) alternative state high schools within 5km of Everton Park State High School. These are Craigslea State High School, Kedron State High School and Mitchelton State High School.

• Should the school be approved to close, any additional infrastructure needs at neighbouring schools would be addressed accordingly.

• Any closure of a secondary school would take place over a two year period, allowing senior students to complete their studies without the disruption of changing schools.

• If a decision to close a school is made, we will work with staff and students to ensure a smooth transition.

. . . . ;~

Queensland Government ~


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Background

Two (2) secondary schools and two (2) primary schools in the Metropolitan approved to proceed to consultation for proposed closure: Everton Park Nyanda State High School, Fortitude Valley State School and Old Yarranlea

Community consultation will occur in these schools during Terms 2 and 3 to identify and investigate any local and unique circumstances that may lead to a school remaining open. There are no predetermined outcomes in the consultation process.

Queensland Government _..


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School Viability Asse DETE internal document

Holding lines Nyanda State High School TRIM Ref: 13/143196

Metropolitan Region

• Nyanda State High School has been proposed Viability Assessment criteria, in particular t

ure in line with the School nt and accessibility criteria.

• Community consultation will occur durin any local and unique circumstances

3 to identify and investigate school remaining open.

• There are no predetermined o

•

nrolments over the udents on Day 8

rienced declining student to continue in the medium to

close to Nyanda State High School, only

e catchment area for Nyanda State High go to another state school.

ive s igh school within 5km of Nyanda State High 7km. These are Yeronga State High School, Corinda d Park State High School, MacGregor State High School h School respectively.

• There are three rnative state high schools within a reasonable distance from Nyanda State High School. These are Brisbane State High School, Cavendish Road State High School and Mount Gravatt State High School


• Any closure of a secondary school would take place over a two year period, allowing senior students to complete their studies without the disruption of changing schools.




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Background

Two (2) secondary schools and two (2) primary schools in the Metropolitan approved to proceed to consultation for proposed closure: Everton Park S Nyanda State High School, Fortitude Valley State School and Old Yarranlea S

Community consultation will occur in these schools during Terms 2 and 3 to identify and investigate any local and unique circumstances that may lead to a school remaining open. There are no predetermined outcomes in the consultation p


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Holding lines Fortitude Valley State School TRIM Ref: 13/143196

Metropolitan Region

• Fortitude Valley State School has been prop Viability Assessment criteria, in particular

• Community consultation will occur duri any local and unique circumstances


• Over the past five years Fortitude Va low enrolment count and ~m~olments a term. ;-:):\.''' ··>

,, ·• •• >

• With 56 students enrolled in , 2013'I~rn~ a capac1 the school has a ilisation rate of 61 °/d.

dents who live olsse ,to Eo the school.

closure in line with the School ent and accessibility criteria.

to identify and investigate chool remaining open.

ced a relatively medium to long

e Valley State School, only

of studen't~: in the catchment area for Fortitude Valley to go, to another state school.

• I§ within 5km of Fortitude Valley State Schoo risbane Centre State School, Kelvin Grove

chool and Windsor State School.

rove close, any additional infrastructure needs at ld be addressed accordingly.

hool is made, we will work with staff and students to ensure

Background

Two (2) secondary schools and two (2) primary schools in the Metropolitan region have been approved to proceed to consultation for proposed closure: Everton Park State High School, Nyanda State High School, Fortitude Valley State School and Old Yarranlea State School.


Queem~land Government ~


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Holding lines Old Yarranlea State School TRIM Ref: 13/143196

Metropolitan Region

• Old Yarranlea State School has been prop Viability Assessment criteria, in particular

Iasure in line with the School nt and accessibility criteria.

• Community consultation will occur du · to identify and investigate ool remaining open. any local and unique circumstan

•

University, schools.

Background

ravatt campus of Griffith ent boundary like other state

Yarranlea State School live within another

Is within 5km of Old Yarranlea State School. ool, Holland Park State School, Marshall Road School and Robertson State School.

roved to close, any additional infrastructure needs at ld be addressed accordingly.

school is made, we will work with staff and students to ensure

Two (2) secondary schools and two (2) primary schools in the Metropolitan region have been approved to proceed to consultation for proposed closure: Everton Park State High School, Nyanda State High School, Fortitude Valley State School and Old Yarranlea State School.


Queensland Government


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Holding lines Stuart State School TRIM Ref: 13/143196

North Queensland Region

• Stuart State School has been proposed for cl Assessment criteria, in particular the enrol

1n line with the School Viability ccessibility criteria.

• Community consultation will occur du · to identify and investigate ool remaining open. any local and unique circumstan


• Over the past five years Stuart State ively low enrolment count, with an gverage five

• Enrolments are predicted tc5 !,,~:f~p!!;!~i1:;~e14, w continue for the medium to lotfg;r~erm. ·

• With 88 stude · in 201~~nd ~:~~~:~~:W ~o modate more than 350 students, t utilisation ratesiaf areurnd:25%.

-· ;,. ·<=,; . · ~t(/'~J:=F

• Stuart State eriencea li ~~~clining student numbers within its catchment · trendEi's ';~xpected to continue in the medium to long

• close to Stuart State School, only 65

ts in the catchment area for Stuart State School

• There is o state school within 5km of Stuart State School, with nage any increase in enrolments should the school be

approved for cl re are another three (3) alternative state schools within 1 Okm of Stuart State School. These are Wulguru State School, Annandale State School, Mundingburra State School and Oonoonba State School respectively.





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Background

Only one (1) school in the North Queensland region has been approved to consultation for proposed closure: Stuart State School.


-Queensland Government ~·


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Holding lines Charlton State School

Darling Downs South West Region

• Charlton State School has been proposed for Assessment criteria, in particular the enrol


•

• Charlton

TRIM Ref: 13/143196

in line with the School Viability ccessibility criteria.

to identify and investigate ool remaining open.

latively low and rolled

mmodate up to 70 students,

• ose to Charlton State School, only 15

another two School and F a1

ts in the catchment area for Charlton State School r state school.

state school within 5km of Charlton State School, and km. These are Wellcamp State School, Glenvale State

ights State School respectively.



Background

Three (3) primary schools in the Darling Downs South West region have been approved to proceed to consultation for proposed closure: Charlton State School, Toowoomba South State School and Wyreema State School.

-Queensland Government ~


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Community consultation will occur in these schools during Term investigate any local and unique circumstances that may lead to a There are no predetermined outcomes in the consultation process.



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Holding lines Toowoomba South State School TRIM Ref: 13/143196


• Toowoomba South State School has bee School Viability Assessment criteria, in criteria.

• Community consultation will occur any local and unique circumstances

• There are no predetermi

• Enrolments long term.

• With 70 stude

•

Harristown Rangeville State School.

for closure in line with the rolment and accessibility

levels for the medium to





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Background

Three (3) primary schools in the Darling Downs South West region have b proceed to consultation for proposed closure: Charlton State School, Toowo School and Wyreema State School.

Community consultation will occur in these schools during Terms 2 and 3 to identify and investigate any local and unique circumstances that may lead to a school remaining open. There are no predetermined outcomes in the consultation p



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Holding lines Wyreema State School


• Wyreema State School has been proposed for Viability Assessment criteria, in particular t


• There are no predetermined out

• Over the past six years Wyreema S enrolment count, with a m~stly downwa students enrolled, dropping to 4Q students

• Enrolments are predicted to remain at these re long term.

• With 40 stu in 2013t;and ~ c;apaci~~itQ a rate of 4g?Zt>!l,;::'·

TRIM Ref: 13/143196

in line with the School nt and accessibility criteria.

to identify and investigate hool remaining open.

relatively low were 45

mmodate up to 96 students,

ts who:,ff.yie close to Wyreema State School, only 32

• ment area for Wyreema State School are school.

school within 5km of Wyreema State School, and km. These are Vale view State School, Cambooya

State School respectively.

roved to close, any additional infrastructure needs at uld be addressed accordingly.


Background

Three (3) primary schools in the Darling Downs South West region have been approved to proceed to consultation for proposed closure: Charlton State School, Toowoomba South State School and Wyreema State School.


A A

Queensland Government ...


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Trim Ref: 13/143485

DETE School Viability Assessment Analysis

Threshold Recommendations for Minister Consideration

100 students or less starting

entry year level

150 students or · less 12

15 students or less

Note- all enrolments are based on five year average


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Ms Sandra Tetzlaff Principal Wyreema State School MS499

3 MAY 2013

TOOWOOMBA MC QLD 4352

DearM~

Level22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Tel.ephane +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected] ld.gov.au

I am writing to inform you that Wyreema State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Wyreema State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:








Your Regional Director, Ms Deborah Dunstone, will work closely with you and the independent consultant during the consultation period. Should you require further information; please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

J HN-PAUL LANGBROEK inister for Education, Training and Employment

Ref: 13/144095


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Draft media release TRIM Ref: 13/143185

CONSULTATION TO DECIDE VIABILITY OF EIGHT QUEENSLAND SCHOOLS

Three Queensland state high schools and six state primary schools have been identified for community consultation regarding proposed closure following a Departmental assessment of school viability.

Minister for Education, Training and Employment, John-Paul Langbroek today announced that community consultation would take place during Terms 2 and 3 to determine if the schools should ultimately close or remain open.

Mr Langbroek said the schools identified for proposed closure in the 2013 School Viability Assessment process were - Charlton State School, Coorparoo Secondary College, Everton Park State High School, Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.

"The decision to close a school is never easy and certainly not made lightly, and members of the identified school communities will have an opportunity to have their say," Mr Langbroek said.

"The department has engaged an independent consultant to work with each of these school communities over the coming months to investigate the ongoing viability and educational opportunities in each of these communities.

"I understand that many members of these school communities will be concerned by the news that their schools have been identified as candidates for proposed closure.

"However, the Queensland Government has a responsibility to ensure that we are providing the very best education options for every student in every corner of the state.

"My Department has a long-standing practice of assessing the viability of its state schools, because it has a responsibility to ensure these important community assets are operated efficiently and appropriately utilised.

"The Queensland Government is committed to ensuring that education service delivery across this great state is the very best it can be.

"With almost 10,000 additional students in state schools this year, there is an urgent need to ensure that our schools are in places where they are most needed.

Queensland Government ~·


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'If we are going to be able to build new schools like Mackay Northern Beaches State High School and Pimpama State Secondary College that opened this year, we need to manage our existing assets better so that all students can access a high quality education.

"My Department consulted with key stakeholders in developing the School Viability Assessment procedure to ensure it was fair and would best meet the needs of Queensland school communities.

"The former Government suspended the previous procedure in 2010 and so there hasn't been a formal process for assessing school viability for some time," Mr Langbroek said.

"No decisions have been made about the future of these schools.

"Decisions about school closures will not be made until September, when the findings of the community consultation process have been reviewed.

"Without pre-empting any decision, I would like to reassure communities that should a school be approved to close, students would be offered additional support to transition to their new schools.

"Financial assistance would include uniform and transport allowances, where applicable."

For more information please visit www.education.qld.gov.au

Media contact: XXXX XXXX


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School Viability Assessment DETE internal document DETE Process map

MAY-AUG Community consultation occurs


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•

• • •

• •

•

•

Government gazette notice Trim Ref: 13/143191

PROPOSED SCHOOL CLOSURES NOTICE Education (General Provisions) Act 2006

Under s.18 of the Education (General Provision) Act 2006, the following schools are proposed for closure:

Schools proposed for closure Region Contact details Everton Park State High Metropolitan Mr Chris Rider School Regional Director Fortitude Valley State School Metropolitan Region Old Yarranlea State School Ph: 3422 8352

Nyanda State High School E: [email protected]

Charlton State School Darling Downs Ms Deb Dunstone Toowoomba South State South West Regional Director School Darling Downs South West Region Wyreema State School Ph: 4616 9111

E: [email protected]

Stuart State School North Mr Richard English Queensland Regional Director

North Queensland Region Ph: 4726 3111 E: [email protected]

Consultation regarding these proposed school closures has now commenced. Members of the school communities, including school councils and parents and citizens' associations, are invited to contact the relevant Regional Director for further information.

JOHN-PAUL LANGBROEK MP Minister for Education, Training and Employment



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Hon John-Paul Langbroek MP Minister for Education, Training and En1ploym.ent

t) t _I • ·· ~·..,t· \f"\l ::

r '' !: '-' \1! , _ ..

·-···········-··-············--... ····-···-·····--·····-----·

3 .MAY 2013

Ms Allison Greenaway Principal Stuart State School PO Box 8 WULGURU QLD 4811

DearMs~way ~)

---- --····················-····-·--······--········ ·······- -···--

Level22 Education House 30 Maty Street Brisbane 4000 PO Box 15033 City East Queensland 11.002 Australia Telephone +61 7 32371000 Facsimile +61 7 3211 8011 Email [email protected] td.gov.au

I am writing to inform you that Stuart State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Stuart State School meets the criteria within the DETE Schoo/ Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


Accessibility (e.g . access/proximity to nearby schools or alternative education programs)






Your Regional Director, Mr Richard English, will work closely with you and the independent consultant during the consultation peri,od. Should you require further information, please contact Mr English on 4726 3105 or by email at [email protected].

Yourssin~L

J HN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/143825 RTI Application 340/5/3060 - Document 31 of 661

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Member for XXX Sample Letter

Dear XXX

I am writing to inform you that XXX has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean XXX will automatically close at the end of this year. It means that XXX meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:





I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability and Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate the school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for XXX, I encourage you to take part in this consultation process.

The Regional Director, XXX will work closely with the principal and the P&C president of XXX and the independent consultant during the consultation period. Should you require further information, please contact XXX by telephone on XXX or by email at [email protected].

Yours sincerely


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2


Ref:


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-----------------.....-------- --- -

3

P&C Sample Letter

Dear XXX


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that XXX meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






As the President of the XXX Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. a suggested template has been provided.

When the consultation process has been completed, the Department will consider all information and make a recommendation for my consideration

Your Regional Director, XXX will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, please contact XXX by telephone on XXX or by email at [email protected].

Yours sincerely



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5

Principal Sample Letter

Dear XXX


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that XXX meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:








Your Regional Director, XXX will work closely with you and the independent consultant during the consultation period. Should you require further information, please contact XXX on XXX or by email at [email protected].

Yours sincerely


Ref:

Enc


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Mr Alan Calvert President Charlton State School Parents and Citizens' Association 1 0834 Warrego Highway TOOWOOMBA QLD 4350

Dear Mr Calvert








As the President of the Charlton State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Ms Deb Dunstone, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely



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Miss Cathryn Lavelle Principal Charlton State School 10834 Warrego Highway TOOWOOMBA QLD 4350

Dear Miss Lavelle









When the consultation process has been completed, the Department will consider all information and make a recommendation for my consideration .

Your Regional Director, Ms Deb Dunstone, will work closely with you and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Mr Paul Antonio Mayor Toowoomba Regional Council PO Box 3021, Toowoomba Village Fair TOOWOOMBA QLD 4350

Dear Mayor


It is important to understand that this does not mean Charlton State School will automatically close at the end of this year. It means that Charlton State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:

Enrolments (e.g. a history and projection of low/declining student numbers) Accessibility (e.g. access/proximity to nearby schools or alternative education programs)

Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity (e.g. cost per student per annum and comparison with other state schools)


I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Mayor of Toowoomba, I encourage you to take part in this consultation process.

The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal and P&C president of Charlton State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Mr Raymond Hopper MP Member for Condamine 14A Cunningham Street DALBY QLD 4405

Dear Mr Hopper







I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Condamine, I encourage you to take part in this consultation process.

The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal, the P&C president of Charlton State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Dear Mr Hopper


It is important to understand that this does not mean Wyreema State School will automatically close at the end of this year. It means that Wyreema State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:







The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal, the P&C president of Wyreema State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Mr Alex Charlesworth President Wyreema State School Parents and Citizens' Association MS499 TOOWOOMBA MC QLD 4352

Dear Mr Charlesworth







As the President of the Wyreema State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. a suggested template has been provided.


Your Regional Director, Ms Deborah Dunstone, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Ms Sandra Tetzlaff Principal Wyreema State School MS 499 TOOWOOMBA MC QLD 4352

Dear Ms Tetzlaff











Yours sincerely


Ref: 13/144095


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Dear Mayor

I am writing to inform you that Wyreema State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Wyreema State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:





I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to fully investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process during Terms 2 and 3.

I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made.

As the Mayor of Toowoomba, I encourage you take to part in this consultation process.

The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal and P&C president of Wyreema State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or [email protected].

Yours sincerely



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The Honourable Dr John McVeigh MP Minister for Agriculture, Fisheries and Forestry Member for Toowoomba South PO Box 3005 TOOWOOMBA QLD 4350

Dear Minister


It is important to understand that this does not mean Toowoomba South State School will automatically close at the end of this year. It means that Toowoomba South State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:




I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Toowoomba South, I encourage you to take part in this consultation process.

The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal, the P&C president of Toowoomba South State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Dear Mayor







The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal and P&C president of Toowoomba South School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Ms Caroline Bennett President Toowoomba South State Schqol Parents and Citizens' Association 158 James Street TOOWOOMBA QLD 4350

Dear Ms Bennett




Accessibility (e.g. access/proximity to nearby schools or alternative education programs) Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity (e.g. cost per student per annum and comparison with other state schools)


As the President of the Toowoomba South State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely



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Mr David Gordon Principal Toowoomba South State School 158 James Street TOOWOOMBA QLD 4350

Dear Mr Gordon











Yours sincerely



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Notes

2013 Schools Viability Assessment

Group 1 Secondary Schools

Group 2 Primary Schools

Destination schools are indicative only. Further analysis is required to select the most appropriate destination schools and determine the facilities implications. Enrolment figures use August census figures for 2009-2012 and preliminary Day 8 figures for 2013

TRIM ref: 13/143179

5/11/2013


Released under R

TI Act

by DETE

Hon John-Paul Langbroek MP Minister for Education, Training and En1ployment

Miss Cathryn Lavelle Principal Charlton State School

3 MAY 2013

1 0834 Warrego Highway TOOWOOMBA QLD 4350

DearMi~le ~)

Level 22 Education Hou~e 30 Mary Street Brisbane t;OOO PO Box 150.33 City East Queensland t;007. Australia Telephone +61 7 3237 1ooo facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Charlton State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE.) 2013 School Viability Assessment.






I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE Schoo/ Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.



Your Regional Director, Ms Deb Dunstone, will work closely with you and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely

Ret: 13/144095


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Councillor Norm Wyndham McDowall Ward Office, Brisbane City Council Shops 5 & 6 Rode Shopping Centre 271 Appleby Road STAFFORD HEIGHTS QLD 4053

Dear Councillor Wyndham


It is important to understand that this does not mean Everton Park State High School will automatically close at the end of this year. It means that Everton Park State High School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Councillor for McDowall Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Everton Park State High School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely



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The Honourable Timothy Mander MP Minister for Housing and Public Works Member for Everton PO Box 656 EVERTON PARK QLD 4053

Dear Minister








I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Everton, I encourage you to take part in this consultation process.


Yours sincerely


Ref: 13/143897

Ms Sue Wallace Principal Everton Park State High School PO Box 33


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EVERTON PARK QLD 4053

Dear Ms Wallace











Yours sincerely


Ref: 13/143897

Mr David Brock President Parents and Citizens' Association Everton Park State High School PO Box 33 EVERTON PARK QLD 4053

Dear Mr Brock


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As the President of the Everton Park State High School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Chris Rider, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897

Mr Carl Judge Member for Yeerongpilly PO Box 412 MOOROOKA QLD 4105

Dear Mr Judge

I am writing to inform you that Nyanda State High School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Nyanda State High School will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within


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the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Yeerongpilly, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and the P&C President of Nyanda State High School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897

Ms Marianne Burns President Parents and Citizens' Association Nyanda State High School Fairlie Terrace SALISBURY QLD 4107

Dear Ms Burns


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows: RTI Application 340/5/3060 - Document 54 of 661

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As the President of the Nyanda State High School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely


Ref: 13/143897

Ms Fiona McKenna Principal Nyanda State High School Fairlie Terrace SALISBURY QLD 4107

Dear Ms McKenna


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


Accessibility (e.g. access/proximity to nearby schools or alternative education programs) RTI Application 340/5/3060 - Document 55 of 661

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Your Regional Director, Mr Chris Rider, will work closely with you and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897

Councillor Steve Griffiths Moorooka Ward Office Brisbane City Council Shop 2, 122 Beaudesert Road MOOROOKA QLD 4105

Dear Councillor Griffiths

I am writing to inform you that Nyanda State High School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


Accessibility (e.g. access/proximity to nearby schools or alternative education programs) Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) RTI Application 340/5/3060 - Document 56 of 661

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As the Councillor for Moorooka Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and Parents and Citizens Association President of Nyanda State High School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely


Ref: 13/143897

The Honourable lan Walker MP Minister for Science, Information Technology, Innovation and the Arts Member for Mansfield PO Box 2202 MANSFIELD BC QLD 4122

Dear Minister

I am writing to inform you that Old Yarranlea State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Old Yarranlea State School will automatically close at the end of this year. It means that Old Yarranlea State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:




Resourcing equity (e.g. cost per student per annum and comparison with other state schools) RTI Application 340/5/3060 - Document 57 of 661

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I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Mansfield, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Old Yarranlea State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897

Mr Derek Orr President Parents and Citizens' Association Old Yarranlea State School 176 Messines Ridge Road MT GRAVATT QLD 4122

Dear Mr Orr


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Old Yarranlea State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:




I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school's unique issues RTI Application 340/5/3060 - Document 58 of 661

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and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

As the President of the Old Yarranlea State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Chris Rider, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider by telephone on 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897

Mr Mark Wright Principal Old Yarranlea State School 176 Messines Ridge Road MT GRAVATT QLD 4122

Dear Mr Wright









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Yours sincerely


Ref: 13/143897

Councillor Krista Adams Wishart Ward Office, Brisbane City Council Ground Floor, 2072 Logan Road UPPER MOUNT GRAVATI QLD 4122

Dear Councillor Adams

I am writing to inform you that Old Yarranlea State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Old Yarranlea State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:





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As the Councillor for Wishart Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and Parents and Citizens president of Old Yarranlea State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely


Ref: 13/143897

Mr Roberto Cavallucci MPMember for Brisbane Central Unit 2 Hill House, 541 Boundary Street SPRING HILL QLD 4000

Dear Mr Cavallucci

I am writing to inform you that Fortitude Valley State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Fortitude Valley State School will automatically close at the end of this year. It means that Fortitude Valley State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:

Enrolments (e.g . a history and projection of low/declining student numbers)




I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Brisbane Central, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Fortitude Valley State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely


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Ref: 13/143897

Mr Tony Holcroft President Parents and Citizens' Association Fortitude Valley State School 85 Brookes Street FORTITUDE VALLEY QLD 4006

Dear Mr Holcroft


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Fortitude Valley State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


Accessibility (e.g . access/proximity to nearby schools or alternative education programs)




As the President of the Fortitude Valley State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Chris Rider, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or [email protected].

Yours sincerely



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Ref: 13/143897

Mr Murray Branch Principal Fortitude Valley State School 85 Brookes Street FORTITUDE VALLEY QLD 4006

Dear Mr Branch











Yours sincerely


Ref: 13/143897


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Councillor Vicki Howard Central Ward Office, Brisbane City Council Shop 11, 31 Duncan Street Fortitude Valley QLD 4006

Dear Councillor Howard

I am writing to inform you that Fortitude Valley State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Fortitude Valley State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:




As the Councillor for Central Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and Parents and Citizens Association President of Fortitude Valley State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely


Ref: 13/143897


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Mr lan Kaye MP Member for Greens lopes Shop 3, Coorparoo Village Shopping Centre 358 Old Cleveland Road COORPAROO QLD 4151

Dear Mr Kaye

I am writing to inform you that Coorparoo Secondary College has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Coorparoo Secondary College will automatically close at the end of this year. It means that Coorparoo Secondary College meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Member for Greenslopes, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and the Parents and Citizens Association President of Coorparoo Secondary College and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely


Ref: 13/143897


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Ms Roslyn Parkes Principal Coorparoo Secondary College PO Box 1225 COORPAROO DC QLD 4153

Dear Ms Parkes











Yours sincerely


Ref: 13/143897


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Councillor Helen Abrahams The Gabba Ward Office Brisbane City Council 2/63 Annerley Road WOOLOONGABBA QLD 4102

Dear Councillor Abrahams





I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Councillor for the Gabba Ward, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Coorparoo Secondary College and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897


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Ms Margie Gamble President Parents and Citizens' Association Coorparoo Secondary College PO Box 1225 COORPAROO DC QLD 4153

Dear Ms Gamble








As the President of the Coorparoo Secondary College Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely


Ref: 13/143897


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3 MAY 2013

Ms Fiona McKenna Principal Nyanda State High School Fairlie Terrace SALISBURY QLD 41 07

Dear Ms~na J~ l

Level 22 Education House 30 Marv Street Brisbane 4000 P08ox15033 CityEast Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email [email protected] .au










Your Regional Director, Mr Chris Rider, will work closely with you and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or by email at [email protected].

Yours sincerely

OHN-PAUL LANGBROEK inister for Education, Training and Employment


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"--------·-·-·- - - ---3 MAY 2013


Dear Mr Brock

Level22 Education House 30 Mary Street Brisbane '•000 PO Box 1 50.13 City East Queensland Lt002 Australia Telephone +61 7 32371000 Facsimile +61 7 3211 8011 Email education@ministerial .qld.gov.au





As the President of the Everton Park State High School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely

J HN-PAUL LANGBROEK inister for Education, Training and Employment


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Hon John-Paul Langbroek M.P .Minister for Education, Training and En1ployment

•-------------------m-·--

3 MAY 2013 Mr Derek Orr President Parents and Citizens' Association Old Yarranlea State School 176 Messines Ridge Road MT GRAVATI QLD 4122

Dear Mr Orr

Level 22 Education House 30 Mary Street Brisbane 14000 PO Box 15033 City Easl Queensland '•002 Australia Telephone +61 7 32371ooo Facsimile +61 7 3211 8011 Email education@)ministerial.qkLgov.au

I am writing to inform you that Old Yarranlea State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's {DETE) 2013 School Viability Assessment.


Enrolments (e.g. a history and projection of low/declining student numbers) Accessibility {e.g. access/proximity to nearby schools or alternative education programs) Curriculum (e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity (e.g. cost per student per annum and comparison with other state schools)


As the President of the Old Yarranlea State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely

.]vl J HN·PAUL LANGBROEK P


Ref: 13/143897


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- --······- -···-·· -----· ---- -·--····-·- - -······--·-·-·- ····--·-- ---·

3 l~AY 2013 Ms Ingrid Grant President Stuart State School Parents and Citizens' Association PO Box 8 WULGURU QLD 4811

Dear Ms Grant

··-··-···------·-··-----·

level 22 Education House 30 Mary Street Brisbane 4000

PO Box 15033 City East Queensland '•002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Stuart State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE} 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Stuart State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






As the President of the Stuart State School Parents and Citizens~ Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Richard English, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, please contact Mr English by telephone on 4726 3105 or by email at [email protected].

Yours sincerely

JO~~N~--~-Minister for Education, Training and Employment

Ref: 13/143825


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Han John-Paul Langbroek MP Minister for Education, Training and E1nployment

3 .MAY 2013 Councillor Steve Griffiths Moorooka Ward Office Brisbane City Council Shop 2, 122 Beaudesert Road MOOROOKA QLD 4105

Dear Councillor Griffiths

Level22 Education House 30 Mary Street Brisbane @00

PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Nyanda State High School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


Accessibility {e.g. access/proximity to nearby schools or alternative education programs)




I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's Jong term future will be made.

As the Councillor for Moorooka Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director! Mr Chris Rider, will work closely with the Principal and Parents and Citizens Association President of Nyanda State High School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely

OHN-~A~~ inister for Education, Training and Employment

Ref: 13/143897


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Hon John-Paul Langbroek MP Minister for Education, Training and En1ployn1ent

3 MAY 2013 Mr Raymond Hopper MP Member for Condamine 14A Cunningham Street DALBY QLD 4405

Dear Mr Hopper

Level 22 Education House 30 Mary Street Brisbane 11000 PO Box 15033 City East Queensland 11002 Australia Tetephone +61 7 32371000 Facsimile +61 7 3211 8011 £mail [email protected]







I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School ViabHity and Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate the school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.


The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal, the P&C president of Charlton State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely

·kL.D OHN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/144095


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Mr Carl Judge 3 MAY 2013 Member for Yeerongpilly PO Box 412 MOOROOKA QLD 4105

Dear Mr Judge

Level 22 Education House 30 Mary Street Brisbane IJOOO PO Box 15033 City East Queensland 4002 Australia Telephone +617 3237 1000

facstmlle +61 7 32118011 Email education@min isterial.qld .gov.au


It is important to understand that this does not mean Nyanda State High School will automatically close at the end of this year. It means that Nyanda State High School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:



I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Yeerongpilly, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and the P&C President of Nyanda State High School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely

·~ N-PAUL LANGBROEK MP

ister for Education, Training and Employment

Ref: 13/143897


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Dear Mr Hopper

3 MAY 2013 l evel 22 Education House 30 Mary Street Brisbane 4000

PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 tooo Facsimile "'1·61 7 3211 8011 Email educati [email protected]


It is important to understand that this does not mean Wyreema State School will automatically close at the end of this year. It means that Wyreema State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:







The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal, the P&C president of Wyreema State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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Briefing Note The Honourable John-Paul Langbroek MP Minister for Education, Training and Employment

Action required: For Approval



Critical - Ministerial announcement of proposed school closures is required no later than mid-May 2013.

SUBJECT: 2013 PROPOSED SCHOOL CLOSURES


• The Minister's approval is required to announce and commence consultation in eight (8) school communities proposed for closure under the 2013 School Viability Assessment.

• Community consultation must commence during Term 2, in order to meet the timeframes set out in the School Viability Assessment procedure and Education (General Provisions) Act 2006.

• The Department is engaging the services of an external contractor to lead and manage the consultation process.

Key issues

1. On 12 March 2013, the Minister approved the draft School Viability Assessment procedure which was then noted by the Cabinet Budget Review Committee (CBRC) on 28 March 2013.

2. The Department has conducted an analysis to identify Queensland state schools which do not meet the viability criteria set out in the School Viability Assessment procedure.

3. A total of eight (8) schools have been identified for proposed closure (Attachment 1) as part of the Department's 2013 School Viability Assessment, using the approved viability criteria and agreed thresholds (Attachment 2).

4. The schools proposed for closure are Charlton State School, Everton Park State High School, Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.

5. In order to meet the timeframes set out in the School Viability Assessment procedure, it is recommended the Minister announce the proposed school closures by mid-May 2013. A draft media release has been prepared for this purpose. (Attachment 3)

6. The proposed school closures must be published in the Government Gazette. (Attachment 4)

7. In line with the School Viability Assessment procedure, the Minister must write to the State Members of Parliament, local Mayors, principals and presidents of Parents and Citizens' Associations who will be affected by the proposed school closures in 2013.

8. The Department has prepared draft letters for the Minister's signature (Attachment 5). It is recommended that these be provided to each of the eight (8) school principals and P&C presidents by the Regional Director immediately prior to the Minister's announcement.

9. Community consultation around proposed school closures is a requirement under the Education (General Provisions) Act 2006 and the School Viability Assessment procedure.


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10. As detailed in the procedure and the attached process map (Attachment 6), community consultation should occur during Terms 2 and 3 before the Minister makes a decision about whether or not a school should permanently close.

11. As this is the first year that the School Viability Assessment procedure has been implemented, the Department will engage the services of an external contractor to act as an independent consultant to lead and manage the consultation process in the nine affected school communities.

12. The independent consultant will be required to manage the consultation process and present a detailed report outlining the findings of the consultation for each school community.

13. The Department will then consider the consultant's findings prior to making any recommendations to the Minister about which schools should be considered for permanent closure.

Implications

14. The Department's Infrastructure Strategy, Research and Performance (ISRP) unit is in the process of securing the services of an external contractor to lead the community consultation process in the eight (8) school communities.

15. The tender process will close on Thursday 2 May 2013, with a successful tenderer expected to be selected as a matter of priority prior to any announcement.

16. ISRP estimates the consultation project will cost up to $100,000, which will be met from the Capital Works Planning budget.

17. ISRP has consulted with and obtained feedback from the Community Engagement and Partnerships (CEP) branch in the preparation of the draft media release and all othE?r communications materials associated with the 2013 School Viability Assessment.

18. Draft holding lines for each school proposed for closure have been prepared containing detailed information which may be useful in responding to media and constituent enquiries during the consultation process (Attachment 7).

19. Although the Minister has approved the School Viability Assessment procedure, it is yet to be uploaded to the Policy and Procedure Register on the Department's website.

20. The Office of Education Queensland was consulted in the development of the School Viability Assessment procedure, along with other key stakeholder groups such as the Queensland Teachers' Union, principals associations, Isolated Children's Parents' Association and P&Cs Queensland.

21. It is recommended these stakeholder groups be provided with a copy of the approved procedure documents prior to being uploaded to the Department's website and the Minister's announcement of the eight (8) proposed school closures.

22. In the event that the Minister ultimately approves any of the schools for closure following the community consultation period, primary and secondary schools would close at the end of 2013. As part of this consideration, the Minister may choose to allow current senior students the opportunity to finish their schooling at their current school with their peers.

Background

23. Each year the Department conducts an assessment of school utilisation and viability as part of its strategic asset management process.

24. In accordance with the School Viability Assessment procedure, the Department has identified eight (8) for proposed closure under the 2013 School Viability Assessment.


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Right to information 25. I am of the view that the contents or attachments contained in this brief are not suitable for

publication until such time as the Minister has approved the proposed school closures.


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Recommendation

That the Minister:


• endorse the viability thresholds used to identify the schools for proposed closure in line with the criteria in the School Viability Assessment procedure (Attachment 2);

• approve the eight (8) schools identified for proposed closure under the School Viability Assessment procedure (Attachment 1 );

• approve the Government Gazette notice to advertise the proposed school closures and commencement of community consultation process (Attachment 4);

• note the Department's process map which summarises the School Viability Assessment consultation process for 2013 (Attachment 6);

• approve and sign the letters to relevant key stakeholders to inform them of the proposed school closures and commencement of community consultation (Attachment 5);

• note the draft media release to announce the proposed school closures and commencement of community consultation process (Attachment 3); and,

• note the draft holding lines containing detailed information regarding the schools proposed for closure which may be useful in responding to media and constituent enquiries during the consultation process (Attachment 7).

NOTED

FIONA CRAWFORD Chief of Staff Office of the Hon John-Paul Langbroek MP Minister for Education, Training and Employment

I I D Copy to Assistant Minister

Minister's comments

Action Officer Endorsed by: Endorsed by: Endorsed by: Emma Clarey Michael Lee Callum Chris Brandt

Wedemeyer Senior Project Principal Policy Ex/Director Ex/Director Officer Officer

APPROVED/NOT APPROVED ENDORSED/NOTED

JOHN .. PAUL LANGBROEK MP Minister for Education, Training and Employment

I I

Endorsed by: Endorsed by: Marg Paul Hobbs Pethiyagoda ADG ADG

Endorsed by: Endorsed by: Lyn McKenzie Jeff Hunt

DDG A/DDG

Infrastructure ISRP Strategy,

ISRP Community Education Infrastructure Services Branch

Corporate Services

Research and Performance (ISRP) Tel: 323 70026

Engagement & Queensland Partnerships

Tel: 32341531 Tel: 32370950 Tel: 32370474 Tel:32370157 Tel: 32370658\

Endorsed by: Jim Watterston DirectorGeneral

Tel:32371 070

MDate: 29/04/13 Date:29/04/13 Date: I I

M: M: M: M: M: Date: I I Date: 01105113 Da~ !;>I\~ Date: I I Date: I I


s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest

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--------------------- ----

Hon John-Paul Langbroek M'P Minister for Education1 Training and Employment

--···-···--····---·- - - --- ----- -

Councillor Krista Adams 3 MAY 2013 Wishart Ward Office, Brisbane City Council Ground Floor, 2072 Logan Road UPPER MOUNT GRAVATT QLD 4122

Dear CounciUerJS:dams (~~,

level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Austral ia Telephone +61 7 3237 1000

facslmile+61 7 .3 2118011 Email [email protected]

I am writing to inform you that Old Yarranlea State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Old Yarranlea State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:







As the Councillor for Wishart Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and Parents and Citizens president of Old Yarranlea State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely

OHN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/143897


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Han John-Paul Langbroek MP Minister for Education, Training and Employment

3 MAY 2013

Councillor Norm Wyndham McDowall Ward Office, Brisbane City Council Shops 5 & 6 Rode Shopping Centre 271 Appleby Road STAFFORD HEIGHTS QLD 4053

Dear Councillo~am ~,

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City (,Jst Queensland 4002 Australia Telephone +61 7 3237 1000




Enrolments {e.g. a history and projection of low/declining student numbers)





I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Councillor for McDowall Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Everton Park State High School and the independent consultant during the consultation period. Should you require further information. I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yourssi.ncL . . ~

I OHN-PAUL LANG!:i:.---inister for Education, Training and Employment


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Mr Paul Antonio Mayor

3 'MAY 2013

Toowoom ba Regional Council PO Box 3021, Toowoomba Village Fair TOOWOOMBA QLD 4350

Dear~ j!J)

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +6:t 7 32371000

Facsimile +61 7 3211 8011 Email education@ministeri al.q ld. gov .au








! can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Mayor of Toowoomba, I encourage you to take part in this consultation process.

The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal and P&C president of Charlton State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely

.(W OHN-PAUL LANGBRO MP inister for Education, Training and Employment

Ref: 13/144095


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3 MAY 2013 Mr Paul Antonio Mayor Toowoomba Regional Council PO Box 3021, Toowoomba Village Fair TOOWOOMBA QLD 4350

Dear ~r P cu}_ t

- --· ........................... ··-····---

Level 22 Education House 30 Mal'/ Street Brisbane 4000 PO Box 15033 City East Queensland MJ02 Australia Telephone +61 7 3237 tooo Facsimile +61 7 3211 8011 Email education@ministerial .qtd.gov.au




Accessibility {e.g. access/proximity to nearby schools or alternative education programs)



I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability and Assessment procedure and the requirements of the Education (General Provisions) Act 20061 there will be a period of community consultation to further investigate the school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.


The Darling Downs South West Regional Director, Ms Deb Dunstone, will work closely with the Principal and P&C president of Toowoomba South School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or by email at [email protected].

Yours sincerely


Ref: 13/144095


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------------------~----------

Ho,n John-Paul Langbroek MP Minister for Education, Training and Employment

Councillor Vicki Howard j MAY 2013 Central Ward Office, Brisbane City Council Shop 11 , 31 Duncan Street Fortitude Valley QLD 4006

Dear Counc~d \lt'dV. )

level 22 Education House 30 Maty Street Brisbane tlOOO PO Box 15033 City East Queensland 4002 Australi.a Telephone +61 7 32371000 Facsimile +61 7 3211 8011 Email [email protected]

I am writing to inform you that Fortitude Valley State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Fortitude Valley State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:




I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to fully investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013. the Department has appointed an independent consultant to lead and manage the community consultation process during Terms 2 and 3.


As the Councillor for Central Ward, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider! will work closely with the Principal and Parents and Citizens Association President of Fortitude Valley State School and the independent consultant during the consultation period. Should you require further information. I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely

OHN-PAUL LANGBROEK inister for Education, Training and Employment

Ref: 13/143897


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Hon John-Paul Langbroek MP Minister for ,Education, Training and Employment

Mr Paul Antonio Mayor

3 MAY 2013

Toowoomba Regional Council PO Box 3021, Toowoomba Village Fair TOOWOOMBA QLD 4350

Dear~ PJl

Level 22 Education House 30 Mafv Street Brisbane ltOOO PO Box 15033 City East Queensland 1~002 Australia Telephone +617 32371000


I am writing to inform you that Wyreema State School has been identified for community consultanon regarding proposed closure as part of the Department's 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Wyreema State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:







As the Mayor of Toowoomba, I encourage you take to part in this consultation process.

The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal and P&C president of Wyreema State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone on 4616 9122 or [email protected].

Yours sincerely

·~ OHN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/144095


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3 MAY Z013 Mr Bill Lowis Mayor Burdekin Shire Council PO Box 974 AYR QLD 4807

Dear Mayt)r

level22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australill Tel.ephone +61 7 3237 1000

Facsimile +61 7 3 211 8011 Email [email protected]

I am writing to inform you that Stuart State School has been identified for community consultation regarding proposed closure as part of the Department's 2013 School Viabl1ity Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means -~hat Stuart State School meets the criteria within the School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:







As the Mayor of Burdekin, I encourage you take to part in this consultation process.

The North Queensland Regional Director, Mr Richard English, will work closely with the Principal and P&C president of Stuart State School and the independent consultant during the consultation period. Should you require further information, please contact Mr English on 4726 3105 or [email protected].

Yours sincerely

0 N-PAUL LANGBROEK MP · ister for Education, Training and Employment

Ref: 131143825


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---------------------------------------------------------------- --

Hon John-Paul Langbroek MP Minister for Education, Training and En1ploym.ent

Councillor Helen Abrahams 3 MAY 2013 The Gabba Ward Office Brisbane City Council 2/63 Annerley Road WOOLOONGABBA QLD 4102

Dear Councillor ~ams ~~ l

level 22 Education House 30 Mary Stwel Brisbane 1;000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile ;61 7 3211 8011 Email [email protected] .. au

I am writing to inform you that Coorparoo Secondary College has been identified for community consultation regarding proposed closure as part of the Department of Education. Training and Employment's (DETE) 2013 Schoo/ Viability Assessment.







I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Councillor for the Gabba Ward, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Coorparoo Secondary College and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or by email at Chris. [email protected].

Yours sincerely


Ref: 13/143897


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--~~~·-·---··,-~,~--_, ________ - --------- ·-------------------

Mr Roberto Cavallucci MP Member for Brisbane Central

3 MAY 2013 Unit 2 Hill House, 541 Boundary Street SPRING HILL QLD 4000

l evel 22 Education House 30 Mary> Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

"'' .~ /) J Tetephone +61 7 3237 tooo Dear Mr C~tuCCi [UZ"b ) Facsimile +61 7 321 1 8011

Email education@m inisteria l.qld.gov.au


It is important to understand that this does not mean Fortitude Valley State School will automatically close at the end of this year. It means that Fortitude Valley State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:



I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Brisbane Central. I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Fortitude Valley State School and the independent consultant during the consultation period. Should you require further information. I invite you to contact Mr Rider on telephone 3422 8352 or by email at [email protected].

Yours sincerely

.Omt JOHN-PAUL LANGBROE MP Minister for Education, Training and Employment

Ref: 13/143897


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Hon John-Paul Langbroek ·MP Minister for Education, Training and Employn1ent

-----·-----------······--··~----------··--···-------------------

3 MAY 2013

Ms Rosemary Menkens MP Member for Burdekin Shop 30 Centrepoint Arcade, Queen Street AYR QLD 4807

Dear Ms)IOOkens ~ J

Level 22 Educa tion House 30 Mary St.reet Brisbane 1;000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1000


I am writing to inform you that Stuart State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Stuart State School will automatically close at the end of this year. It means that Stuart State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed. a decision regarding the school's long term future will be made. As the Member for Burdekin, I encourage you to take part in this consultation process.

The North Queensland Regional Director, Mr Richard English, will work closely with the Principal and the P&C president of Stuart State School and the independent consultant during the consultation period. Should you require further information, please contact Mr English by telephone on 4726 3105 or by email at [email protected].

Yours sincerely

HN-PAUL LANGBROE inister for Education, Training and Employment

Ref: 13/143825


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Hon John-Paul Langb:roek. MP Minister for Education, Training and Employn1.ent

: , ~ ; ; ~ ",

----------------------····--·

3 MAY 2013 The Honourable I an Walker MP Minister for Science, Information Technology, Innovation and the Arts Member for Mansfield PO Box 2202 MANSFIELD BC OLD 4122

Dear~r

Level 22 Education House 30 Mar~ Street Brisbane 4000 PO Box 15033 City East Queensland 1~002 Australia Tetephone +61 7 32371ooo facsimile +61 7 32111301 1 Email ed u cation@rn I nisteriaL q ld.gov .au


It is important to understand that this does not mean Old Yarranlea State School will automatically close at the end of this year. It means that Old Yarranlea State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:



Curriculum (e.g. extent of the school•s curriculum and its ability to access suitable education resources)



I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the schooJ•s long term future will be made. As the Member for Mansfield, I encourage you to take part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal, the Parents and Citizens Association President of Old Yarranlea State School and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or by email at [email protected].

Yours sincerely


Ref: 13/143897


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The Honourable Dr John McVeigh MP 3 MAY 2013

Minister for Agriculture, Fisheries and Forestry Member for Toowoom ba South PO Box 3005 TOOWOOMBA QLD 4350

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3~37 1000

Facsimile +61 7 3211 8011 Email [email protected]!d.gov.au

Dear~ 1J ,. 1

I am writing ~:~ you that Toowoomba South State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (OETE) 2013 School Viability Assessment.

It is important to understand that this does not mean Toowoomba South State School will automatically close at the end of this year. It means that Toowoom ba South State School meets the criteria within the DETE Schoo/ Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:






I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Toowoomba South, I encourage you to take part in this consultation process.

The Darling Downs South West Regional Director, Ms Deborah Dunstone, will work closely with the Principal, the P&C president of Toowoomba South State School and the independent consultant during the consultation period. Should you require further information, please contact Ms Dunstone by telephone on 4616 9122 or by email at [email protected].

Yours sincerely


Ret 13/144095


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Hon John-Paul Langbroek MP Minister for Education, Training and Employ1nent

3 MAY 2013 Mr lan Kaye MP Member for Green slopes Shop 3, Coorparoo Village Shopping Centre 358 Old Cleveland Road COORPAROO QLD 4151

Dear Mr )5aYe ~ M'1 l

Level22 Education House 30 Mary Street Brisbane t,ooo PO Box 15033 City East Queensland 11002 Australia Telephone +61 7 32371000

Facsimile +61 7 3211 8011 Ema.il [email protected] .gov.au

I am writing to inform you that Coorparoo Secondary College has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 Schoo/ Viability Assessment.


Enrolments (e.g. a history and projection of low/declining student numbers) Accessibility {e.g. access/proximity to nearby schools or alternative education programs) Curriculum {e.g. extent of the school's curriculum and its ability to access suitable education resources) Resourcing equity (e.g. cost per student per annum and comparison with other state schools)


I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As Member for Greenslopes, I encourage you take to part in this consultation process.

The Metropolitan Regional Director, Mr Chris Rider, will work closely with the Principal and the Parents and Citizens Association President of Coorparoo Secondary College and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on 3422 8352 or [email protected].

Yours sincerely


Ref: 13/143897


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Hon John~ Paul Langbroek MP Minister for Education, Training and Employment

3 MAY Z013 The Honourable Timothy Mander MP Minister for Housing and Public Works Member for Everton PO Box656 EVERTON PARK QLD 4053

Dear M~r j tN' l

---·-····-······-·-···-·····--·····---····-·-····--

Level 22 Education House 30 Mary Street Brisbane t~ooo PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 32371000 Facsimile +61 7 3211 8011 Email [email protected]


It is important to understand that this does not mean Everton Park State High School will automatically close at the end of this year. It means that Everton Park State High School meets the criteria within the DETE Schoo/ Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:



Curriculum (e .. g. extent of the school's curriculum and its ability to access suitable education resources)



I can assure you, there are no pre-determined outcomes as part of this process. When the consultation has been completed, a decision regarding the school's long term future will be made. As the Member for Everton, I encourage you to take part in this consultation process.


Yours sincerely


Ref: 131143897


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Han John-Paul Langbroek MP Minister for Education, Training and En1ployment

3 MAY 2013 Ms Caroline Bennett President Toowoomba South State School Parents and Citizens' Association 158 James Street TOOWOOMBA OLD 4350

Dear Ms Bennett

l evel 22 Education House 30 Mary Street Brisbane 1~ 000

PO Box 15033 City East Queensland A002 Austra lia Telephone +61 7 3237 1000

Facsimile +61 7 .3211 8011 Email education@ministeria l.qld.gov.au

I am writing to inform you that Toowoomba South State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's {DETE) 2013 School Viability Assessment.

It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Toowoomba South State School meets the criteria within the DETE School Viability Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determ ining whether or not a school is viable are as follows:






As the President of the Toowoomba South State School Parents and Citizens' Association~ it is very important that you have a say in how the consultation will take place in your schooL I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Ref: 13/144095


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l-Ion John-Paul Langbroek MP Minister for Education, Training and En1ployment

Mr Afex Charlesworth President

3 MAY 2013

Wyreema State School Parents and Citizens' Association MS499 TOOWOOMBA MC QLD 4352

Dear Mr Charlesworth

Level 22 Educa tion House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Austra lia Telephone +61 7 3237 tooo Facsimile +61 7 32118011 Email educ:ation@Jminlsterial .qld.gov.au








As the President of the Wyreema State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. a suggested template has been provided.



Yours sincerely

J HN-PAUL LANGBROE inister for Education, Training and Employment


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Ms Margie Gamble President

3 MAY 2013

Parents and Citizens' Association Coorparoo Secondary College PO Box 1225 COORPAROO DC QLD 4153

Dear Ms Gamble

- ------ ·•·>··--······-·-··-··- ······ ·--------···-~···

l evel 22 Education Hou se 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1000 Facslmile +61 7 32118011 Email [email protected]


It is important to understand that this does not mean your school will automatically close at the end of this year. It means that Coorparoo Secondary Cotlege meets the criteria with in the DETE School Viabtlity Assessment procedure to be nominated for proposed closure and for community consultation to occur. The criteria for determining whether or not a school is viable are as follows:


I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school's unique issues and circumstances and the ongoing viabil ity of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

As the President of the Coorparoo Secondary College Parents and Citizens' Association, it is very important that you have a say in how the consultation will. take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Chris Rider, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, r invite you to contact Mr Rider by telephone on 3422 8352 or by email at [email protected].

Yours sincerely

. CL.t HN-PAUL LANGBROEK MP


Ref: 13/143897


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lion John-Paul Langbroek MP .Minister for Education, Training and Em.ployment

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3 MAY 2013 Mr Tony Holcroft President Parents and Citizens~ Association Fortitude Valley State School 85 Brookes Street FORTITUDE VALLEY QLD 4006

Dear Mr Holcroft

Level 22 Educat ion House 30 Mary Street Brisbane 4000 PO Box 1 S033 City East Queensland 4002 Australia Telephone +61 7 3237 tooo facsimile +61 7 .3211 8011 Email [email protected] .gov.au

I am writing to inform you that Fortitude Valley State School has been identified for community consultation regarding proposed closure as part of the Department of Education. Training and Employment's (DETE) 2013 School Viability Assessment.



I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why~ in line with the DETE Schoo/ Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your schoors unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

As the President of the Fortitude Valley State School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.


Your Regional Director, Mr Chris Rider, will work closely with your Principal and the independent consultant during the consultation period. Should you require further information, I invite you to contact Mr Rider on telephone 3422 8352 or [email protected].

Yours sincerely

OHN-PAUL LANGB P inister for Education, Training and Empfoyment

Ref: 13/143897


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Hon John-Paul Langbroek .MP Minister for Education, Training and Employment

Ms Marianne Burns President

3 MAY 2013

Parents and Citizens' Association Nyanda State High School Fairlie Terrace SALISBURY QLD 4107

Dear Ms Burns

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Qu eensland 11002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected],gov.au

I am writing to inform you that Nyanda State High School has been identified for community consultation regarding proposed closure as part of the Department of Education! Training and Employment's (DETE) 2013 School Viability Assessment.







As the President of the Nyanda State High School Parents and Citizens' Association, it is very important that you have a say in how the consultation will take place in your school. I invite you to work with your Principal to develop a consultation plan to provide your school community with opportunities to contribute to this process. A suggested template has been provided.



Yours sincerely

J HN-PAUL LANGBROEK M inister for Education 1 Training and Employment

Ref: 13/143897


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Han John-Paul Langbroek MP Minister for Education, Training and En1ployn1ent

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3 MAY 2013

Mr Mark Wright Principal Old Yarranlea State School 176 Messines Ridge Road MT GRAVATI QLD 4122

DearM~ ~'

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 Clty East Queensland 4002 Australia Telephone +61 7 32371000 Facsimile ;61 7 .3211 8011 Email [email protected]

I am writing to inform you that Old Yarranlea State School has been identified for community consultation regarding proposed closure as part of the Department of Education, Training and Employment's (DETE) 2013 Schoof Viability Assessment.






I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE Scl7oo/ Viability Assessment procedure and the requirements of the Education (General Provisions) Act 2006, there will be a period of community consultation to further investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.




Yours sincerely

.u OHN-PAUL LANGBROEK P inister for Education, Training and Employment

Ref: 13/143897


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Ron John-Paul Langbroek MP Minister fo r Education, Training and E1nployment

- ----- ·- ---- --------- --- --------.. - - · 3 MAY 2013


Dear Mr yrar(ch ~ 7

Level 22 Education House 30 Mary Street. Brisbane t~OOO PO Bo;.: 1503 3 City East Queensland 1~002 Australia Telephone +61 7 3237 1.ooo Facsimile +61 7 3211 8011 Email education(qlministeriaLqld,gov.au

I am writing to inform you that Fortitude Valley State School has been identified for community consultation regarding proposed closure as part of the Department of Education~ Training and Employment's (DETE) 2013 School Viability Assessment.






I recognise that each school is unique and that an analysis conducted centrally does not provide the full picture of a school and its community. This is why, in line with the DETE School Viability Assessment procedure and the requirements of the Education (General Provisions) Act 20061 there will be a period of community consultation to further investigate your school's unique issues and circumstances and the ongoing viability of the school. In 2013, the Department has appointed an independent consultant to lead and manage the community consultation process.

It is very important that you have a say in how the consultation will take place in your schooL I ask you to work with your P&C president to develop a consultation plan and a suggested template has been provided. This consultation plan will inform the independent consultant on the best way to coordinate the process for your school community.



Yours sincerely

. fLuL J HN-PAUL LANGBROEK

inister for Education, Trainjng and Employment


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Page 1 of 5 j Department File Ref: 13/265060 !

- ------------- ----- ----------·-·----- - ---------- ·----------------------Action required: For approval

l--------·--·····-·-····--··-----··-···--····-- ·--······-·---··--················-·····-----------------------------1


Critical- in order to meet the Minister's commitment to inform the community of the outcome of his decision regarding this proposed school closure, in a timely manner.

"

SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF OLD YARRANLEA STATE SCHOOL ,


• A report detailing the findings of the community consultation regarding the proposed closure of Old Yarranlea State School (SS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1 ).

• The Department has reviewed the consultanfs report regarding the viability of Old Yarranlea SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Old Yarranlea SS and timing.

Key issues

1. In May 2013 the Minister approved eight state schools to proceed to community consultation regarding proposed closure, as a result of the Department's 2013 School Viability Assessment process.

2. These schools were Charlton State School, Everton Park State High School, Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.

3. As is required under the Education (General Provisions) Act 2006 (the Act), the Minister approved the gazettal of these proposed school closures. The public notice was published in the Government Gazette on 10 May 2013.

4. Community consultation is also a requirement under the Act.

5. The Department engaged an independent consultant, JTA Australia, to lead and manage the consultation process in each school community.

6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of five consultation meetings held in the Old Yarranlea SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected]), or to the consultant's designated email address ([email protected]).

8. A total itten submissions were received as part of the consultation process for Old

9. The majority of written submissions expressed opposition to the proposed closure of Old Yarranlea SS.


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of 5 13/2650_9..9. . ...1

10. JTA Australia submitted a consultation report regarding Old Yarranlea SS to the Department for the Minister's consideration on 2 August 2013.

11. As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during the consultation were:

• Strong enrolments and a waiting list to enrol;

• Benefits of a small school and small class sizes;

• Specific "One Teacher" school demonstration for future teachers;

• Agreement between the Department and Griffith University - the "Guidelines for the operation of state school classes at Old Yarranlea State School". In relation to school closure, the Guidelines state that:

a) the termination of the agreement is to be mutual between the Department and the University, and in consultation with P&C; and

b) the closure should occur no less than 12 months after an agreement is reached to close the school.

12. The Department considers that these issues can be addressed, as outlined below and in Attachment 2:

• There is sufficient capacity at local schools to cater for current Old Yarranlea SS students;

• The Department does not consider a metropolitan school of 24 students to be viable when there are four state schools within 5km of Old Yarranlea SS;

• The Department's "Take the Lead" aspiring leaders program develops aspiring principals of one-teacher schools;

• The Department's legal advice indicates that these Guidelines do not represent a legally binding agreement. The Department will work with Griffith University to implement if there is a decision to close.

Communications

13. If a decision is made to close Old Yarranlea SS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.

14. A communications plan has been developed and communications materials are being prepared to support an announcement regarding the decision on the proposed school closure.

Legal Implications

15. In consideration of the Guidelines, should the Minister approve Old Yarranlea SS for closure, timeframes for closure will need to be determined as part of the Minister's decision.

Financial implications

16. Should the Minister approve Old Yarranlea SS for closure, all current students at the time of the announcement (excluding students completing Year 7) would be eligible for a one-off uniform allowance of $350 for their new school.

17. The Department would support students and families, if required, by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination school's fees are higher than their current school.

18. The Assistant Director--General Finance and Chief Finance Officer will develop an appropriate internal process to facilitate:


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I Department File Ref: Page 3 of 5

13/265060 j

• the distribution/allocation of funds for uniforms to eligible parents and families by the end of October; and

• if the Student Resource Hire Scheme is higher at the destination school, the difference will be discounted at the time when parents/guardians join the scheme at the new school (for the initial year only) .

Transport Assistance

19. Travel allowances would also be available to eligible students (where applicable) through the Department of Transport and Main Roads' School Transport Assistance Scheme (STAS).

20. Under this scheme, state primary students who live more than 3.2km from their nearest state school by shortest trafficable route are eligible for a distance-based transport subsidy. Financially disadvantaged students (who live within these distances) may also be eligible for further STAS allowances.

21. If the distance to the nearest school is less than 3.2km, students will not be eligible for the transport subsidy.

22. Also, it should be noted that students, who choose a destination school which is not within their revised catchment area, may not be eligible for the STAS allowance as this subsidy is provided for students to access their closest state school.

23. Regions, affected schools and destination schools will be provided with revised catchment maps to assist students and families to identify the appropriate school for each student.

Student Support & Transition

24. Education Queensland has developed a template for Individual Student Transition Plans, for schools approved for closure.

25. Students and parents will be supported through the use of Individual Student Transition Plans to identify which school will best meet and support the student's educational needs.

26. It is anticipated that in most cases, the student will be able to enrol in their neighbouring school of choice. However, due to individual student schooling history, there may be a small number of students who will not be able to be accommodated at the school of their choice. In these cases, school staff will work with the student/family to negotiate an alternative school.

Staff Support & Transition

27. The Assistant Director-General Human Resources is ensuring necessary communications and procedures are in place to assist school principals, teachers and other school staff through the provision of additional HR support in any school approved for closure, including additional guidance officer hours and Teacher Relief Scheme (TRS).

28. Regional Human Resource staff will work individually with all staff members through relocation/transfer and other staffing issues. The Employee Assistance Service (EAS) will also be available to staff.

Other

29. Should the Minister determine that Old Yarranlea SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, GU, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

30. The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the


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of 5 [_g_~!~ment ~i.!..:;_e .;...;.Re.;;..:..f_: _-..~-I_·-····_---·_·-·-_1;..::.3/;..;;;.26.::..::5;..::.06::..:0:......~1

Government Gazette and carry out adequate consultation, on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.

31. The Department has recently reviewed and revised its School Closure Checklist, a comprehensive document that outlines the various operational action items. roles and responsibilities associated with the closure of state schools. Should the Minister approve this school for closure, the School Closure Checklist will be distributed to relevant officers for completion.

32. There may be .media interest in relation to the "Guidelines for the operation of state school classes at Old Yarranlea State School" if a decision is made to close the school at the end of 2013.

Background

33. On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Old Yarranlea SS.

34. The schools identified were proposed for closure in line with the criteria contained in the Department's School Viability Assessment procedure, in particular the enrolment and accessibility criteria.

35. The school identified has a cap of 18 students (with capacity to take 24 students), and this will remain unchanged in the medium to long term.

36. There are four other state schools within five kilometres, with the ability to accommodate the enrolments of existing students of Old Yarranlea SS.

37. In 1996 the then Department entered into an agreement with Griffith University regarding the "Guidelines for the operation of state school classes at Old Yarranlea State School, (Ref: 07/47675).

38. The school's classroom building, which is heritage listed with the Brisbane City Council, is owned by Griffith University. Whereas the school's Resource Centre, which was funded through the Federal Government's Building the Education Revolution (BER) program, is a relocatable building, owned by the Department.

39. The BER building may be removed and repurposed at another state school following the cessation of school operations.

Consultation summary

40. The consultation report identified a strong community commitment to Old Yarranlea SS and a strong desire to keep the school open.

41. The report acknowledges the significant fundraising efforts of the P&C Association over recent years and the enhancements to the school that this has provided.

42. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Old Yarranlea SS be approved for closure.

Right to information

43. I am of the view that the contents or attachments contained in this brief are not suitable for publication, except for the template letters.


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Recommendation

That the Minister

[15"ePartment File Ref: Page 5 of 5

13t26soso I

note the legal advice regarding the ~~Guidelines for the operation of state school classes at Old Yarranlea State School" that indicates it is not legally binding;

approve the closure of Old Yarranlea State School and nominate a date for closure; and

sign the letters to relevant stakeholders.


lb I S I \ S 0 Copy to Assistant Minister

Minister's comments


---------------------·------·-··-----·-·---·--·-------

Action Officer Endorsed by: Lee Callum DDG Executive Director Jeff Hunt Infrastructure Strategy, Corporate Services Research and Performance Tel: 3237 0950 Tel : 3405 6329 Mob: Mob:Date: 21/08/2013 Date: 22/08/13

Patrea Walton Education Queensland

Tel: 3237 0619 Mob:

Date~;~/?

Endorsed by: DG Dr. Jim Watterston

Tel : 323 71070 Mob:

Date:~ /~ I\~


s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest s.47(3)(b) - Contrary to Public Interest

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Table of Contents 1.0 Introduction .................................................................................................... 1

2.0 Methodology ................................................................................................... 2

3.0 Old Yarranlea State School ........................................................................... 4

3.1 Profile ............................................................................................................ 4 3.2 Consultation plan and activities ..................................................................... 4

4.0 Issues identified by the school community ................................................. 5

4.1 Preamble ....................................................................................................... 5 4.2 Enrolments .................................................................................................... 5 4.3 Accessibility ................................................................................................... 5 4.4 Curriculum ..................................................................................................... 6 4.5 Resourcing equity ......................................................................................... 6 4.6 Local Issues .................................................................................................. 8

4. 6. 1 School and student performance .................................................................................... 8 4. 6. 2 Alternatives to closure ................................................................................................... 10 4.6.3 Relationship with GU ..................................................................................................... 11 4.6.4 Other ................................................... .......................................................................... 13

5.0 Petitions ........................................................................................................ 16

6.0 Conclusion .................................................................................................... 17

APPENDIX 1 - Consultation Plan, Old Yarranlea State School .......................... 18

APPENDIX 2 - Issues raised in meetings and submissions received ............... 19


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Old Yarranlea State School Consultation Report

1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Old Yarranlea State School (OYSS).

OYSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.

JTA Australia was selected to provide independent consultancy services to facilitate the consultation regarding the proposed closure and assume responsibility for assisting the school community to develop appropriate consultation approaches within each community. JTA's role included co-ordinating and facilitating community meetings and the collation of information presented during the meetings and through written submissions. Its role did not include the formulation of recommendations. The recommendations will be determined on the information provided to the Minister via the School Viability Assessment criteria and this consultation report which outlines the quantitative and qualitative issues submitted to JTA through the consultation process.

Following the finalisation of the annual School Viability Assessment process, DETE plans to seek feedback on both the assessment and consultation processes. This will be considered along with feedback provided through the submissions to JTA, P&C Queensland and the Isolated Children's Parents' Association.

JT A Australia Page 11


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2.0 Methodology

The aim of the project methodology was to ensure genuine engagement and consultation with transparent and effective processes. It had to include processes with the capacity to encourage individuals within school communities to express their views and then for JTA to be able to collect and collate them fully and accurately.

The methodology had as its objectives: • advice to the school communities re the Minister's statement about the proposed

closure of OYSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school

communities to become involved • encouragement and receipt of an optimal number of views, issues, questions and

submissions and • assurance that the Minister and his departmental officers were given a report that

identified all local issues and concerns as well as supplementary information on the four viability assessment criteria.

To achieve these objectives the following methodology was established: • immediate and ongoing contact with the school principal, followed shortly afterwards

by liaison with the P & C Association o This contact and co-operation included the provision of assistance to the

school (when required) in relation to the preparation of a consultation plan which was then communicated to the wider school community

• utilisation of appropriate communication tools to ensure the school community was fully aware of the consultation and its timelines

o This was facilitated through early completion of the consultation plan, including key stakeholders and a list of communication media to be used. Supported by JTA the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders.

• three avenues for OYSS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended; attendees included stakeholders such as students, teachers, P & C Association, Griffith University staff, and former students and staff. Jan Taylor, JTA Principal, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of points raised during community meetings.

o Via submissions (to be lodged by 26 July 1): a total of 86 submissions were received. DETE provided an email address for the consultation exercise but JTA also asked for the addition of another address (an independent JTA email one) which guaranteed the anonymity of the submission author if required.

1 Initially the closing date for submissions was identified as 9 August. However, during the consultation process the Minister indicated his desire to provide the earliest possible advice to communities regarding the outcome of the proposed school closure consultation process. Accordingly the consultation period was amended and shortened to Friday 26 July 2013 (by which time all submissions must have been received by JTA). The amended timeframe meant JTA could collate submissions earlier and bring forward the completion of the report to enable the Minister to fully consider the feedback and make an earlier determination.



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o Via DETE and Ministerial correspondence: when views were expressed about the potential closure of Old Yarranlea State School.

• reference to the four criteria in DETE's School Viability Assessmenf procedure o This four page document is on DETE's website. JT A downloaded the

document and ensured that all stakeholders had access to it as it formed the basis of why the school had been identified for potential closure. This procedure outlines the four criteria upon which each identified state school was assessed:

• enrolments • accessibility • curriculum • resourcing equity

• data and issues collection o This required establishment of an appropriate spread sheet system for the

collection of all issues, concerns and options via both stakeholder and community meetings as well as by submissions.

• ongoing interface with Regional Directors and staff from DETE's Infrastructure Services Branch to ensure that information required by the school community was distributed to them

o While school communities often asked questions for which there were no immediate answers, in some instances there were questions to which they demanded answers in a short timeframe. When possible, these questions were forwarded to DETE and the responses received were then returned to whichever group of stakeholders had asked the questions.

JT A believes the methodology has worked to the benefit of the school community and the level of engagement and input has been strong.

2 The School Viability Assessment procedure ensures DETE has a formal process in place to meet its obligations under the Education (General Provisions) Act 2006 around school closures and amalgamations. The procedure was developed in consultation with key education stakeholders, including P&C Queensland, Isolated Children's Parents' Association and the Queensland Teachers' Union.



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3.0 Old Yarranlea State School

3.1 Profile

Old Yarranlea State School is a one teacher school located on the grounds of the Mount Gravatt Campus of Griffith University (GU). The school is Prep to Year 7 with a maximum student enrolment of 18 (ten families).

OYSS operates on the basis of the 1996 document Guidelines for the Operation of State School Classes at Old Yarranlea State School between DETE and GU which provides for the operation of the school on university land. There is no catchment area for the school, and therefore students come from different suburbs throughout Brisbane. Entry to the school is in line with the school Enrolment Eligibility Plan and offers are made to potential students by the Principal in consultation with the Enrolment Management Committee.

The school has a one to one ratio of laptop computers for students with Information and Communications Technology development promoted in key learning areas. Students in all years are also taught Japanese as part of the Language Other Than English (LOTE) program.

Pre-service teachers from GU are able to undertake their practicum at OYSS to obtain experience in a small school environment, and GU sometimes makes use of OYSS for research purposes. OYSS is also able to access GU facilities.

3.2 Consultation plan and activities

The consultation plan is attached as Appendix 1.

Jan Taylor attended and facilitated those meetings to which she was invited (five in total). The table below identifies the number of attendees at each meeting as well as its purpose.

Table 1: List of OYSS Meetings



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4.0 Issues identified by the school community

4.1 Preamble

The discussion of issues identified below is the result of notes taken at each of the four meetings, and the collation of 86 submissions. The submissions came from a mix of parents, students, GU staff, groups involved with the school and former families and staff of the school. In relation to the detail of issues raised at meetings or in submissions by the OYSS community JTA has not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached as Appendix 2. A summary of those matters follows to provide an indication of the strength of views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment (SVA) criteria.

4.2 Enrolments

DETE's SVA enrolments criteria includes enrolment history (especially the past five years) and forecasts for the next five years and the number of students attending the school who do not live in the school catchment area.

At meetings and through submissions, surprise was expressed that OYSS had been identified in terms of its enrolments. Community members advised the following:

• enrolment forecasts are strong, reflected by a waitlist of 28 children which exceeds the current enrolment capacity

• the enrolment number is not anticipated to decline and waitlist numbers indicate raising the cap to 24 would be achievable immediately

• following an audit of space by DETE it was found OYSS could go to 24 students; DETE has not raised the cap as the guidelines still state 18

• the initial information surrounding the proposed school closure indicated (apparently incorrectly) that the occupancy of the school was only at 75%) utilisation

• GU has agreed to amend the agreement to lift the cap to 24 and the P&C has requested DETE increase the number of enrolments accordingly.

The school does not have a designated catchment area and its Enrolment Eligibility Plan (EEP) enables it to draw enrolments from any geographic area.

4.3 Accessibility

DETE'S SVA accessibility criteria includes distances and travel times to and from school, access to nearby schools or alternative education programs, transport options and arrangements for the school and neighbouring schools (road networks, bus routes, train routes).

There were limited comments and issues raised at meetings or via submissions regarding accessibility although the following points were made:

• GU fits within a transport hub • access to the school is well signposted with adequate parking provided by the

University • many schools in the Brisbane metropolitan area are within five kilometres of another

school and this alone should not be considered a justifiable reason to close a school



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• OYSS is not the closest primary school for some students but they attend OYSS because it is a good school

• the number of schools within five km of OYSS does not provide a range of alternative educational opportunities for these students

• although other schools would provide a quality education it would not be to the same level; these schools are also not comparable in size or function to OYSS.

4.4 Curriculum

DETE's SVA curriculum criteria is about the extent of a school's curriculum and its ability to access suitable educational resources.

The school community stated that OYSS provides a curriculum platform comparable to other state primary schools and follows the DETE multi-age learning format. It was claimed the small size of OYSS proves to be no disadvantage in providing opportunities to its students due to the partnership with GU. The strengths of OYSS with regard to the curriculum were seen as:

• the small , multi-age setting allows for individualised programs that cater for all student needs allowing them to reach their full potential

• the close interaction between OYSS and the university brings unique and valuable curriculum opportunities to the school

• the school's size provides flexibility to include learning opportunities from the partnership between the university and OYSS in the curriculum

• the learning is based on real scenarios and tends to engage children's critical thinking and meta-cognitive functions

• students are encouraged to engage in sport and have lots of opportunities.

OYSS offers Japanese as a LOTE subject for students from Prep to Year 7 which is seen as a strength of the school because most primary schools commence Japanese language at Year 5 with a focus on the culture in the early years. This tuition is complemented by visits from Japanese students coordinated by Kaminagaya International Relationships Association (KIRA). Submissions from Japanese students who participated in the scheme claimed that it was a great experience. Parents expressed concern that if the students go to another school they are not likely to receive the same level of education in the language and may become disengaged if they are cut off from learning the language to focus instead on the culture.

4.5 Resourcing equity

DETE's SVA resourcing equity criteria views this issue through cost per student per annum and comparison with state schools including the numbers, types and conditions of buildings.

Questions were raised about how OYSS was assessed in terms of its cost per student. The following comments and claims were made:

• OYSS should be compared with one-teacher schools, and not with local surrounding schools.

• while OYSS may cost more per student than some other schools in the area, under current enrolments of 18 students OYSS is well under the average when compared to other one-teacher schools throughout Queensland.

• as GU has agreed to amend the guidelines to lift the cap to 24, this will mean the cost per student will be $12,170 compared to the state average of $12,738, it will therefore cost DETE $568 more per student to close OYSS

• with the increase in enrolment from 18 to 24 students, the cost per child is comparable with that of other schools in close proximity



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• the OYSS community has demonstrated ability to provide the benefits of multi-age learning for less than the current (per head) cost of educating the average Queensland student by increasing class sizes 25°/o for no further increase in staff

• the OYSS cost could not be anywhere near the cost to the government of the recent viability assessment of eight schools, the commissioned study into the JCU/school site or the $300,000 plus to advertise the Great schooi=Great teachers plan.

• a cost per student basis is not a good measure of school performance; school viability should be measured in educational and community outcomes not by a fiscal measure which may not truly reflect the expenditures in running any school

• educating children at a local school would cost DETE a lot more because the government would have had to pay the cost of fixing the problems children would have had as a result of learning problems and bullying.

Submissions queried the likelihood of a decrease in the cost per student if enrolments were increased as well as a minor increase in the School Grant and NRIPS (if the increased teaching equivalent is factored in). Together it was claimed the net recurrent income per OYSS student (said to be $13,832) would fall below the State Average, not inclusive of Australian Government funding. Some members of the school community also challenged My School data saying it did not reflect actual expenditure, income from non-government sources or budget surpluses.

It was said that OYSS consistently meets and exceeds performance criteria in finance and budgets and is always under budget each year due to the minimal expenses the school incurs, partly thanks to GU's in-kind contributions. The following information was provided with regard to the school's viability and costs and is quoted below:

• review of the school budget in terms of expenditure shows that since 2006 greater than 45% of the school revenue from grants and up to 79% of grant revenue is rolled forward into the next year

• this rollover amount includes provision of $10, 000, however, in 2011 and 2012, $12,000 and $16,000 respectively have been allocated to flexible teaching which is discretionary

• this allocation to flexible teaching is evident in the comparison between My School data and the school Annual Report

• this rollover amount represents tangible evidence of efficiencies in the school budget and is also a reflection of lin kind' contributions arising from the partnership with GU (rates, water, facility usage etc.)

• the significant funds held by the school allow for an interest payment of the order of $1, 000 annually

• majority of the school budget is centrally located and covers wages and the like (-280K- 320K).

The school community asserted that capital works over this period may have contributed to the availability of funds by reducing maintenance costs. In 2006, the school received a makeover from Better Homes and Gardens worth $75,000. In 2007, a $45,000 grant for the oval from Investing in Our Schools was received, with works completed in 2008. In 2011, the BER funded Resource Centre and Creative Arts Deck was completed. Additionally, from 2010, the School Grant increased from approximately $11 ,000 to $22,000.

The school community believes the government would not benefit financially from closing the school for the following reasons:

• the school sits on Crown land assigned to GU (provided free to DETE by the university); it cannot be sold by DETE

• GU owns the school building which dates back to the 1870s and is heritage listed with BCC; it also has architectural significance from an education perspective



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• GU provides minimal maintenance of the school and its grounds (e.g. in relation to water); most is done by DETE or the P & C

• the only saving for the government would be in the operational cost • it will cost the government more to move the children than any financial benefits

from closing it down • actual cost to the department is apparently minimal, mostly consisting of staff

wages; staff would need to be transferred elsewhere should the school close which would result in no real savings.

The community believes the teachers at OYSS are more highly qualified which increases running costs.

In terms of resources and facilities, it was said the two school buildings and the play equipment are in pristine condition. The school buildings and site have benefitted from recent government grants (e.g. including grants from Building the Education Revolution through National School Pride and Primary Schools for the 21st Century and Solar Schools) and significant P&C-Ied fundraising activities (e.g. prizes/grants from Grand Plaza, Westfield, Uncle Toby's, Colgate, etc.).

In addition to this it was noted that most small schools in regional and remote areas provide the local community with facilities that otherwise would not be available. It was stated that:

• OYSS is in the fortunate position of having access to outstanding facilities and specialist teachers at GU, at no extra cost to the Queensland Government.

• Old Yarranlea probably has the best resources possible that it can access because it has the partnership with the university and is located in the middle of the Mt Gravatt campus. The students have full access to university facilities such as the music department, science faculty, drama theatres, playing fields, indoor basketball courts, pool, library, tennis courts and ovals, at no cost to DETE.

• OYSS is able to host swimming events using the university pool. It was advised that many resources have been funded by commercial endeavours with no cost to DETE.

• one community member felt the school was over-resourced, creating its own inequity.

4.6 Locallssues

This category is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise other local issues the community believed he needed to be aware of in making his decision. OYSS was advised of this at the first community meeting.

4.6.1 School and student performance

It was claimed that OYSS provides quality educational outcomes for children and families in the school community and engenders a lifelong love of learning. The P & C substantiated these claims in the following points:

• strong educational engagement, maturity and life success is a consistent feature of past students

• OYSS consistently meets and exceeds performance criteria in curricula (e.g. national benchmarking)

• since 2010, all year levels participating in NAP LAN testing have achieved the National Minimum Standard (NMS)

• overall student attendance rate and retention is high and there are virtually no behaviour management issues (zero school disciplinary absences in the last three years)

The size of the school was considered a benefit and it was asserted that:

JTA Australia Page 18


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• small schools have a high standard of teaching; OYSS is a school of excellence for all students regardless of their ability

• the smaller school has helped children who are both academically inclined and those who would have difficulty in a larger school e.g. a current student who is sensitive to sound

• children benefit from the opportunity to try all sports and other interests, and are not controlled or influenced by peer groups as in larger schools

• because of its small size students work together daily and these interactions afford students the opportunity to develop interdependence, collaborative work skills, leadership skills, and tolerance

• vertical form education means individuality can be developed • small schools provide the right environment to create a positive ethos, a rich school

culture and a sense of belonging and wellbeing • young and in some cases challenging children learn to have confidence in

themselves and their studies as they progress through OYSS; teachers focus their efforts on positive leadership and behaviour as a cornerstone to education

• the students are actively involved in the community and learn how to participate in events

• children of different ages, abilities, backgrounds and interests learn to accept individual difference instilling important values such as respect, empathy, compassion and acceptance

• because of the small cohort, they have no peer group against which to compare themselves which sets them free from many of the social and emotional burdens (self-image, peer pressure, social media, consumerism, anti-social behaviour)

• children learn that it is not all about winning; by working with the younger kids they learn tolerance and balance

• prepares students for the rig ours of the academic and social life of high school and beyond.

As part of a submission, research on the benefits of small school size on student outcomes was quoted as saying:

Smaller schools are generally better for most purposes in education. Many studies conducted during the past 20 years have found that small schools, particularly at the primary school/eve/, have a positive effect upon student achievement, extracurricular participation, student satisfaction, student behaviour and attendance. There is also evidence that closing schools is likely to lead to lower student achievement. (Trevor Cobbold, 2011 - Small Schools and Education Outcomes)

It was also claimed that research shows that all students learn and work differently and that smaller classrooms are better. The large 'super school' model can be an 'homogenised' approach to education and a 'one size fits all' methodology can be detrimental for many Queensland students, parents and communities. It was therefore said to be important to maintain a diverse range of education facilities in order to cater to diverse educational needs.

The multi-age setting was seen as a benefit as it was felt it: • enables those that require extension the challenge that keeps them engaged • ensures no students are left behind e.g. those with learning difficulties • ensures students are not limited by arbitrary boundaries of age or year level • provides socialisation benefits, particularly for children with no siblings or for children

who are shy as the size of the school meant they 'can't fly under the radar' • means that students become more accepting of others and there is less bullying, if

any



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• encourages active citizenship, gender balance, leadership development, greater oneon-one attention, aspiration building, and children being more engaged

Research on multi-age settings was referred to which was said to have highlighted the benefits for both teachers and children including 'more holistic, child-responsive curriculum practices that consider the understandings, capabilities and dispositions that children need for future work e.g. working in diverse environments which seek workers who are multiskilled, literate, cooperative, creative, adaptable, independent and resourceful'. (Queensland Studies Authority, 201 0)

Concerns were raised about the impact if the school closes, particularly because: • the geographic spread of the students and the likelihood that they will not all move to

the same school together • parents may move their children to another school and have to hope that the next

school the children attend will not close as well.

One particular example was given regarding two children; their mother asked (and included in an Affidavit) before she passed away that her children, in the care of her sister, attend OYSS. It was said to provide a learning environment that enabled them to heal after their mother's death, particularly because of the family nature of the school. The school closure will mean the older child will have to complete Year 6 at another school before then staring high school at a new school. There was concern this will be traumatic and extremely disruptive for her and there is potential for her to relapse into a mindset of loss and grief.

4.6.2 Alternatives to closure

As outlined earlier, one of the actions suggested to make OYSS more viable and reduce the cost per student was to increase the maximum number of enrolments from 18 to 24. DETE has identified the capacity of OYSS as 24, and GU and the parents of the school have also agreed to lift capacity. It was noted this would increase the total fiscal amount to operate the school but the cost per student would decrease without any detriment to the measurable outcomes of the school.

It was suggested that OYSS should be assessed as a one-teacher school because it was set up to operate in the same way as such a school, and the school receives no special treatment when compared to similar schools. At $17,560 per student it was claimed OYSS is cheaper per student than most schools of a similar size as well as many larger ones.

Another option suggested was a parent levy and/or P&C donation each year in the order of $1,000 per student to reduce the cost to $12,170 per student. It was claimed that the levy would make OYSS more viable than Seville Rd, Mount Gravatt and Mackenzie State Schools, and would make the per capita cost lower than the state average cost per primary school student and all other schools proposed for closure.

A comment was made that surplus funds each year could be returned to DETE and the following information was provided in this regard:

• last year's surplus was $16,000, an amount quite usual for OYSS. • last year's revenue from DETE was just $36,687 so a $16,000 surplus is significant • revenue from DETE in 2013 is budgeted to be $39,701 and it is likely to mirror 2012

with significant savings being achieved. • with the active P&C and GU contributions OYSS's school-based funding could be

reduced and have no impact on the school • the university's formal contributions could be ground care, rates, water, electricity,

security and maintenance, much of which is quietly done by the university already.



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Other options to enhance the viability of OYSS were: • starting a visiting student scheme for two students, one day a week ($1 0 for each

student) from the one class in any school to boost P&C funds and give the visiting students an opportunity to sample life in a one-teacher school

• to save operational costs from visiting teachers, it was suggested OYSS could use final year pre-service teachers for such curriculum areas as Japanese, PE and Music

• funding for its teacher training role could come from another part of the DETE budget • establishment of a hybrid enterprise partly funded by DETE, fee paying students and

other fund raisers • additional funding to establish OYSS as a centre of excellence similar to Benowa and

Aspley State Schools.

4.6.3 Relationship with GU

One of the issues repeatedly raised in meetings and submissions was that the viability process is superfluous because OYSS operates on the basis of the 1996 Agreement between DETE and GU; DETE should therefore reconsider the school's inclusion in the list of those proposed for closure. It was advised that:

• the Agreement outlines the operations of OYSS including context, rationale, guidelines for operation, admission and attendance, staff, coordination responsibilities of the principal; research in the school; responsibilities of parents, financial responsibilities; and alteration or termination of the agreement

• both organisations must be in mutual agreement and consult both the Principal and P&C before the school can be closed; closure can only take effect 12 months after GU and DETE have given their consent

• no decision can be made to close this school without the agreement of GU; the university's official position is that it wants the school to remain. The community therefore believes there can be no 'Mutual Agreement' i.e. the school cannot be closed

• the school community view is that GU is apparently ready to renew and update the Agreement for 2014; the university wants to strengthen ties even further to aid in the training of their teachers

Concerns were raised that GU had not been formally notified of the consultation and proposed closure so it was not being consulted under the terms of the Agreement.

Another consistent theme raised in meetings and submissions was that OYSS is unique and needs to be protected because of its dual role defined by the partnership between DETE and GU:

• it teaches a primary school cohort and provides teacher training for rural and remote locations and multi-age teaching; it also facilitates research by examining various aspects of multi-age pedagogies or utilising the OYSS multi-age teaching structure in its research design. It was claimed it is hard to judge OYSS against other schools as it does not perform the exact function of any other school.

• OYSS was purported to be a centre of excellence for practical teaching experiences. It was advised that the importance of professional experience is well understood in the profession and GU has partnerships with several hundred schools where preservice teachers undertake their compulsory professional experience.

• the unique aspect of OYSS is ready access to a school which typifies schools in regional and remote locations throughout Queensland where it can be difficult to support students to undertake their professional experience. OYSS enables trainee teachers to gain valuable and practical experience in handling the unique requirements of sole teachers with multi-aged pupils and it gives students an insight into small school management and administration. OYSS has always acknowledged



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that GU academic research and pre-service teacher practicum can take place at a wide range of schools; however, the uniqueness of OYSS lies in its ideal location on campus as an appropriate setting for a range of core and important adjunct academic activities.

It was claimed that in past years somewhere between 6,000 and 10,000 plus pre-service students have benefitted from the OYSS experience (apparently without additional government funding) over 25 years. This has occurred through activities such as:

• guest lecturing • mentoring breakfasts (covering topics such as curriculum, pedagogy, assessment

strategies and behaviour management) • practicum placements (two practicum placements in the past 18 months) • one-on-one mentoring/discussions • seminars and workshops • hosting visiting academics • informal assistance to undergraduate students • small school principals' courses and • video observation of classes and their analysis in curriculum and pedagogy courses.

There was a view expressed that because only two student pre-service teachers had done their practical experience at OYSS in the past 18 months perhaps DETE had been blocking greater use of OYSS for this purpose. It was said that OYSS is at a disadvantage because it has no hard data in relation to the number of trainee teachers the school has influenced. However, the P & C provided the following further breakdown of pre-service teachers' involvement (some of which is historical and not current):

• an estimated 75+ students undertaking professional experience at OYSS (ranging in duration from two to six weeks weeks); these compulsory experiences provide an insight into the typical one/ two teacher schools which remain in abundance and apparently difficult to staff in the state school system in Queensland

• the opportunity to choose an elective course of study in multi-age teaching which had a compulsory interaction with OYSS over the period of a semester; this course was in place for several years with 40-50 students enrolled annually

• guest lectures presented by the Principal of OYSS to the full cohort of primary school pre-service teachers (estimated to be 100- 200 annually over the 25 year period) annually sharing the OYSS multi-age model for curriculum delivery and pedagogy

• breakfast meetings of pre-service teachers in small cohorts to tour the facilities and gain exposure to the nature of the school and its operations

• it is estimated 75 plus pre-service teachers have experienced extended periods undertaking their professional practice at the school during the last quarter of a century

• the school also welcomes specialist trainee teachers in Science, Maths, Music, Art and Drama; it was said students hone their skills at the school in their specialist area

• students who have done a block of teaching at OYSS and at other very small schools across Queensland then teach their peers informally, having a multiplier effect.

It was claimed that Griffith graduates who have benefitted from the OYSS experience are highly regarded by employing authorities and have been offered jobs regardless of the employment context as it sets them apart from other graduates and makes them a candidate for a wide range of teaching positions. Principals at OYSS are also said to learn many things about school administration and multi-age teaching which puts them in a good position to become leaders at larger schools and within Regional Offices of DETE.

It was said there is still more that can be done in the future preparation of outstanding teachers e.g. the use of modern technology to feed live lessons into GU lecture rooms, and



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possibly extending coverage to all schools in the state. It was suggested that OYSS can be a focus for an end of year induction seminar for those going into one teacher and other small schools the following year.

Submissions emphasised that in addition to providing experience for pre-service teaching the school community asserts OYSS is a valuable research agency for GU and must continue this for the benefit of children in small and isolated schools. Research conducted using this facility has assisted educators in gaining valuable information regarding teaching in a multi-age setting. It was claimed that:

• OYSS has been used as integral research around the arts, literacy and multimodal literary practice as per the Australian curriculum

• the depth, breadth and innovation of education research carried out at GU benefits education professionals and OYSS plays a valuable role in delivering those benefits

• research undertaken at the school includes trialling possible research activities, classroom initiatives and scenarios

• research has been published, including research undertaken by two past principals while at the school.

The community believes that experience at OYSS will allow new teachers to contribute to the elimination of a school's disadvantage caused by remoteness. NAPLAN results have shown that students in rural and remote schools are not performing as well as those in metropolitan schools. Teacher quality has been acknowledged as a key to improving learning outcomes for students so any facility that is helping to prepare future teachers for the complexities of teaching in multi-grade classrooms should be supported and maintained.

The methodology of the OYSS and GU alliance was said to align and be well placed to assist with current state and federal government initiatives in their commitment to rural and remote areas in Queensland which include:

• Action Plan for Rural and Remote Education, 2013 - 2015 • Take the Lead • A Fresh Start • Beyond the Range • Great teachers=Great results • the Small Schools Leadership Program.

OYSS apparently contributes to these programs at no additional cost to DETE.

The P & C advised that GU's position on the proposed closure is: • should the government decide to support the continuance of OYSS, the university

would commit to working closely with DETE to revitalise the school's operation and to maximise the benefits of a one teacher school on campus for training purposes

• should OYSS continue, GU has no objection to a move to 24 students

It was also said that if the school is no longer of importance or affordable to the government, then it cannot be sustained.

4.6.4 Other

The P&C committee asserted it has always been and still is dedicated to the financial success of the school. The P&C has collected and donated through competition wins and the receipt of grants over $400,000 made up of over $320,000 donated directly to OYSS for improvements to the school grounds and to equip it with educational requirements such as computers. About $48,750 of this money has been donated to other Queensland schools.



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Community members claimed that few schools in Australia enjoy the same level of community dedication to the education of its students. The community is said to include students, teachers, other staff members, student's families, the GU community and the broader local community. One of the intangible assets of OYSS was said particularly to be the supportive community of parents (ten families in total). Participation by each and every family in the school community is high as is attendance at P&C meetings, fundraising and other school events. Every family is engaged with the school and is appreciative of the opportunity for their children to be educated in such a caring and supportive environment. It was also acknowledged that OYSS consistently meets and exceeds performance criteria in school and staff opinion surveys, and fundraising targets. It was suggested that the adults learn to contribute, trust, compromise, encourage and tolerate. Just as the kids cannot slip under the radar, the same is true for staff and parents. Comments were also made about OYSS being a family, where each child has 17 siblings.

The school is said to have developed a strong relationship with rural Queensland where the school building was originally located. One submission recalled when the school was Yarranlea State School, and declared that OYSS was and still is associated with a sense of community and a life education.

As referred to earlier, specific reference was made to the original school building being Heritage listed; it was requested that history be preserved by keeping the school open. There is a belief that it makes no sense to close the school and use the building for another purpose as that would impose further costs to ensure the heritage value is not diminished. OYSS was said to have a rich history that the school community, Mt Gravatt Historical Society and Pittsworth community value. Assurance was requested that DETE will value and maintain the long heritage of OYSS including its historical documents and photos, the bell and gates.

The community claimed there is no other functioning one-teacher school located on a university campus anywhere in the world; this fact alone was deemed sufficient to deserve preservation. Additionally, OYSS is seen as a showpiece for DETE's overseas visitors.

It was questioned why it was a Conservative Government in the early 1980s that was behind the move to establish OYSS, but now a government of the same political orientation wants to dismantle an 'educational icon'. It was asked why DETE is spending millions on other schools, but wants to close OYSS allegedly to potentially save approximately $50,000 per annum. The community believes there is much more potential to provide more benefits to the current and future teachers of Queensland while costing the state government no more to run (with 24 students) than the state average. Calls were made to refresh and update the Agreement between GU and DETE and it was claimed that:

• Chris Rider, Regional Director, (apparently) wishes to update the agreement once the decision to keep the school open is made

• Prof. Donna Pendergast and Chris Rider have had discussions in this regard • other parties are interested in being part of the process of drawing up a new

agreement • the P&C should be made a signatory to the agreement and the P&C obligations

should be set out in the agreement • the P&C's ongoing financial contribution could be written into this agreement • in-kind contributions by GU could be formally included in the new agreement.

Other school community comments asserted during the consultation process included: • OYSS is an educational minority; it deserves the same treatment as other minorities

and should be allowed to remain operational



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• technology may see the end of all one-teacher schools so one such school which is that is currently viable from all perspectives and seems destined to remain so can stay as a pristine example of a past era, but fully modernised

• thought should be given to the elderly country people from Yarranlea who attend every function at the school to which they are always invited

• the education technique of old style Australia should be kept • students actively engaged in education cost society less i.e. more likely to be actively

employed and to give back to their community • the children count on OYSS's survival as it is a means by which they get the teachers

they deserve i.e. the very best • any decision made by the government or DETE must not violate any agreement,

award, memorandum of agreement or understanding, policy, practice or other instrument already agreed (external stakeholder)

• any decision made by the government or DETE must not impact on QTU members' working conditions in any way not agreed with the Union (external)

• to ensure the previous requirements are met, consultation must actively and formally include representatives from the QTU, as nominated by it (external)

• there is wide support for the ongoing operation of OYSS as evidenced by the number of people who have signed the petitions

• money spent in all types of schools, small and large, for Queensland students is money well spent

• schools are becoming too large; it's becoming the norm, and appears to be the LNP's preferred model. This is not good enough for the young students of Queensland.

• the staff have skills and experience which are specific to this school which would be lost and not recognised if they were part of a big school

• any closure decision should not subsequently violate industrial agreements and awards pertaining to school cleaners and teacher aides, and should not impact on their working conditions or job security (external stakeholder)

• children may be forced back into the system which failed some of them i.e. learning problems and bullying

• closure of OYSS might mean the next school is up for closure too.



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5.0 Petitions

Petitions were received regarding the potential closure of OYSS. These petitions contain signatures from people in Jamboree Heights, Mount Gravatt, West End, Chandler, Laidley, the southern Brisbane suburbs (unspecified) and Griffith University. It was claimed that the school received over 3,000 signatures in support of keeping the school open.

Each of these petitions was addressed to the Queensland Parliament and made a number of points to which petitioners signed agreement. These issues reflected matters identified through the meetings and submissions as discussed in earlier sections and included:

• OYSS is a Heritage-listed one-teacher school operated by DETE in partnership with GU on its Mount Gravatt campus

• the school cannot be sold as it is on GU land • the school, which recently celebrated 25 years of operation at GU, is used for

valuable teacher training and research and has already benefitted 7,000-8,000 GU students, with the school giving a unique insight into one-teacher schools

• an Agreement between DETE and GU provides for the operation of the school • GU remains committed to the Agreement and has supported a proposal to amend it

to raise the current student enrolment cap from 18 to 24 • this will significantly reduce the school's operating costs per student.

The petitioners then requested Parliament House to call on the Minister for Education, Training and Employment to:

• honour the Agreement with GU • ensure this unique school continues to operate to provide education to existing and

new primary students • recognise the school as a Centre of Excellence for multi-age teaching and • ensure the school, in partnership with GU, continues to provide quality teacher

training and research opportunities for the future teachers of Queensland.

At the time of writing this report, an e-petition (sponsored by Han I an Walker MP) due to close on 31 July has 656 signatures to support the OYSS and GU partnership according to the website http://www.parliament.gld.qov.au/work-of-assembly/petitions/e-petitions . It is anticipated this petition will be tabled in Parliament on 5 August but the points made in it are listed above.



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6.0 Conclusion

Community consultation regarding the proposed closure of Old Yarranlea State School resulted in a total of 86 submissions and five meetings facilitated by Jan Taylor, the JTA Principal who was responsible for coordinating the consultation process and activities. Every effort was made by the consultants to ensure all views were represented and everyone had an opportunity to make a submission.

From the outset of the consultation process, the OYSS school community maintained that the central analysis by DETE did not provide an accurate or full picture. It expressed consternation that the school had even been included on the potential school closure list as the unique (Griffith University-related) environment and circumstances of the school appeared to contradict all of DETE's School Viability Assessment criteria.

The community believes the partnership between Old Yarranlea State School and Griffith University is unique in Queensland and has dual benefits. The school is situated on university land maintained by the university (effectively reducing DETE's costs) and its students have convenient access to the university's sporting and other facilities, as well as its professional expertise and counsel. Submissions claim that the university benefits from the partnership in terms of specialist teaching training in a one teacher school as well as via a number of other training and research interfaces.

Major issues for the school community included the need to ensure students were not disadvantaged by a potential closure as there was considerable concern expressed that both curriculum scope and extra-curricular activities would be reduced at any other schools the children attended. The point was also made very strongly that the multi-age teaching structure at Old Yarranlea provided students with leadership and social benefits unlikely to be obtained elsewhere.

The process engaged and involved a broad range of community members, including staff, students, parents, and the local state MP. It was evident through the submissions and consultation meetings that the community is proud of its school and united in its desire to remain open.

The efforts of the current ten families were augmented by the contribution of the local state MP, past pupils, trainee teachers now in full-time employment, ex-Principals, and families whose children had in past years experienced the pleasure and benefits of involvement with such a small school. It was evident the school community believes passionately that the school should remain open.



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APPENDIX 1 -Consultation Plan, Old Yarranlea State School

JTA Austral ia Page 118


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Consultation Plan Old Yarranlea State School

Introduction The Department of Education, Training and Employment has identified Old Yarranlea State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Old Yarranlea State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.

The consultation plan outlines the opportunities for the school community to provide input into the discussion about the future educational needs and opportunities for students of the school. It is important that the school community get involved to identify the range of factors that are relevant to the school community and that need to be considered by the Minister in the final determination about the future of the school.

Stakeholders As part of the consultation process, it is important that all stakeholders who are part of the school community have their say.

The following list of stakeholders has been identified by the Principal and President of the P&C Association to be included in the consultation process:

• parents • staff • P&C Association • Council representatives • Local member of parliament • Griffith University- Professor Donna Pendergast, Dean of Education from Griffith University • I an Walker (LNP), Member for Mansfield

Consultation activities To give stakeholders the opportunity to have their say, a range of consultation activities have been identified by the Principal and President of the P&C Association. The following provides a list of the consultation activities to take place, and the nominated schedule for these activities.

commun Initial meeting with Principal and P&C President led by inde ndent consultant Initial community meeting led by independent consultant

Meeting with Donna Pendergast, Dean of Education from Griffith Universi

Monday 6 May 2013, 8.00am-9.00am

Wednesday 22 May 2013, 6.30pm-8.30pm

Tuesday 28 May 2013, 4.00pm-5.00pm

Provide an explanation of the School Viability Assessment process and consultation, including the consultation plan. Opportunities for questions and initial feedback will be ca red. Provide an opportunity for Griffith University to have input into the DETE consultation process.

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Consultation Plan Old Yarranlea State School

Second community meeting Wednesday 12 June A second meeting with the Old Yarranlea 2013, 6.30pm-8.30pm State School community will provide a formal

opportunity for feedback and submissions on the closure to be made.

Third community meeting (if Week 15-19 July A third meeting with the Old Yarranlea State requested by community) School community will provide a formal

opportunity for final feedback and submissions on the closure to be made.

Written submissions via email Ongoing until COB 9 August 2013

Communication Options Communication with stakeholders about upcoming activities and the progress of the project is integral to a successful consultation process.

The following communication methods will be used to share information with the school community: • weekly/fortnightly school newsletter item week beginning 6 May • advertise consultation activities on school website week beginning 6 May

Should members of the school community wish to lodge a written submission, two dedicated email addresses have been established:

[email protected]

[email protected]

The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister; contributors can ask that their names be withheld.

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APPENDIX 2- Issues raised in meetings and submissions received



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PaceloflS

about Departmental procedures, means of communication with schools etc, how to operate a P&C meeting, oftl>~ir ·on•t•a<·h•rschool communities, how and when to communicate professionally with parents and community

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to operate today as a small, one teach!!r school, providing opportunities for pre-service teachers to experience teaching in a one teacher school and promoting research

lli)}:@:)Tt1e school has a small but strong community that works to establish and maintain meaningful partnerships with neighbouring schools, the local community and Griffith University is located on Crown Land with Griffith University the registered owner held as a deed in trust for university purposes

ay 1995 the current agreement between the Department of Education and Griffith University was signed- by the then Director- General of Education Mr Frank Peach and the then Vice Chancellor of Griffith University Professor

Webb. The agreement outlined the operations of OYSS including: context; rationale; guidelines for operation; admission and attendance; staff; coordination responsibilities of the principal; research in the school; responsibilities

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--t--+-+--f ::·· begun denied both the staff and P&Cs two weeks' access t o their school-based communication networks Queensland Government has failed to provide the school and local community with meaningful dialogue, or given them the Information, support and time they need to feel confident that they are Indeed a valued part of the

decision-making processes. The QTU further maintains that the Minister has used the resulting anxiety as a cynical excuse to silence public debate and protest

--+--+-+--r full public release Is made of the Independent consultant's repo rt on Old Yarranlea SS at or before the time of any Government announcement on the fate of the schoo

can be no doubt that Old Yarranlea SS Is highly valued by its students, their parents. and staff. In the school's 2012 annual report, parents and caregivers agreed 100% with the vast majority of performance measures, including

--t--+-+--+-._+----l--+-----+-+---+-l----1" .. '"· ··:-.. children were getting a good education and were making good progress, and staff agreed 100% that they had good access to quality professional development and that staff morale was high

--t-----+-+--+-._+---l--+---+-+--+-l----1~~··-: :~~~ ~~~~~:~i~dr~;:e~:lda~~ ~~:,'=~o:~:~e;;o~~;;:e'::lac:1~~:~:~i~:~ha~c~~:i:~~~~0o~h:h.:~:::~uld not be available. Old Yarranlea SS Is in the fortunate position of having access to outstanding facilities and specialist

--+---+-+--+-t--+---lf-:-+--t--t--+-t----t----ll-+----1'..'."::·:·· _at Griffith University, at no extra cost to the Queensland Government

l----t~~-+---ll-+--t--t--t-t--t----ll-+--t--t--+-~-+---ll-+-t~-+---+-+--+-._+-t--+-~~1 =~=~=:~:::::~=~~=m-~~~~fu~~~-~h~~~~~~~~~~~~~~~~~~~~~-~ associated with the strategy, It is noted that: The demand for professional experience placements in Queensland schools, and the complexities associated with arranging them, have increased substantially with growth In student

and the number of higher education institutions offering Initial teacher education programs. Education Minister John-Paul Langbroek said A Fresh Start also encouraged higher education Institutions to work more closely with and teachers to support the development of pre·service teachers. It is difficult to imagine a closer relationship between a higher education institution and an Education Queensland school than that which exists at Old Yarranlea

--+--+-+---+-1----1::~· -~: the groun~s~~~:~~ ~:~~:~~; ~::::~~~~~:ct sheet also erroneous ly states that: "There are currently no formal agreements, legislation or policies that commit Queensland schools or school systems to providing

experience placements". A formal agreement on the operations of Old Yarranlea SS was signed in May, 1996 by then Director-General of Education, Frank Peach, and then Vice-chancellor of Griffith University, Professor

unique setting is presumably one the Education Minister should value highly due to the strategy Beyond the Range aimed at hig~achievlng pre-service teachers being offered grants that will take them 'Beyond the Range' for practicums this semester. Clearly the multi-age, small school practicum environment provided at Old Yarranlea SS, without the costs associated with relocation to a rural region, should be of real value to the Queensland

fully operating school provides a rare asset for research by the School of Education and Professional Studies. The School's website notes its outstanding record on and reputation for educational research. The depth, breadth and

-+--t---tf---L . :.--~~-~· • of education research carried out at Griffith University benefits education professionals across the state, nation and Internationally. Old Yarranlea SS plays a valuable role In delivering those benefits officers have been able to attend community meetings open to the general public, there has been no formal engagement of the QTU In the consultation process, thus making it extremely difficult for the QTU to represent its

--+--+-+--L•~•. •_,~ .. ~-~ - ·~.-· n•n<• .. 'n'""' interests and protect their industrial rights made by the Queensland Government or Department of Education, Training and Employment must not consequently violate any agreement, award, memorandum of agreement or understanding. policy, practice or other

with the Union Government or with the Union

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41 .27

incidental benefits for both parties. The dose interaction brings many

music, mathematics and science and a diverse range of school and

to 24, would result In a decrease in the cost per student to grants core grants i

The 'SChool Grant' which accounted for $22 839 of overall grant revenue In 20121s made up of $21 080 base payments and $100.50 per student. Thus the $22 839 School Grant received In 2012 would be expected to increase

represents the most significant grant received by the school. The NRIPS would increase slightly if the increased teaching equivalent allocation is factored in, however, the school is currently funding 0.2 FTE and it is

that this position could be filled at entry level ($48 829), thus 0.3 FTE at base level would produce a net recurrent income per student of $13 832. This falls below the State Average which Is not inclusive of Australian

availability of funds by reducing maintenance costs. In 2006. the school received a makeover from Better

In 2011, the BER funded Resource Centre and Creative Arts Oecl< were completed. Additionally, from 2010, the School •3rarat ln,creasedfronn appro>:lmately$11

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provides teacher training opportunities for Griffith University students by way of Practicum placements and internship for trainee primary school teachers.

and mu lti age teaching. It also gives students an insight into small school management. Old Yarranlea Principals and staff over the years have mentored future teachers in many ways such as guest lecturing. conducting running workshops. having one on one discussion and allowing observation both via video and by inviting groups into the classroom. The school also welcomes specialist trainee teachers. Griffith Uni, Science1 Maths, Music,

in their

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Pa&e 12ofl5

sought. This I goto24


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I costs and loss through the process: • Loss of productivity and

OYSS77 77.1 consider all the facts and data, legal and binding documents, the schools history, our voices and reason for closure carefully as OLD YARRANLEA should have never made it Into this school closure list

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forrn th•e heart <>f Ollr co•unti'V e<lucation system and will be rearing many of our future

86.2

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Issue No.

teacher training programs, both targeted at identifying and and developing rural teachers and more general have been identified by various parties as a comparison to the outcomes produced at OYSS. OYSS's goals to Train the

for Small Schools aligned with several of the current government initiatives e.g. Take the Lead, Beyond the Range. Represenatives from the 'Take the lead' program have indicated there Is potential for OYSS to play a part in and OYSS is that OYSS does not receive funds for ·there is a lack of of this

I I

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1.1 Enrolment History

1.2 Forecasts

1.3 Resident Student

Numbers (RSN)

2. Accessi b i I ity

2.1 Distance

2.2 Transport

Old Yarranlea State School- Summary of consultation findings and DETE response

• At meetings and through submissions, surprise was expressed •

that OYSS had been identified in terms of its enrolments.

Community members advised the following:

o Following an audit of space by DETE it was found OYSS could increase to 24 students;

o DETE has not raised the cap as the guidelines still state 18 o the initial information surrounding the proposed school

closure indicated (apparently incorrectly) that the occupancy of the school was only at 75% utilisation

o GU has agreed to amend the agreement to lift the cap to 24 and the P&C has requested DETE increase the number of enrolments accordingly.

When assessing current and future student aged population it is clear that the

community in and around Mount Gravatt can be serviced by existing schools

without requiring Old Yarranlea.

• Enrolment forecasts are strong, reflected by a waitlist of 28 • Not relevant to OYSS as OYSS does not have a catchment and has enrolments children which exceeds the current enrolment capacity currently capped at 18 students.

• The enrolment number is not anticipated to decline and waitlist numbers indicate raising the cap to 24 would maintain 100% utilisation immediately

• The school does not have a designated catchment area and its • Not relevant to OYSS as this school does not have a catchment and is enrolment

•

•

Enrolment Eligibility Plan (EEP) enables it to draw enrolments restricted.

from any geographic area.

Nil identified

Nil identified

• All OYSS students reside in another state school catchment and have the ability to

access their local state school.

• All students reside in another school catchment, with easy access to their local

school

• Individual student transition plans will assist with addressing issues

• Travel allowances would be available to eligible students (where applicable)

through the DTMR School Transport Assistance Scheme (STAS). Financially

Note: Enrolment data provided based on 2013 February Census data


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3. Curriculum


disadvantaged students (who live within these distances) may also be eligible for

further STAS allowances.

• BCC runs buses to local schools

3.1 Extent of Curriculum • Small multi-age setting/individualised programs may be lost at • Individual student transition plans will assist with addressing issues

I Ability to access larger school • DETE identifies differentiated learning as a key dimension to be analysed through the Teaching and learning Audits. local schools in the area have rated highly in this dimension, which illustrates the available individualised support for students who may transition.

resources • loss of curriculum opportunities and partnership with GU

annum

• P-7 lOTE (Japanese) program- other schools only offer Y4-7

• Curriculum opportunities across other local schools encompass those available at OYSS, although the unique partnership between Griffith University and the school are acknowledged.

• While other available local schools also have small class sizes comparative to OYSS, it should be noted that John Hattie's comprehensive meta-analysis of what makes a difference to student learning acknowledges that anything with over 0.40 effect size is considered to have a beneficial influence on learning. Class size has an effect size of 0.21 and therefore, of all the potential variables to impact on student learning, Hattie has not identified size as an effective variable.

• Multi-age/grade classes are also analysed resulting in an effect-size of 0.04, and therefore the effects are not compelling.

• While there are benefits to smaller schools, they are less likely to have the flexibility, breadth and economies of larger schools in delivering education services. Additionally, broad studies by the Organisation of Economic Co-operation and Development and McKinsey and Company are clear that teaching quality, instructional leadership and individualisation drive performance rather than the structural aspects of delivering education.

• Nearby schools have strong Special Education Programs which support students with a wide range of disabilities, as well as academically stretching students to achieve. Consistency of lOTE provision, through the offering of Japanese, can also be provided for via alternative local schools.

Cost per student impacted by DETE/GU agreement to only take Cost/Student/year at Old Yarranlea SS- $17,521 Cost/Student/year at Mount Gravatt SS - $9,681



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4.2 Comparison to other

schools

Other

Other


18 students- will decrease if enrolments raise to 24

• OYSS meets and exceeds finance budgets- assisted by GU

through in-kind contributions

• Recent investment into OYSS to improve surroundings and BER

Resource Centre

• DETE does not own the school or land - GU does

• Perceived greater cost to close and relocate than to remain

open

• Issues raised in other categories

• Agreement made between GU and DETE- the "Guidelines for

the operation of state school classes at Old Yarranlea State

School~~:

o States that termination of agreement to be mutual

between DETE and GU and in consultation with P&C

o Closure to occur 12 months after agreement to close

• BCC Heritage listed building

• Teacher training centre for 1 teacher schooling principal

• Suggested $1,000/yr/st levy to offset costs

• 1 teacher school on University campus only example in world

• Criticism regarding viability and assessment process

• Qld average cost/Student/year- $7,013

• Cost/student/year at Old Yarranlea 55 is 150% higher, or two-and-a half times more, than the Qld average.

• GU owns the BCC heritage listed school building

• DETE owns the BER funded relocatable Resource Centre building. Consideration needs to be given regarding relocation of this facility should a decision be made to close the school.

• Maintenance costs over the last 5 years - $33,950

• BER funding- $250,000 (Relocatable building)

• LALB initial view of guidelines is DETE is meeting spirit of guidelines • Further consideration/consultation regarding closure timeframes with GU will need

to occur in order to meet spirit of guidelines • DETE "Take the Leadu program is not reliant on OYSS/GU.



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Hon John-Paul Langbroek MP Queensland Govem m:?nt M.inister for Education, Training and Employment

--------------- -·-----.................................................................................... -.--... -.. ---· .

2 7 SEP 2013

Mr Mark Wright Principal Old Yarranlea State School 176 Messines Ridge Road MT GRAVATT OLD 4122

Dear~ht ~ >

Level 22 Education House 30 Mary Street Brisbane L;OOO PO Box. 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1ooo facsimile +61 7 3211 8011 Email [email protected] .gov.au

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Old Yarranlea State School will permanently close at the end of Term 4, 2013.

I understand that this decision will be disappointing for your school community. I would like to take this opportunity to sincerely thank your school community members for their participation in the recent community consultation process and for their efforts in preparing submissions.

My Department's regional office staff will support you and your school to manage all of the issues associated with the closure and I understand that some information has already been provided to support students, parents and staff through this process. The regional office staff will provide further information and support over the remainder of the school year.

I appreciate the important role you will play over the coming months as you work to transition students and staff to their new schools for 2014 .. I encourage you to work closely with your regional office to access the support you or your school may require to ensure a smooth transition. Thank you for your support in relation to this challenging task.

Should you require any further information, I invite you to contact Mr Chris Rider, Regional Director, Metropolitan Region by email at [email protected] or on telephone 3422 8666.

I

J HN-PAUL LANGBROEK inister for Education, Train ng and Employment

Ref: 13/265177


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Hon John-Paul Langbroek MP ''~~ Queensland GC\Ieir:TH?nt Minister for Education, Training and Employment

---~ .. ·-······--·····---·········· ·······························-······· .. ·--- ·-- ---··················-····-··········-··········· · - - ----

2 7 SEP Z013

The Honourable lan Walker MP Minister for Science, Information Technology, Innovation and the Arts Member for Mansfield PO Box 2202 MANSFIELD BC OLD 4122

Dear ~r SOJ' J

Lev€1 2 2 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East

Queensland 4002 Australia Telephone +61 7 3237 1ooo Facsimile +·61 7 3 211 8011 Email ed ucation @ministerial.q ld .gov.au


I understand that this decision will be disappointing for the school community. I would like to take this opportunity to sincerely thank you for your representations on behalf of the school community during the recent community consultation process.

My Department's regional office staff will support the school to manage all of the issues associated with the closure and some information has already been provided to support students, parents and staff through this process. The Principal and the regional office staff will provide further information and support to the school community over the remainder of the school year.

I appreciate the important role the Principal and Parents and Citizens' Association will play over the coming months to ensure that students make a smooth transition to their new schools for 2014.

Should you require any further information, I invite you to contact my Chief of Staff, Ms Fiona Crawford on telephone 3237 1000.

Yours sincerely

HN-PAUL LANGBROEK MP · ister for Education, Training and Employment

Ref: 131265177


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Hon John-Paul Langbroek M.P ~~~:,~~~~e~~ Minister for Education, Training and Employment

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27 SEP 2013

Councillor Krista Adams Councillor for Wishart Ward Brisbane City Council Wishart Ward Office Ground Floor 2072 Logan Road UPPER MOUNT GRAVATT QLD 4122

Dear Co~or ~~)

---···------·--··--·--·---------

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile +61 7 321 1 8011 Email ed ucation@m in isterr a l.q ld .gov .au





Should you require any further information, I invite you to contact Ms Lee Callum, Executive Director. Infrastructure Strategy, Research and Performance within my Department on telephone 3237 0950 or by email at [email protected].

Ref: 13/265177


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Action required: For approval ·----···········--·---···--····--·--·-·····--- -···· ·--- - ---- ·-·- ·--·····---- ··-----·····-·······---------



SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF CHARLTON STATE SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Charlton State School (SS) has been compiled by independent consultants, JTA Australia , for the Minister's consideration (Attachment 1 ).

• The Department has reviewed the consultant's report regarding the viability of Charlton SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2) .

• The Minister is required to make a determination regarding the proposed closure Charlton SS.

Key issues






6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of seven consultation meetings held in the Charlton SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected]), or to the consultant's designated email address ([email protected]).

8. A total n submissions were received as part of the consultation process for Charlton

9. The majority of written submissions expressed opposition to the proposed closure of Charlton SS.


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13/26499"8]

10. JTA Australia submitted a consultation report regarding Charlton SS to the Department for the Minister's consideration on 2 August 2013.

11. As per the attached Summary of Consultation Findings (Attachment 2) , the key issues identified during the consultation were:

• Potential enrolment growth due to the development of an industrial area near Charlton;

• Financial impact of additional travel with no bus service;

• Benefits of a small school and small class sizes.

12. The Department considers that these issues can be addressed as outlined below and in Attachment 2:

• Any future growth in the township will have negligible impact on the enrolments at Charlton SS as the school is poorly located to service future residential developments;

• The Department of Transport and Main Roads (DTMR) has confirmed a bus service is available from the Charlton community to Wellcamp SS. Students may be eligible for transport assistance.

• Wellcamp SS currently has 63 students enrolled. If the majority of students from Charlton SS elected to transition to Wellcamp SS, combined enrolments could be approximately 90. The Department would consider a school with these enrolment numbers to be a small school, which would meet the preferences and needs of the Charlton SS community, whilst providing enhanced opportunities for broader educational experiences for students.

Communications

13. If a decision is made to close Chariton SS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Charlton SS for closure, all current students at the time of the announcement (excluding students completing Year 7) would be eligible for a one-off uniform allowance of $350 for their new school.

16. The Department would support current students and families, if required, by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination school's fees are higher than their current schooL

17. The Assistant Director-General Finance and Chief Finance Officer will develop an appropriate internal process to facilitate:


• if the Student Resource Hire Scheme is higher at the destination school, the difference will be discounted at the time when parents/guardians join the scheme at the new school (for the initial year only).




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~artment File Ref: Page3 of 5

13/264998 I












Other

28. Should the Minister determine that Charlton SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

29. If the Minister approves the closure of Charlton SS, there will be a need to monitor student relocation enrolment choices as the neighbouring primary schools, including Wellcamp SS, could require the provision of hire and/or relocatable facilities. The funding requirement is unknown at this time.

30. If required, these relocatable or hire buildings would be able to be delivered in time for the start of Term 1, 2014.

31 . The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation, on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.


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32. The Department has recently reviewed and revised its School Closure Checklist, a comprehensive document that outlines the various operational action items, roles and responsibilities associated with the closure of state schools. Should the Minister approve this school for closure, the School Closure Checklist will be distributed to relevant officers for completion.

Background

33. On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Charlton SS.


35. Charlton SS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

36. Wellcamp SS is located 5.2 kilometres away from Charlton SS.


37. The consultation report identified a strong community commitment to Charlton SS and a strong desire to keep the school open.


39. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Charlton SS be approved for closure.


40. I am of the view that the contents or attachments contained in this brief are not suitable for publication! except for the template letters.


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Recommendation

That the Minister


13/264998 I

approve the closure of Charlton State School from the end of Term 4, 2013; and


NOTED


tb, 1 ,~s 0 Copy to Assistant Minister

Minister's comments

Action Officer Endorsed by: Lee Callum DOG Executive Director Jeff Hunt Infrastructure Strategy, Corporate Services Research and Performance Tel: 3237 0950 Tel: 3405 6329 Mob: Mob:Date: 21/08/2013 Date: 22/08/13

~/NOT APPROVED


Endorsed by: AIDDG Patrea Walton Education Queensland

Tel: 3237 0619 Mob:Date:

)iid cfo(vl /~

g~::::;ersto~ Tel: 3237 1070 Mob:

Datedb''t '\-;



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Charlton State School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Charlton State School .................................................................................... 5 3.1 Profile ............................................................................................................ 5

3.2 Consultation plan and activities ..................................................................... 5

4.0 Charlton State School Issues ........................................................................ 6 4.1 Preamble ....................................................................................................... 6

4.2 Enrolments .................................................................................................... 6

4.3 Accessibility ................................................................................................... 8

4.4 Curriculum ..................................................................................................... 9

4.5 Resourcing equity ....................................................................................... 10

4.6 Local issues ................................................................................................ 11

4.6.1 Student and school performance .......................................................... 11

4.6.2 Other issues ......................................................................................... 12

4. 7 Options ........................................................................................................ 13

5.0 Petition .......................................................................................................... 14

6.0 Conclusion .................................................................................................... 15

APPENDIX 1 - Consultation Plan, Charlton State School .................................. 16




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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Charlton State School (CSS).

CSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.

JTA Australia was selected to provide independent consultancy services to facilitate the consultation regarding the proposed closure and assume responsibility for assisting the school community to develop appropriate consultation approaches with each community. JTA's role included co-ordinating and facilitating community meetings and the collation of information presented during the meetings and through written submissions. Its role did not include the formulation of recommendations. The recommendations will be determined on the information provided to the Minister via the School Viability Assessment criteria and this consultation report which outlines the quantitative and qualitative issues submitted to JTA through the consultation process.




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2.0 Methodology



closure of CSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school








o This was facilitated through early completion of the consultation plan, including key stakeholders and a list of communication media to be used. Supported by JT A the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders.

• three avenues for CSS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended and there were meetings of other designated stakeholders such as students, teachers, P & C Association, Toowoomba Regional Council etc. JTA Senior Consultant, Barrie Spring, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during community meetings

o Via submissions (to be lodged by 26 July1): a total of 71 submissions were

received. DETE provided an email address for the consultation exercise but JTA also asked for the addition of another address (an independent JTA email one) which guaranteed the anonymity of the submission author if required


JT A Austral ia Page 13


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o Via DETE and Ministerial correspondence: when views were expressed about the proposed closure of Charlton State School

• reference to the four criteria in DETE's School Viability Assessmenf procedure o This four page document is on DETE's website. JTA downloaded the




collection of all issues, concerns and options via both stakeholder and community meetings as well as by submissions







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3.0 Charlton State School

3.1 Profile

Charlton State School is located on the Warrego Highway midway between Toowoomba and Oakey. It was officially opened in 1898 and has been educating students for 115 years.

CSS has the capacity to take 70 students although on Day 8 of 2013 there were 32 students enrolled, giving the school a utilisation rate of 45 per cent.

The school campus includes students from Prep to Year 7 and runs multi-age classes because of its small size. CSS currently has one teaching principal and two part-time teachers as well as four part-time teacher aides. The school participates in combined activities with others in the region to enhance the curriculum and extra-curricular activities available to the students, and receives visits from physical education, music, Languages Other Than English (LOTE) and special education teachers and has access to a support teacher for literacy and numeracy.

The school has air-conditioned buildings, large classrooms, smart boards and ready access to computers in the classroom. It is situated on 2.8ha providing open space with playgrounds and large sporting areas, as well as a bike track and bikes.


The consultation plan is attached as Appendix 1. Barrie Spring attended and facilitated those meetings to which she was invited (five in total) and also ensured a record was kept of questions and comments.

The table below identifies the number of attendees at each meeting as well as its purpose.

Table 1: List of CSS Meetings



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4.0 Charlton State School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Barrie Spring at each of the five meetings and from the collation and summary of 71 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school and other community members including former families of the school. In relation to the following outline of issues raised in submissions by the CSS community JTA has generally not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached as Appendix 2. A qualitative summary of those matters follows to provide an indication of the strength of the views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment (SVA) criteria.

4.2 Enrolments


Comments on enrolments referred to the possible reasons for CSS's performance against the viability criteria, current and potential growth in enrolments and the capacity of alternative schools.

In response to DETE's identification of CSS because of its declining enrolments several criticisms were offered:

• although it appears there has been a statistical decline in enrolments, overall the enrolments at the school are similar now to what they were ten years ago, and significantly higher than twelve years ago

• one parent has had children at the school for the past six years; she said there had consistently been more than 30 students enrolled

• enrolments in the lower end of the school (one third of the student population is in Prep or Year 1) imply the school is 'bottom heavy' and therefore should not experience a drop in the next few years

• marketing efforts have seen an increase of four students in as many weeks with enrolment numbers now at 38

• the community was surveyed regarding prospective enrolments in Prep over the next five years; there are already seven enrolments for 2014, five for 2015, eight for 2016, three for 2017 and one enrolment for 2018.

Several submissions also pointed out that the trialling of the Prep initiative in 2006 had been counter-productive for the school because:

• it artificially created an enrolment peak when families took advantage of Charlton's full time Prep program as opposed to the part time pre-school programs at other schools

• some of these families moved older children to the school; the increase exaggerated the enrolment for that year and the school went from two to three teachers. Numbers were maintained for a couple of years until some of these families moved back to their nearest schools or moved away from the area



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• a building was specially constructed for the Prep trial but three classes were unsustainable when the trial finished

• if the additional Prep classroom space had not been placed at CSS then the school's capacity would only be 53, and with 37 students the school would be reaching 69.8o/o utilisation.

• CSS should not be disadvantaged because of the Prep trial as it artificially created under utilisation of capacity (because of the additional facilities built for the trial).

In addition to the trialling of Prep and increased capacity due to the new building, uptake of property by both industrial developers and the Department of Transport and Main Roads (DTMR) to make way for future development is believed to have led to a gap between when the properties were purchased and vacated (taking enrolments away from the school) and the beginning of significant development. It was noted the school lost four families when nearby land was resumed by DTMR but nothing has since been done with the land.

The demand for locally available education (leading to potential for growth in future enrolments) was identified in meetings and submissions and examples pointed out by the community included:

• Charlton is more of a location than an actual community and draws its students from a variety of surrounding areas ranging between three and twenty kilometres

• housing density of the catchment area is lower due to acreage blocks and it is mainly a farming community with some larger (one to five acre) house blocks at Gowrie Mountain

• Charlton is part of a rapidly developing area, with a significant part of the Charlton/Wellcamp area being zoned 'industrial' in the last ten years

• due to the creation of the Charlton Wellcamp Enterprise Area the Charlton area is experiencing the start of a major business, industrial and employment expansion

• rapid growth in the Charlton Wellcamp Enterprise Area is predicted by the Toowoomba Regional Council (TRC) to have the potential to provide employment for between 12,000 to 15,000 people in a few years and increase the TRC area's Gross Regional Product by about 30°/o

• TRC considers the area to have the potential to be a key catalyst for business growth, leading to a more self-sustained economy

• Gowrie, the closest community in a straight line, already has population growth of 3.20fc>; extensive growth of the Gowrie and Kingsthorpe areas is anticipated with the development of the industrial zone

• Charlton is part of the Australian Bureau of Statistics' Gowrie Junction area; ABS data for 2011 shows that Gowrie Junction had a higher percentage of people in the 0 to four year (8.3o/o) and five to nine year (8.9°/o) age brackets than the Queensland average (6.9% and 6.6°/o respectively) .

• a significant truck stop adjoining the school grounds is in the final planning stage • an airport being built nearby will encourage more employment and population growth.

The community, and the Toowoomba Regional Council, believe it is reasonable to assume an increased local need for primary education in the coming years.

It was stated the real growth is yet to come as evidenced by statements that: • discussions with TRC showed development was only just commencing. Council

expected more workers to move to and live in the area as jobs became available; parents then working in the area may want a school for their children close to where they work. CSS would be very convenient

• with a future predicted workforce of at least 12,000 in the Charlton industrial area there is likely to be associated residential development nearby



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• TRC has indicated parcels of land between Charlton and Toowoomba have been left for future residential areas as the need to house workers emerges

• this workforce will be seeking local housing and services, including free state education

• Toowoomba is expanding from Wilsonton towards Oakey as the population increases and more people move to the region seeking employment.

It was noted that with both parents often working, parents enrol their children into childcare facilities and schools closer to where they work and not where they live. With prospective employment numbers indicated as above for this area, CSS is well located as the hub. If even a small number of these employees wish to enrol their children in the school nearest their workplace this will increase the need for the CSS. Any closure of the school at this point in time would therefore seem to be premature.

It was also suggested that if the school were to start an Outside-School-Hours Care (OSHC) program it would provide further encouragement for families to send their children there.

Parents commented they should have the right to choose the school suitable for their children. If the school did close, they believed alternatives presented a number of difficulties including:

• Wellcamp State School (WSS), the nearest school, is at capacity and trending up • WSS will go above capacity and require a new building if students from CSS move

there • Fairview Heights SS may be another alternative because it is also on the Warrego

Highway on the way to parents' workplaces; however, it too is at capacity and trending up

• Glenvale State School is almost full and parents have been informed the school is monitoring enrolments; potential students outside the area might not be accepted for enrolment.

Parents were concerned that other schools in the area are significantly larger than CSS and so cannot offer the small school environment that many CSS parents have sought.

4.3 Accessibility

DETE'S SVA accessibility criteria include distances and travel times to and from school, access to nearby schools or alternative education programs, transport options and arrangements for the school and neighbouring schools (road networks, bus routes, train routes).

Accessibility issues were raised at meetings and via submissions on the ease of accessing CSS on the Warrego Highway, the need for extra travel if forced to attend another school and the viability of co-opting a bus service to carry the students to other schools in the area. Examples provided included:

• CSS is conveniently located on the Warrego Highway as it makes pick-ups and dropoffs easy before and after work and has enough car parking for every parent's vehicle

• in a survey parents unanimously stated WSS was their preferred alternative school due to its size but the extra 5.2 km (21 km per day, 105 km per week) would mean a further impost on family budgets as there are no bus services

• the added expense would be considerable for families, many of whom are financially and socially disadvantaged. According to the Federal Government's My School site, the Index of Community Socio-Educational Advantage (ICSEA) value for Charlton SS is 910, compared with the national average of 1 000



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• Gowrie and Kingsthorpe schools are about six km off the highway and if parents take their children there on the way to work it would add distance to the drop-off trip

• Kingsthorpe SS would mean a longer drive for families and the road to the school has flooded over during the past two summers

• the Australian Curriculum, Assessment and Reporting Authority (ACARA) My School website mistakenly identified Biddeston State School as the closest school at 3.9 km from Charlton but the community believes it is about 18km away

• one family advised it would consider home schooling because there are no suitable options

• catchments and distance between schools does not necessarily recognise the physical lay of the land

• the belief that there is no viable bus service for families to use so all parents would need to transport their children by car to any alternative school

• this would completely change routines for parents living and working in Charlton and may have substantial impacts on their ability to continue to work in the area

• the high school bus collects Charlton students and could be diverted to WSS for primary school children; young children would then be dropped off at about 7.30am with no supervision. Additionally, there was concern about young children travelling on a bus full of high school students.

It was noted that CSS is not chosen by parents purely because of its location; many families travel to be part of the school community because of the benefits for their children.

4.4 Curriculum


Comments made through meetings and submissions expressed the view that students did not miss out on curriculum offerings; parents also referred to the ability of CSS to be more flexible in curriculum delivery to those with special needs.

It was generally agreed during the consultation process that CSS accesses the Australian Curriculum through the multi-age C2C units; curriculum offerings in the learning areas are therefore the same as in any other school in the area. The school community supports the view that CSS provides a rigorous and child-centred curriculum which, according to surveys, parents are very satisfied with in terms of the level of support and the overall level of education their children are receiving.

It was also claimed that CSS is different from nearby schools because it caters more effectively for children with diverse learning needs than larger schools. The advantages of the delivery of the C2C curriculum in the small school setting were seen as:

• more flexibility in its provision of individual programs for children with learning, social and behavioural difficulties

• students confirmed with a learning disability can access curriculum delivery at the most suitable year level

• this was deemed to be a major advantage of a multi-age arrangement as it gives them confidence and they do not feel alienated

• in addition to catering for those with identified learning difficulties, it was said CSS is structured and resourced for students with disability (SWD) or those who do not quite qualify but need support as they are given individual programs and work in small groups

• classroom and outdoor space is larger and allows a greater variety of lesson types enabling the curriculum to be differentiated to suit the needs of all children.



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The school was said to cater very effectively for students who would otherwise struggle in larger schools; fears were raised that the developmental and academic progress of the large proportion of students who require a high degree of learning support will be jeopardised by moving them and their families to a larger school.

Parents of children with learning needs who have specific programs designed for them fear that there will be no continuity of programs for their children. It was suggested that it will take a prolonged period for them to settle into a new school and then it will take considerable time for the new school to make curriculum and programming provisions to cater for their needs (if they have the resources to do so).



Cost per student was not seen as an issue because the cost of running a small school varies little. While it was agreed the cost of educating a child in a small school is higher than that of a large one the community believes this is not significant in a school of CSS's size because:

• as a two-teacher school, if CSS enrols more children the cost of running the school changes little until CSS reaches 52 children

• the staffing level would remain virtually the same • maintenance costs would not change • the School Grant would only go up marginally.

It was noted that it does cost more to fund the education of students with disabilities and children with significant learning problems. Additionally, as CSS was identified as a low socio-economic school with a prep class, it was allocated a significant increase in prep teacher aide hours this year; it would not be fair for DETE to offer this allocation then use the increase as part of the argument to close the school. The increase in funding would significantly change the comparative costs per child.

It was also said the current servicing costs to the school are minimal including two hours a week for a grounds officer, 14.5 hours per week for a cleaner plus two part time teachers and one full time teaching principal.

CSS is a well-maintained, organised and highly resourced small school which provides: • air-conditioned buildings • large classrooms with space to move • smart boards, iPads and ready access to computers in the classroom • tennis court and cricket pitch • lots of open space with playgrounds • large sporting areas • bike track with bikes and • an outstanding number of activities for children.

It was considered particularly advantageous for those students coming from lower socioeconomic backgrounds that the P & C provides so much including:

• bike track and bikes to teach children road safety • vegetable gardens and chicken pen • lighting • time spent beautifying the grounds with plants and trees • erecting ANZAC memorial



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• shade shelters and undercover learning area • seats • fridges for all class rooms • playground and sporting equipment • all ground maintenance • tuckshop with home-baked food • subsidised bus travel to sporting, cultural events and educational excursions.

These benefits are complemented by the fact that CSS interacts with other schools e.g. on sports days, giving children greater access to activities. Concerns were raised there will not be the same level of resources available for CSS students at alternative schools, particularly for those with special needs. Parents and community members are concerned the hard work put into fundraising and labour to supply resources and facilities will have been pointless. It was also felt it is a false economy to close CSS and then have to undertake construction at other schools to cater for its students.

4.6 Local issues

This category is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise other issues the community believed he Minister needed to be aware of in making his decision.

4.6.1 Student and school performance

Many comments were made about the quality of the teaching staff and the learning environment. The following are some of the comments made about the staff of CSS:

• teachers are supportive, encouraging and know each child's needs • teachers ensure children take responsibility for their learning and feel comfortable in

seeking out help from any staff member • teachers and teacher aides are like a family extension • staff make families and students who are different feel welcome and valued.

In addition to believing their children receive a good education, community members also felt CSS provides a safe and welcoming environment as seen by the following comments:

• willing to do a round trip of 40 km each morning and afternoon; happy to drive past other schools to send children to CSS which is the best facility to provide a good education in a warm, friendly, nurturing and caring environment

• many of the students who attend CSS have experienced bullying and maladjustment in larger schools and have subsequently found a safe, community-minded learning environment at CSS

• CSS provides a unique educational experience where children learn to accept those who are different and encourage and support each other through older children taking on a caring role.

Many comments were made on the benefits of a small school, small class sizes and the multi-age format; these included the following:

• children learn and experience a community spirit and enhance their social skills and tolerance

• small numbers in the playground mean children need to resolve conflict quickly and form relationships with children of other age groups

• less, if any, bullying, with children looking after each other • children enabled to demonstrate leadership qualities from a young age • children learn better and do well academically with the low adult to child ratio • mixed grade classrooms allows seamless adaptation of curriculum to learning needs



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• individual attention and mixed class levels mean children can work at their own level, including those who need extra help or need to be extended, learning at a higher level

• children's cognitive development is enhanced by opportunities to learn from older sttudents, ideal for children with higher intellectual abilities

• small country schools are needed to cater for families with extreme circumstances (e.g. children who are victims of domestic violence under temporary protection orders) who need to know there are people with whom children can trust and feel safe

• every student can be involved in preparation for performing arts and musical events over the year and is likely to contribute to multiple items at the school concerts

• the small school culture has provided many students with academic success which they would not have experienced at a large school with limited human resources.

Reference was made to research on small schools; this was said to show that smaller schools are generally better for most purposes in education. Many studies conducted during the past 20 years have found that small schools, particularly at the primary school/eve/, have a positive effect upon student achievement, extra-curricular participation, student satisfaction, student behaviour and attendance. There is also evidence that closing schools is likely to lead to lower student achievement. (Trevor Cobbold, July 2011)

Concerns were raised that closing the school would have an impact on children by interrupting the continuity of their education, causing them to fall behind, impacting on their social and emotional learning, their friendships and confidence.

It was felt children with learning difficulties will take a long time to settle into a new school. Particular mention was made of children with moderate to severe learning and social needs and of two Year 5 students having the doubly unsettling experience of changing primary schools for one year before they become part of the inaugural Year 7 to high school group.

Parents of students with a disability (SWD) emphasised they had deliberately chosen CSS and wanted their children to continue there because:

• the individual needs and behaviours of students with disabilities are understood and catered for by all staff

• they will regress if moved to a larger school • parents of children who have had special programs designed for them fear there will

be no program continuity • children receiving the greatest benefit from a smaller school setting are those who

do not quite qualify for SWD support. They believe larger schools receive no support for these students but CSS is structured and resourced to cater for them

• their cognitive development is enhanced with opportunities to work with others at their own level.

School students were encouraged to express their views in writing and amongst other things listed the loss of friendships, the special relationship they had with the teachers, the wonderful facilities and resources available to them and the safety, nurturing and individual development that came with being a student at CSS.

4.6.2 Other issues

The school community held many meetings (not all facilitated by JTA) and discussed the impact the school closure might have on the children, parents and wider community. Most impacts were discussed in the preceding sections but some fell outside those broad headings. The community expressed concern that:



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• less viable schools are not on the list • the history of CSS (the school is over 115 years old) makes it a valuable part of the

district's heritage • CSS has strong connections with, and overwhelming support from, the local and

broader community • impact on local businesses will be felt if staff members and parents who drop their

children to school each morning and frequent the local shops to purchase items are no longer around

• the living standards of families will be impacted to travel via car to Toowoomba each day to deliver their children to another school and arrange and pay for after school care (or change their employment status/conditions to pick their children up)

• P&C fund raising efforts have heavily subsidised disadvantaged students to enable them to access services such as the Life Education van and learn-to-swim program

• the Queensland Government should not make a decision for long term educational services offered by CSS until its own Schools Planning Commission has reported to the Minister and to the Queensland public

4.7 Options

The community did not consider any options that included closure of the school. They felt it would be more constructive, and reflect the unanimous views of the school community, to consider interim solutions while demand for the school increased. Options included:

• Charlton should be given a reprieve for a year to improve student numbers • the third classroom could be utilised to provide a quality inclusive SWD program for

parents who want inclusion but with the more specialist programs required by individual education plans

• establishment of a Mentoring and Professional Development Program, with Charlton utilised as a practical example, could provide experience/strategies to teachers taking on a teaching principal role.



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5.0 Petition

CSS ran an online petition and as at the close of submissions on 26 July there were 92 signatures, some with comments. Many of the same issues were raised via submissions but the school community recognised some people felt more comfortable expressing their views in this manner, hence the inclusion of the comments below:

• It will be a loss to the children and will impact on them • children will miss their friends and their teachers • CSS has dedicated staff able to offer more care and devote more time to children • specifically chose school because it is small and has great staff • have had children at the school, have children who currently attend or are planning to

send children to CSS • invaluable education, experience and community values • Charlton is a growth region; closing the school will be a loss to the community • school is over 100 years old; need to keep the heritage • generations of families have ties to the school • school of excellence providing a foundation for each student to succeed • community has always been a strong focus of the school • children should not have to travel further to be educated • closing CSS will deny parents the choice of how they wish to educate their children.



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6.0 Conclusion

Community consultation regarding the proposed closure of Charlton State School resulted in a total of 71 submissions and five meetings facilitated by Barrie Spring, the JTA Senior Consultant who facilitated and managed the consultation process and activities. Every effort was made by the consultants to ensure all views were represented and everyone had an opportunity to make a submission.

Two issues dominated the discussions and submission content. The most important issue for the school community was the potential loss of a small, effective and well-resourced school that was the focus of the entire community. Its extensive facilities (many provided by the efforts of the P & C) are used by the wider community and other schools. It was said the potential loss is exacerbated by the higher than usual SWD and students with learning difficulties. According to the submissions, these children benefit not only from the school environment but also the highly personalised, and professional, services provided by the school and its staff.

Accessibility to alternative schools was also a major issue raised in the submissions and consultation. The school is on the Warrego Highway so is convenient for parents on their way to and from work; any detours make the life of working parents more difficult as the additional time and costs required to transport children to other schools would impact on these families.

The community is concerned that if its school does close, the preferred alternative of Well camp State School does not have sufficient capacity to cater for CSS students.

The Charlton State School community consultation process engaged and involved a broad range of community members, including staff, students, parents, local business, and local and state government elected representatives. It was evident through the submissions and consultation that the community is proud of its school and united in its belief that it should remain open.



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APPENDIX 1 -Consultation Plan, Charlton State School



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Consultation Plan Charlton State School

Introduction The Department of Education, Training and Employment has identified Charlton State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Charlton State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • school staff • regional Office Staff (Human Resources, Infrastructure, Leadership team) • P&C with support from P&Cs Qld • Toowoomba Regional Council- councillors and relevant departments • State Members of Parliament • QTU Representatives • local business representatives • local community groups • past students and parents • potential students and parents


Newsletter to school commu

Friday 3 May 2013 Give initial notification to parents of possible closure

Initial meeting with Regional Director, Principal Advisor, Charlton SS Principal, P&C President and independent consultant

Monday 6 May 2013, 9.00am-1 0.30am

To provide further information and discuss development of consultation plan

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Consultati n Plan Charlton State School

EQ HR consultants meeting with School Staff

Wednesday 8 May 2013 Discussion of options if the proposed closure of Charlton SS went ahead at end of 2013.

Initial Community Meeting -all Friday 10 May 2013, community members welcome 8.00am-9.30am (Regional Director and independent consultant to provide information)

Meeting between Principal and Monday 13 May 2013 Princi I Advisor Follow up community meeting Wednesday 22 May

2013 3.15 m-5.0 Meeting with P&C

TRC meeting with representatives from three regional schools that have been for closure.

Family and community Barbe ue Final Community Meeting

Written submissions via email, handwritten

22 May 2013, 6.30pm-7.30 m Friday 31 May 2013, 9.00am-12.00pm

Ongoing until 21st June 2013 May- July 2013

Week of 20 May 2013

TBA- July/ August 2013

Ongoing until 9 August 2013, 5pm

Communication Options

Provide an explanation of the Schools Viability Assessment process and inform Staff, P&C, school and wider community of processes involved in this consultation, including the consultation plan and how they can participate in the process. Opportunities for questions and initial feedback will be ca ured. Assist principal with outline of Viability Plan data collection Develop strategic plan for collecting information over the next month Clarify plan

Council will engage with, advise and support the schools- providing assistance and information

issues as the arise. Provide key stakeholders with the opportunity to make comment and have input into the consultation rt To collect their views on the school and what effect ch schools have on them.

To inform and update the community on the progress of Charlton SS consultation

recess. Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in the re

Communication with stakeholders about upcoming activities and the progress of the project is integral to a successful consultation process.

The following communication methods will be used to share information with the school community:

• Weekly school newsletter item • Advertise consultation activities on school website • Local newsletter • Flyer at local businesses • Meeting dates on sign at the front of the school

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onsultation lan Ch rlt n tate chool


[email protected]

[email protected] (for those would prefer their submission remain confidential and not go through the Department of Education, Training and Employment)

The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister, however confidentiality will be maintained.

Contact details Name Name Phone Email Principal Cathy Lavelle 07 4614 3333 [email protected] President, P&C Allan Calvert 07 4642 0928 [email protected] Association Consultant Barrie Spring 07 3268 6665 [email protected]

0418 746 116

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to be low socio-economic status, so the P&C uniform items to some children l(sio1gle,/separ;ated parents on welfare), subsidise school excursions to ensure children ae not disadvantaged due to family circumstances. Parents are concerned that if the school closes these things would not be available for their

16.17 lessons and excursions unaffordable

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so in a size .. As a more children the cost running the school changes little until rerr1ain, virtuallvthe same, maintenance costs would not change and the School Grant would only go up marginally. Being a small school the 'cost per child' changes dramatically with each

22.29

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with maintenance of the fields a Charlton student.

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to bring their children here because they don't fit into larger schools either emotionally or academically. There are a number of students with both verified and probable ASD symptoms. There are also a number of borderline II as well as some with diagnosed emotional issues. Charlton support each of these children individually and monitor them more closely because all staff know of their prob lems. They feel safer, happier and

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CSS36 36.1

38.3

38.4

38.5

close the school they will only have one year here. I'm sure they won't like that. Please don't close it down because maybe I would like my kids to come to this school when I grow up and have kids of my own. We will fight and CSS39 39.1

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State School needs to be open because there are lots of brothers and sisters waiting to come to this school. Why should we waste all of the new, expensive resources? There are so many staff here that almost everyone can lha\te ateac:heraide to help them. Firstly, think about all the brothers and sisters waiting to come. They must be so excited to meet new friends. But if the school closes, they will be awfully disappointed with the government. Secondly,

got the new, expensive iPads which were unbelievably expensive. And what about the bike track which was even more expensive. Think about our new That was expensive too . Finally, there are lots of teacher aides, so almost everyone can be helped by them. There are students who can't talk properly, and I know there are lots of staff to help. In conclusion, I believe that


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potential to provide employment

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parents often working, parents enrol their children into childcare facilities and work this area, State is well located in the hub of this employment area. Consideration by even a small number of these employees wishing to enrol their children in school nearest to their workplace will increase the need for the Charlton State and also warrant the need for after-school care and childcare facility. a decision to close Charlton State School would be premature and would lack strategic direction given the large scale employment growth of this area which

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Charlton State School- Summary of consultation findings and DETE response

History

.2 Forecasts

• Low utilisation created by additional Prep classroom spaces in 2006

• DTMR land resumptions and industrial developer activity has contributed

to loss of four families from the school

• Significant parts of Charlton/Wellcamp zoned industrial in the last 10 years

• Development of an industrial area- Charlton Wellcamp Industrial Area

(CWIA)- will provide additional new jobs and potential new homes in the

area.

• Feedback provided during consultation was that those future employees

working within the CWIA would benefit from a school nearby as they

would drop children to CSS on their way to work.

.3 Resident • No common issues raised. Student Numbers (RSN)

5 year average enrolments- 36

• Enrolments were 48 in 2005 and peaked at 54 in 2008 after the transition of

Prep Year into primary school, since then enrolments have declined to 35

students in 2013.

• While the Charlton Wellcamp Industrial Area has the potential to create jobs

in the vicinity of Charlton SS, the area around the industrial estate is zoned

Rural and Rural Residential, to support the protection of Good Quality

Agricultural Land. For this reason, there are a low number of future new

residences indicated in the Government Statistician's broadhectare analysis of

the Charlton SS catchment. Areas zoned for more dense residential

development fall within the neighbouring catchments of Fairview Heights SS

and partially within Wellcamp SS.

• Additionally, the school site is surrounded by land zoned Medium Impact

Industry for the purposes of creating the Charlton Wellcamp Industrial Area

which is not an optimal future environment for a school.

• There is sufficient capacity in the surrounding schools to absorb the current

enrolments from Charlton SS, should it close. The projected future growth of

the surrounding schools is more properly managed through expansions of

those schools. Charlton SS is poorly located to capture future residential

growth in these areas.

Charlton SS 70 35 38 46

Fairview Heights SS 616 577 780 799

Kingsthorpe SS 262 169 179 220

Wellcamp SS 72 63 93 158

• RSN -37 • RSN attend- only 15 of the 37 state school students living in the Charlton SS

catchment attend the school, which demonstrates families are already electing to bypass this school for an alternative state school.


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2. Accessibility 2.1 Distance

2.2 Transport

3 Curriculum

• Ease of access to the Warrego Highway and need for extra travel if closed

• CSS is convenient location for parent drop-off and pick-up

• Wellcamp SS cited as the preferred alternate school

• One family will consider home schooling

• High school bus that collects CSS students could divert to WSS. Concern

over primary-aged students travelling on the same bus as secondary

students.

• Financial impost of additional 5.2km travel per trip, no bus service.

3.1 Extent of • View that CSS caters for more diverse needs of students than larger

Curriculum/ ability schools

to access • CSS more flexible for students with special needs

resources • Multi-age C2C unit access, same as other schools in area

• Concern that students require a larger degree of learning

student per

Cost per student not seen as an issue as small school costs are higher until

size reaches 52 students

• RSN was 49 in 2005 which has dropped to 37 in 2013. • The attending RSN was 15 in 2005 and is 15 in 2013, although has ranged from

10 to 16 over the past eight years. This further demonstrates that Charlton SS is not the school of choice for local state school students.

• Approx. 53% of students enrolled at Charlton SS are from outside the catchment.

• From CSS:

o Wellcamp SS- 5.2km

• Travel allowances would be available to eligible students (where applicable} through the DTMR School Transport Assistance Scheme (STAS}. Financially disadvantaged students may be eligible for further STAS allowances.

• Charlton SS- bus service with capacity exists in the area travelling to Wellcamp

ss

• Individual student transition plans will assist with addressing issues.

• Multi-age/grade classes are explored in John Hattie's comprehensive metaanalysis of what makes a difference to student learning, with an effect-size of 0.04 (elements with over 0.40 effect size are considered to have a beneficial influence on learning}, and therefore the effects of multi-age/grade classes are not compelling.

• Special education teachers and learning support teachers are available at alternative local schools, and specific needs such as learning difficulties, low incidence disabilities and gifted and talented requirements can be appropriately supported.

• DETE has focused on supporting schools to effectively implement the Australian Curriculum. The Curriculum into the Classroom (C2C} units are available for all state schools to use, and due to alternative local schools also utilising C2C multi-age units, ensure that continuity of education for students will be delivered.

Cost/student/year at Wellcamp SS- $10,164


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annum

4.2 Comparison to other schools

Other Performance of Students

Prefer Small

Schools

Employment issues

P&C provided facilities &/or resources Options

•

•

• •

• • • •


CSS is a low socio-economic school, community agrees that the cost of

operating a small school is higher

Nil identified

Favourable comments on the performance and support provided by staff

Parents of children with SWD deliberately chose CSS as individual needs

are more effectively addressed

Many parents are willing to travel the 40km each morning and afternoon

Many comments made on benefits of small schools and multi-age format

School is over 115 years old and is a valuable part of the district heritage

Local business impact when parents no longer drop their children at the

school

• •

• •

•

• •

•

Qld average cost/student/year- $7,013

Cost/student/year at Charlton SS is 144% higher, or almost two-and a half

times greater, than the Qld average.

Maintenance costs of the last 5 years is $29k

BER funded Resource Centre in 2010 of $250k (relocatable building)

SWD entitlements (funds and staffing allocation) will transfer with student

Nearby school, Wellcamp SS is also a small school and offers multi-age classes

Wellcamp SS is not recorded on State Heritage Register

Necessary communications and procedures would be put in place to assist

school principals and teachers through the provision of additional HR support

in any school approved for closure, including additional guidance officer hours

and Teacher Relief Scheme (TRS).

• Regional Human Resource staff would work individually with all staff members

regarding relocation/transfer and other staffing issues.

• The Employee Assistance Service (EAS) would also be available to staff.

• P&C provides such things as shade structures, seats, playground and sports • DETE will ensure similar facilities are provided at the destination school where equipment, etc the majority of students relocate to.

• Community options proposed: • Community options provide for higher specialisation in area of SWD and

o One year reprieve to improve numbers

o Third classroom utilised to provide a quality, inclusive SWD program

o Establish a Mentoring and Professional Development Program for

teachers taking on a Teacher/Principal role

professional development, with no clear path for improved viability.


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Hon John-Paul Langbroek MP g~,~:~~~~~e~~ 'M.inister for Education, Training and Employment

2 7 SEP Z013

Miss Cathryn Lavelle Principal Charlton State School 10834 Warrego Highway TOOWOOMBA QLD 4350

Dear M~le ~~ >

-·-···-·-· .. ·---.... ·-·-------

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 1503 3 City East Que.ensland 4002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email [email protected]!d.gov.au

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Charlton State School will permanently close at the end of Term 4, 2013.



I appreciate the important role you will play over the coming months as you work to transition students and staff to their new schools for 2014. I encourage you to work closely with your regional office to access the support you or your school may require to ensure a smooth transition. Thank you for your support in relation to this challenging task.

Should you require any further information, I invite you to contact Mr Gregory Dickman, Regional Director, Darling Downs South West Region on telephone 4616 9111 or by email at [email protected].

Yours sincerely

I HN-PAUL LANGBROEK MP nister for Education, Training and Employment

Ref: 13/265121


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·Hon John-Paul Langbroek MP Minister for Education, Training and Employment

2 7 SEP 2013

Mr Allan Calvert President Parents and Citizens' Association Charlton State School 1 0834 Warrego Highway TOOWOOMBA QLD 4350

Dear Mr Calvert

---··········---~~-~---·· · ·· ·········------······------··················--·····•···· ·······----···----~

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City fast Queensland 4002 Australia Telephone +61 7 3237 1ooo Facsimile +61 7 3211 8011 Email education@ministeriaLqld .gov.au


I understand that this decision will be disappointing for your school community. I would like to take this opportunity to sincerely thank your Parents and Citizens' Association and school community members for participating in the recent community consultation process and for their efforts in preparing submissions.

My Department's regional office staff will work with your school to manage all of the issues associated with the closure and I understand that some information has already been provided to support students, parents and staff through this process. The Principal and regional staff will provide further information and support over the remainder of the school year.

I appreciate the important role you will play over the coming months in supporting your Principal to ensure that students make a smooth transition to their new schools for 2014.

Should you require any further information, I invite you to contact Ms Lee Callum, Executive Director, Infrastructure Strategy, Research and Performance within my Department on telephone 3237 0950 or by email at [email protected].

HN-PAUL LANGBROEK MP nister for Education, Training and Employment

Ref: 131265121


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Ron John-Paul Langbroek MP Queensland GcverrJn-? nr Minister for Education, Training and Em_ployment

----------------------------------------------·----··-- -'"-- --·-----·-·-··------·----------

2 7 SEP 2013

Mr Raymond Hopper MP Member for Condamine 14A Cunningham Street DALBY OLD 4405

Dear Mr Hopper

Level 22 Education House 30 Mary Street Brisbane '•000 PO Box 1 SO 33 City East Queensland 4002 Austraiia Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email [email protected] .gov.au

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, l have determined that Charlton State School will permanently close at the end of Term 4, 2013.





You~re~~~

N-PAUL LANGBROEK MP ister for Education, Training and Employment

Ref: 13/265121


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Hon John-Paul Langbroek MP g~.~:~~~e~~ Minister for Education, Training and Employment

2 7 SEP 1013

Councillor Paul Antonio Mayor Toowoomba Regional Council PO Box 3021 TOOWOOMBA VILLAGE FAIR QLD 4350

Dear~ PJJ

................... . ................. ___ _ Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1000

Facsimlle+617 3211 8011 Email [email protected]!d.gov.au






Yours sincerely

.[LZ_ OHN-PAUL LANGBROEK M

Minister for Education, Training and Employment

Ref: 131265121


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of 5 I Department File .Ref: ----T·--·--·---·13/265091 I


,..----------------------·-··---·-·--- --··-·- ------ ------. Action required: For approval



--

SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF TOOWOOMBA SOUTH STATE SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Toowoomba South State School (SS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1).

• The Department has reviewed the consultant's report regarding the viability of Toowoomba South SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Toowoomba South SS.

Key issues


2. These schools were Charlton State School, Everton Park State High School, Fortitude Valley State School, Nyanda State High School , Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.



5. The Department engaged an independent consultant, JTA Australia , to lead and manage the consultation process in each school community.

6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of four consultation meetings held in the Toowoomba South SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected] .gov.au), or to the consultant's designated email address ([email protected]).

8. A total of n submissions were received as part of the consultation process for Toowoomba South SS.

9. The majority of written submissions expressed opposition to the proposed closure of Toowoomba South SS.


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of 5 .__[Dep_e_._a_rt_m_en_t _Fi_le_R_ef_: _ _.__ __ 1....;;;,;3/....;;;,;2?I @I]

10. JTA Australia submitted a consultation report regarding Toowoomba South SS to the Department for the Minister's consideration on 2 August 2013.

11 . As per the attached Summary of Consultation Findings (Attachment 2) , the key issues identified during consultation were:

• Nearby schools are at or exceeding capacity;

• Strong Aboriginal and Torres Strait Islander (ATSI) and English as a Second Language (ESL) student population and support programs;

• Difficulty in accessing transport to neighbouring schools;

• Benefits of a small school.


• There is sufficient capacity at three neighbouring schools (all within 3km) to cater for Toowoomba South SS students;

• Alternative local schools offer Indigenous Teacher Aides and Indigenous Support Workers (ISWs) and additional funding under the Next Steps Program, along with Personal Learning Plans to ensure that the specific needs of the students are supported. Individual Student Transition Plans will assist in identifying the most appropriate neighbouring school to meet the needs of each student;

• Toowoomba South SS is within the Toowoomba Transit (Bus Qld) contract area. Existing services could provide travel to alternative schools such as Toowoomba North SS;

• Toowoomba North SS has enrolments of 166. This is considered by the Region and the Department to be a small school and offers similar benefits of a small school environment, whilst providing enhanced opportunities for broader educational experiences for students.

Communications

13. If a decision is made to close Toowoomba South SS, a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Toowoomba South SS for closure, all current students (excluding students completing Year 7) would be eligible for a one-off uniform allowance of $350 for their new school.

16. The Department would support current students and families, if required, by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination school's fees are higher than their current school.




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of 5 I Department Fii~ .• Ref: 13/26509f]






21 . Also, it should be noted that students, who choose a destination school which is not within their revised catchment area, may not be eligible for the STAS allowance as this subsidy is provided for students to access their closest state school.









Other

28. Should the Minister determine that Toowoomba South SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3) .

29. The Department has met the requirements of Chapter 2. Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation, on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur


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of 5

more than six months from the publication of the proposed closure in the Government Gazette.

30. The Department has recently reviewed and revised its School Closure Checklist, a comprehensive document that outlines the various operational action items, roles and responsibilities associated with the closure of state schools . Should the Minister approve this school for closure, the School Closure Checklist will be distributed to relevant officers for completion .

Background

31 . On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Toowoomba South SS.

32. The schools identified were proposed for closure in line with the criteria contained in the Department's School Viability Assessment procedure, in particular the enrolment and accessibility criteria .

33. Toowoomba South SS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term .

34. There are eight other state schools within five kilometres, with the ability to accommodate the enrolments of existing in-catchment students of Toowoomba South SS.


35. The consultation report identified a strong community commitment to Toowoomba South SS and a strong desire to keep the school open.

36. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Toowoomba South SS be approved for closure.




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Recommendation

That the Minister

[Q~.~~f!ment File Ref: Page 5 of 5

13/265Qill

approve the closure of Toowoomba South State School from the end of Term 4, 2013; and


NOTED


l ~ / c..( I l ~ 0 Copy to Assistant Minister

Minister's comments

Action Officer Lee Callum Executive Director Infrastructure Strategy, Research and Performance Tel : 3237 0950 Mob:Date: 2110812 0 13

Endorsed by: DDG Jeff Hunt Corporate Services

Tel: 3405 6329 Mob:Date : I I

~NOT APPROVED

J Minister for Education, Training and Employment

E!neef&ed by: AIDDG Patrea Walton Education Queensland

Tel : 3237 0619 Mob:

Date ~'VJ

g~d:::::erston~

Tel: 3237 1070 Mob:

Date~ I~ 1\b



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Toowoomba South State School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Toowoomba South State School ................................................................... 5


4.0 Toowoomba South State School Issues ...................................................... 6

4.1 Preamble ....................................................................................................... 6 4.2 Enrolments .................................................................................................... 6 4.3 Accessibility ................................................................................................... 8 4.4 Curriculum ..................................................................................................... 8 4.5 Resourcing equity ......................................................................................... 9 4.6 Local issues ................................................................................................ 10

4. 6. 1 School and student performance .................................................................................. 10 4.6.2 Impact on students and families .................................................................................... 11 4.6.3 Impact on community .................................................................................................... 12 4. 6. 4 School heritage ............................................................................................................. 12 4.6.5 Economics of school closures ....................................................................................... 12 4. 6. 6 Other issues .................................................................................................................. 13 4. 6. 7 Alternatives to closure ................................................................................................... 13

5.0 Petition .......................................................................................................... 14

6.0 Conclusion .................................................................................................... 15

APPENDIX 1 - Consultation Plan, Toowoomba South State School ................. 16




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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Toowoomba South State School (TSSS).

TSSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.





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2.0 Methodology



closure of TSSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school








o This was facilitated through early completion of the consultation plan , including key stakeholders and a list of communication media to be used. Supported by JTA the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders.

• three avenues for TSSS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended and there were meetings of other designated stakeholders such as students, teachers, P & C Association, Toowoomba Regional Council etc. JTA Senior Consultant, Barrie Spring, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during community meetings.





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o Via DETE and Ministerial correspondence: when views were expressed about the potential closure of TSSS

• reference to the four criteria in DETE's Schools viability Assessmenf procedure o This four page document is on DETE's website. JTA downloaded the








2 The Schools viability Assessment procedure ensures DETE has a formal process in place to meet its obligations under the Education (General Provisions) Act 2006 around school closures and amalgamations. The procedure was developed in consultation with key education stakeholders, including P&C Queensland, Isolated Children's Parents' Association and the Queensland Teachers' Union.



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3.0 Toowoomba South State School

3.1 Profile

Toowoomba South State School is located on the corner of James and Ruthven Streets, Toowoomba. The school is an amalgamation of Toowoomba South Boys School (established in 1865) and Toowoomba South Girls and Infants (established in1869); the two schools were amalgamated in 1981. The school celebrated its 14 7th year of operation in 2012 and is the third oldest school in Toowoomba.

The school has the capacity to take 311 students although on Day 8 of 2013 there were 70 students enrolled, giving the school a current utilisation rate of 23 per cent.

The school is characterised by diversity with students coming from a wide range of backgrounds. Approximately 50°/o of students identify with Aboriginal and/or Torres Strait Islander cultures or have migrant backgrounds, and/or come from a low socio-economic background and may have English as a Second Language. Support processes cater for learning difficulties as well as gifted and talented students.



Barrie Spring attended and facilitated those meetings to which she was invited (four in total); Leanne Griffin from JTA also attended one meeting to ensure a record was kept of questions and comments.

The table below identifies the number of attendees at each meeting as well as the purpose.

Table 1: List of TS S S Meetings



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4.0 Toowoomba South State School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Barrie Spring or Leanne Griffin at each of the six meetings and the collation of 49 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school or community members including former students and families of the school. In relation to the information raised at the meetings or in submissions by the TSSS community, JTA has not attempted to verify the accuracy of the data provided; if subsequently disputed, DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached (Appendix 2). A qualitative summary of those matters follows to provide an indication of the strength of the views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment (SVA) criteria.

4.2 Enrolments


Issues regarding enrolments referred to the demographics of TSSS's inner city location, the capacity of alternative schools, the cultural diversity of the student population, lack of parking, high turnover of principals and the impact of the school's ongoing struggle to improve its viability.

Concerns were raised that TSSS enrolments are currently, and will in the future, be impacted by the changing demographics of the Toowoomba South area as illustrated by the following:

• area has a supply of lower priced homes for first home buyers/young families • Toowoomba Regional Council (TRC) is pursuing a policy of housing diversity and in-

fill development • plans to develop multi-storey housing in the CBD • high impact of CBD Creep; northern catchment area is the Toowoomba CBD • industrial area accounts for 40°/o of catchment area • Toowoomba region is moving towards an increasingly industrial rather than

agricultural employment focus. • local industry workers enrol children at school as a (work) convenience, rather than

in their own catchment • falling enrolments over previous decades have partly been a reflection of a general

population move to the suburbs; this is now slowing and may reverse in the near future

• uncertainty as to how development might affect future enrolments as no data is available on the profile of residents moving back to the inner city.

Statements were made that: • the areas in and directly around Toowoomba CBD, including Toowoomba South,

can expect increased future demand for local services such as education due to planned projects like the Railyards Precinct Regeneration Concept Proposal

• TSSS could well provide essential education services within walking and cycling distance for the new precinct.



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As Toowoomba city experiences a cycle of change many people are concerned that if TSSS closes there will be no school in the area for young families and their children.

Many of the alternative schools are close to capacity and people are worried that if extra students are jammed into already-full schools this will have a negative impact on all students in the region. Concerns included:

• five of the alternative state primary schools to Toowoomba South SS are nearing capacity including Toowoomba East SS (1 04%), with an enrolment management plan in place), Rangeville SS (1 00°/o), Middle Ridge SS (95%)), Darling Heights SS (84°/o) and Gabbinbar SS (87.2°/o).

• Toowoomba East SS has a school Enrolment Management Plan and has nearly reached its Prep enrolment capacity for the 2014 intake. A significant waiting list exists for the handful of places that remain.

• parents from other schools do not want to see schools closing because it may affect the school their own children attend e.g. increase in class size, pressure on facilities and transferred children may be unhappy and disruptive

• TSSS will be required to accommodate the students which nearby schools cannot cater for in the near future

• a couple of parents commented they had come to TSSS because they were unable to enrol at Toowoomba East SS

• capital investment may be required at neighbouring schools to manage growth capacity. Possible General Learning Areas (GLA) required at Rangeville and Toowoomba East SSs.

• all alternative schools in the areas have much larger student populations.

A large number of students come from migrant, Indigenous and /or low socio-economic backgrounds. Many people commented on the cultural diversity that is a feature of TSSS:

• one in five students comes from a non-English speaking background • cultural diversity means that children experience and learn about their similarities,

and differences, with other children in a safe, structured and caring environment • students accept one another for whom they are • TSSS supports some of the most disadvantaged students in the electorate • people in Toowoomba South have far less money and many are living in relative

poverty.

TSSS is a Dare to Lead school focused on improving outcomes for Indigenous Students. These students said the educational start they receive and the support given them at TSSS has contributed to them becoming successful citizens.

Other issues considered by the community to have had an impact on enrolments were: • parking -the school is bordered by two major roads i.e. the Warrego Hwy (James St)

and Ruthven Street. The Warrego Hwy has only a short term loading zone and Ruthven Street has no parking at all. Submissions state that parking at the school is very limited and therefore many parents decide not to send their children to the school because of this.

• principal turnover- TSSS has had five principals in the past five years. The community's view is that this does not facilitate the development of a strong and stable school culture. There is a belief that stability of leadership is essential for any successful business, including schools. There was support of the view that now that the Principal has been made permanent he should be allowed to continue his positive and intuitive changes and improvements

• ongoing viability issues- many thought that ongoing negative discussions throughout the last few years re the viability of TSSS had some people in the community believing the school had already closed. There have been reports a number of times



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that the school was closing and perceptions are not helped by out-of-date or incorrect information and the media's lack of interest in correcting misconceptions.

4.3 Accessibility


People feel very strongly that families should have the option of a local school that can be accessed by foot/bike. They also felt that accessing other schools would be both costly and difficult and would mean a reduction in the attendance rates of some of the students. Reasons for these views included:

• TSSS is located in a central and convenient location • school community is situated within a low socio-economic demographic with the

majority of care givers having no private transport • 45% of the students must walk to school and back • a number of alternative schools appear relatively close to TSSS but are not easy to

reach e.g. the walk to Toowoomba East is much longer and walking to Rangeville is not possible

• Toowoomba does not have the public transport infrastructure of a metropolitan city and is already limited in its ability to provide school transport

• city children need schools in their local area • public transport is either unreliable or non-existent. • The number 4 bus stops near TSSS but other available schools do not have a useful

bus service • access to the nearest alternative school, Toowoomba North SS, is by crossing busy

and dangerous inner city roads, particularly James (Warrego Highway) and Ruthven Streets

• no other schools within a reasonable vicinity of TSSS provide similar services.

4.4 Curriculum

DETE's SVA curriculum criteria is about the extent of a school's curriculum and its ability to access suitable educational resources

There was strong community praise for the earning programs which reflect individual student needs and cater for the diversity of the student population to promote positive outcomes for all students. Learning support processes cater for learning difficulties as well as for gifted and talented students. An Individual Student Learning Plan (ISLP) exists for every student in the school and teaching strategies are shaped to suit the desired achievement levels for every child. Teaching strategies also reflect behavioural and social difficulties.

TSSS has students with learning and development difficulties and the school provides great support to them and their families. Parents as well as the wider community acknowledged the excellent reputation of TSSS for helping Students with a Disability (SWD) and those students with learning difficulties. The smaller school population was seen as advantageous in this respect and there was a widely held view that accessing similar programs and support would be impossible in much larger alternative schools. Comments encompassed the support, attention and outcomes that their child was receiving.

Additionally the Regional ESL (English as a Second Language) team is based at Toowoomba South which is particularly beneficial for the large number of refugee and



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migrant students. With 13%> of students having English as a second language or identifying with Aboriginal or Torres Strait Islander cultures, learning programs are tailored to reflect their individual needs.

Other school activities that further enhance the already well-rounded curriculum include: • participation in National Partnership Literacy Project • opportunities to attend many camps and excursions • on-site activities and programs designed to inspire each child and help them find a

passion in life • an active campaign for recycling • TSSS is part of the Solar Schools program and the Earth Smart School program.



TSSS is officially designated as a 'Provincial' school which has resulted in this school not falling into the metropolitan grouping. However, it is understood that DETE believes the location and Toowoomba city more appropriately reflects a 'Metropolitan' school designation

Comments from the community highlighted its pride in the historical buildings housing large classrooms, the magnificent mature trees that provide shade and the well-equipped outdoor play areas- valuable features which are not easily replaced). All classrooms have access to computers and the latest information technology as well as interactive whiteboards and the school has an excellent, well-resourced library

The school campus comprises: • large three storey brick building including nine GLAs, one Special Ed classroom and

administration • high set portal framed building with four GLAs • prep building • multi- purpose activities' hall and library refurbishment (provided by BER funding of

$850,000) • assembly hall • two tennis courts • three covered play areas and • canteen.

Submissions raised the concern that the average cost of educating a child at TSSS is $12,580 as opposed to the incorrect figure of $53,366 that appears on websites such as My School and Your School and which has been repeatedly quoted in the media. The higher cost per student figure is arrived at when funding for the Regional and Departmental staff based at TSSS is included in the calculations. The cost of $12,580 is comparable to the cost per student figures for nearby state primary schools.

There were many comments made at meetings and in submissions regarding inaccuracies and inconsistencies in the way that data used by DETE in assessing viability is collected and analysed. Furthermore it was also considered important that the wider community should recognise that TSSS school buildings surplus to student requirements are being utilised and not sitting empty as per the following information provided:

• TSSS is used as a base by approximately 50 Darling Downs and Southwest Region staff who service over 600 rural students extending to the state borders south and west of Toowoomba



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• All available General Purpose classrooms that are not used for classes are utilised by the Regional English as a Second Language (ESL) and English Alternative Language Dialects (EALD) teams as well as other Regional Office Staff, thus making the overall utilisation of facilities much higher than what it seems when only considering student population numbers

• TSSS annual budget is $1.1 million dollars, of which $829,000 belongs to the Regional teams

• alternative accommodation would be needed for Regional and Departmental staff if the school closes

• suitable alternative accommodation would be difficult to acquire from both a physical and cost perspective according to available commercial realty information

• the knowledge and experience needed to manage the complex financial situation of such a diverse campus as TSSS would be lost if the school closes as the current business services manager (BSM) would be transferred elsewhere

• the school was poorly managed for a long time by DETE (as evidenced by principal turnover) . DETE did not come up with suitable strategies to fully utilise the school's asset base until quite recently

• essential maintenance works identified by QBuild may be done after the current assessment for Payment 2 of the Advancing Our Schools Maintenance program; this will assist in reducing the pre-existing maintenance backlog.

4.6 Local issues

This category is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise other local issues the community believed he needed to be aware of in making his decision.


One of the most common issues raised throughout the consultation process was that of small schools and the many benefits they were seen to offer both students and their families. Many parents have specifically chosen TSSS because its smaller student population and physical size provide the perfect environment for SWD and children with learning difficulties to assimilate into their environment comfortably. Submissions indicate this has been achieved because:

• TSSS can focus on students individually and meet their needs • small classes give the teacher an advantage in identifying a variety of learning and

social disabilities; many parents stated that prior to attending TSSS their children had not been properly assessed

• small schools help to minimise bullying and promote tolerance, resulting in happier children who learn better

• a school does not need a lot of students to be successful; the students are part of a big family that not only teaches them but also provides guidance on other matters such as manners, persistence and friendship

• smaller schools have better academic achievements, student attitudes, social behaviour, attendance and fewer drop-outs than at larger schools

• children interact not only with their peer group but with children of older and younger ages making them more socially comfortable

• small schools are the most efficient means of achieving improved student learning and narrowing the achievement gap between low-income, minority students and the rest of the population

• its smaller size means TSSS is better able to engage students in extra-curricular activities; this involvement directly correlates with better attendance and improved learning outcomes



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• TSSS is better able to facilitate parental involvement in their children's learning and foster closer parent-teacher relationships.

It was repeatedly said the excellent staff at TSSS provide a quality education in a positive learning environment. There has been a big percentage change between the school opinion surveys of 2011 and 2012 indicating satisfaction with the current principal and teaching staff, and the improved leadership stability at the school e.g.: • the Principal has implemented and cultivated better student attitudes, a stronger

sense of belonging and more active engagement in learning • the school balances a structured environment (conducive to learning) with positive

outcomes for students, staff, teachers and parents • successful programs to support and guide children and their specialised needs • highly supportive learning environment with the curriculum being carefully selected

and delivered in the best possible manner • teachers practise acceptance and inclusiveness, have a real community spirit and go

the extra mile • teachers take turns (in their own time) to watch the children before school and meet

parents at the front gate in the afternoon • parents feel the Principal and staff are very helpful, supportive, approachable and

available to discuss any concerns • children thrive in this wonderful environment.

The TSSS school experience was spoken of in an extremely positive light, supporting its approach to providing stability, feeling valued, strong discipline and promoting school pride. Many stories, recollections and developmental experiences were recounted throughout the submissions and at meetings.

4.6.2 Impact on students and families

Many people thought that closing a school like TSSS and transferring students to other schools has the potential to negatively affect their academic achievement by tearing apart the close relationships that facilitate learning. There was also a concern that these disruptions will affect low-income and minority students especially. They stated caution should be shown in potentially separating children from their friends and familiar and comforting surrounds. These issues of change, trust and separation may be compounded in special needs children.

A myriad of negative views were made in terms of the potential closure impacts on children; a representative sample of those follow:

• the present Year 5 (Year 7 becomes high school in 2015) and Year 6 will be forced to go to a new school for one year in 2014 to complete their primary schooling; it is unnecessary and unfair emotional upheaval

• some families have at last found stability for their children educationally, socially or domestically. They are worried they will have to move from the area to find a similar school and believe their children may regress.

• general relocation costs such as uniforms, books and transport will affect budgets.



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4.6.3 Impact on community

TSSS is both serviced and actively utilised by outside community agencies including: • Toowoomba Older Men's Network (TOMNET): the grandparent mentoring program

provided by TOMNET has been running for a number of years and has proven beneficial not only for the students but for the men (and some women) who take part; many older people are socially isolated and separated from their own families and enjoy the chance to interact with young people

• Toowoomba Refugee and Migrant Support (TRAMS) uses school facilities twice a week to provide English tuition to the school's new arrivals.

• University of the Third Age (U3A); provides Senior Maths Courses using TSSS facilities for the elderly in the community

• Students from St Joseph's College and Students in Free Enterprise from USQ have been running a Breakfast Club for students of TSSS since May 2006

• New Hope Church provides fresh fruit each day.

Concerns were also expressed regarding staff future employment prospects and the general effect of school closures on communities and the economy

4.6.4 School heritage

The Toowoomba South State School community is proud of its history. The school was first opened in 1865; it is the third oldest school in Toowoomba and will celebrate its 150th anniversary in 2015. The school is situated in an area of Neighbourhood Character and a number of the school buildings are considered to be of architectural merit (the P&C Secretary has lodged a Qld Heritage Application to have the school or parts of it heritage listed).

Further comments made in regards to heritage are: • the heritage application describes TSSS as important because of its aesthetic

significance as it demonstrates a high level of creative or technical achievement from a particular period; it demonstrates the evolution and pattern of Queensland's history; and the place has a special association with the life or work of a particular person, group or organisation of importance to Queensland's history

• TSSS has a valuable art collection which was collected by the late Miss Kath Dickson, former principal, prominent citizen and educationalist in the Toowoomba community

• a possible Heritage listing may reduce the school's value as a development site. • the school contains a native forest which was established many years ago • historical buildings should be kept safe from demolition.

4.6.5 Economics of school closures

Numerous comments were made in relation to the false economy of closing schools. A representative sample follows:

• better to spend the money on children now than on boot camps and juvenile detention centres later

• the TSSS closure is because the state government wants the money



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• the dollar value of all assets ebb and flow, but the overall asset trend is always upwards (i.e. more expensive to replace over time)

• school closure based on Internal Rate of Return (IRR), Net Present Value (NPV) and viability assessment considerations seems unreasonable if the LNP government can commit thousands of times the annual cost of TSSS to the Commonwealth Games

• closing schools is a false economy because students will need to go to other schools • the savings achieved by school closures are a drop in the bucket for the short term

budget but the consequences are disastrous for children and the economy long-term • small schools like TSSS should be supported as it is imperative to support free, local,

non-denominational education venues

4.6.6 Other issues

Other issues that were raised included: • Toowoomba South will be closed due to the lack of support over the years from the

state government • the LNP Government was elected with a responsibility to care for, maintain and

preserve assets and facilities that are important to our community • DETE should have been marketing the school these past few years.

4.6. 7 Alternatives to closure

• Keep TSSS open with additional support from the Queensland Government and DETE to enhance its viability into the future because there will be a need for local access to well-resourced state education

• retain the school for the purpose it was built; DETE should further develop the school so that it continues to provide quality educational programs for needy children

• continue to use and expand on its role as a regional base; a co-share arrangement could assist in better utilisation of resources

• spend money to improve the school and attract more students • investigate using some of the school's facilities for other uses e.g. conference centre.



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5.0 Petition

TSSS ran an online petition and as at the closure of submissions on 26 July there were 330 signatures, some with comments. There was also a hand signed petition with 53 signatures but no comments.

All the comments have been read, summarised and listed below. Many of the same issues were raised via submissions but the school community recognised that some people felt more comfortable expressing their views in this manner, hence the inclusion of the comments below:

• programs to support, guide and address specialised needs • very good school for those with learning difficulties • well-resourced school • TSSS has a reputation for courtesy and manners • parents' choice in where they educate children should not be taken away • history of a beautiful school that is important to the community • TSSS is an iconic institution, culturally, aesthetically and historically • buildings should be enhanced, made more functional and utilised more fully • past pupils have been given so many opportunities by attending TSSS • it is a very short-sighted decision • TSSS is a prime location but should not be sold for development • housing cycle turnover will lead to younger families who need a school • look for funding elsewhere • profit before education is dumb • bring children to TSSS from schools that are overcrowded • schools serve a community function • impact of relocation, finding a new school and the costs involved • need more inner city schools; it is important to have a state school in town • people will be disadvantaged by having to travel further • Toowoomba is seen as a cash cow for state and federal government • Principal, teachers and staff are all exceptional.



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6.0 Conclusion

Community consultation regarding the proposed closure of Toowoomba South State School resulted in a total of 49 submissions and six meetings facilitated by Barrie Spring, the JTA Senior Consultant who was responsible for coordinating the consultation process and activities.

The TSSS community has strongly indicated the school should remain open. Many arguments were made against closure and the importance of retaining a school which has managed diverse student needs so well. Every effort was made by the consultant to ensure all views were represented and everyone had an opportunity to make a submission.

While reference was made to the school's heritage value, history and proud family traditions of generational attendance at the school, three major issues were raised.

The first was concern at the (apparently inaccurate) data used by DETE to explain the inclusion of TSSS as one of the state schools listed for inclusion, particularly with respect to the cost of regional and departmental staff based at the school and the poor track record of DETE in its management of the school over many years (e.g. the appointment of five principals to the school in five years). Accessibility to nearby schools was frequently raised due to the potential unreliability or unavailability of local bus services, the extra cost and the difficulty accessing other schools because of the need to cross over main roads.

The other key issue according to the community was the school's ability and more recent track record in dealing with issues that are not the norm in Queensland schools including a high percentage of children for whom English is a second language, children with Indigenous backgrounds or cultural identity and children under Protection Orders. The needs of these children are compounded because a significant number of children at TSSS are from lower socio-economic backgrounds.

The consultation process was well-supported throughout the period and community members contributed much time and effort in ensuring that submissions supported the stance taken at meetings both in quantity and content. It was evident through the submissions and consultation meetings that the community is proud of its school and united in the desire for it to remain open.



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APPENDIX 1 -Consultation Plan, Toowoomba South State School



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nsultati n I an Toowoomba South State School

Introduction The Department of Education, Training and Employment has identified Toowoomba South State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Toowoomba South State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • students past and present • staff • community members • businesses • elected representatives • Toowoomba Regional Council-councillors and relevant departments • community support groups • educationalists


Newsletter to school commun Initial meeting with Regional Director, Principal Advisor, Toowoomba South SS Principal, BSM, P&C President and in ndent consultant

Friday 3 May 2013

Monday 6 May 2013, 2.30pm-4.00pm

To inform the school community of the viabi s. Provide further information and discuss development of consultation plan.

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Consultation Plan Toowoomba South State School

EQ HR consultants meeting Tuesday 7 May 2013 Discussion of options if the proposed closure with School Staff of Toowoomba South SS went ahead at end

of 2013. Meeting with Toowoomba Wednesday 8 May 2013, Meet with the whole P&C committee and South SS Principal, BSM, P&C 12.00pm-1.00pm discuss how they can play a role in the and independent consultant consultation process. Initial community meeting- all Thursday 16 May 2013, Provide an explanation of the Schools community members welcome 6.30pm-8.30pm Viability Assessment process and inform (Regional Director and Staff, P&C, school and wider community of independent consultant to processes involved in this consultation, provide information) including the consultation plan and how they

can participate in the process. Opportunities for questions and initial feedback will be captured.

Meetings with P&C- ath May 2013 To discuss ideas about trying to save the independent consultant will 131h May 2013 school and divide up areas for the P&C and attend on occasions if 22nd May 2013 principal to action. requested 2ih May 2013

3rd June 2013 Give feedback to one another about actions 1oth June 2013 that have been completed. 1 ih June 2013

TRC meeting with Friday 31 May 2013, Council will engage with, advise and support representatives from three 9.00am-12.00pm the schools- providing assistance and regional schools that have information. been proposed for closure. Student Consultation Week of 27 May 2013 Engage with students in classroom activities

and discuss their concerns re the proposed school closure.

Independent Consultant to May- July 2013 Provide key stakeholders with the opportunity hold one on one meetings with to make comment and have input into the key stakeholders as identified consultation report. Staff Meetings Every week Continue to update and review consultation

process reproposed school closure. Final Community Meeting TBA- July/ August 2013 To inform and update the community on the

progress of Toowoomba South SS consultation process.

Written submissions via email Ongoing until 9th August Written submissions supporting the school's 2013, 5pm viability will be accepted in addition to the

information collected at other consultation activities. The submissions will be included in the report.



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Consultation Plan Toowoomba South State Schoo!

• fortnightly school newsletter item • school website • dedicated website • school street signs • facebook page • flyers sent out to the public • word of mouth • media releases • email • twitter • on line petition


[email protected]



Contact details Name Name Phone Email Principal David Gordon 07 4631 8222 [email protected] President, P&C Caroline Bennett 0421 734 516 toowoomba@netspace. net. au Association Independent Consultant Barrie Spring 07 3268 6665 [email protected]

0418 746 116

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History

• 2 Forecasts

3 Resident Student Numbers (RSN)

Toowoomba South State School- Summary of consultation findings and DETE response

• Concerns were raised that TSSS enrolments are currently,

and will in the future, be impacted by the potential for

changing demographics of the Toowoomba South area

through Toowoomba Regional Council (TRC) policy of

housing diversity and in-fill development, with plans to

develop multi-storey housing in the CBD

• Other issues considered by the community to have had an

impact on enrolments were lack of ability to park, changing

principals .

• Cited that nearby schools are close to, at or exceeding

• Enrolments were 67 in 2005 and peaked at 94 in 2008 after the transition of Prep Year into primary

school, since then enrolments have declined to 64 students in 2013.

• Toowoomba Regional Council (TRC) have advised the Department, through the QSPC consultation

current capacity. Therefore capital investment may be process, that Council is encouraging the take-up of increased density within the central area of

required to lift capacity at destination schools. Toowoomba Toowoomba through reduction of regulatory barriers.

South SS (TSSS) may also need to take up the excess from • While this approach may see population growth in the centre of Toowoomba, TRC have acknowledged

other schools at some time in the future that there is a continued expansion of the urban footprint away from the centre of Toowoomba as

families seek a traditional detached home and land, e.g. only 6% of new dwellings approved for

construction in financial year 2012-2013 in Toowoomba were located in the Toowoomba- Central

SA2.

• Approximately 50% of students identify with ATSI cultures

or have migrant backgrounds. 13% of students identify as

ESL or ATSI.

• If population growth were to exceed current projections, based on increased efforts by Toowoomba

Regional Council to encourage inner city growth, this could be met in part through existing capacity at

neighbouring schools as well as through expansion where required.

• Surrounding schools have sufficient capacity to cater for current and projected future TSSS students.

Toowoomba South SS 311 64 54 53

Toowoomba East SS 910 860 921 952

Toowoomba North SS 391 166 178 195

Newtown SS 426 369 495 486

Harristown SS 671 325 281 286

• RSN- 378

• RSN attend- only 37 of the 378 state school students living in the Toowoomba South SS catchment

attend the school, which demonstrates local families are already electing to bypass this school for an

alternative state school.

• 398 RSN in 2005 has dropped to 378 in 2013, indicating a moderate decline in the in-catchment RSN.

Note: Enrolment data provided based on 2013 February Census data RTI Application 340/5/3060 - Document 229 of 661

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2. Accessibility ~.1 Distance

12.2 Transport

3. Curriculum


• Strong belief that families have access to the school by

foot/bike

• Safety concerns with access to nearest alternative school

(Toowoomba North SS) that requires crossing busy roads

((Warrego Highway (James St) and Ruthven St).

• City children need schools in their local area

• Public transport to other local schools is either unreliable

or non-existent

• General relocation costs such as uniforms, books, transport

will affect budgets.

• The attending RSN was 41 in 2005 (out of a total 398 RSN students), peaked at 58 in 2006 and 2007,

and has since decreased to 37 in 2013 (out of a total 378 RSN students).

• Approx. 47% of students enrolled at Toowoomba South SS are from outside the catchment.

• From TSSS:

o Toowoomba North SS- 2km

o Toowoomba East SS- 2.3km

o Harristown SS- 2.8km

• Location of TSSS on the Warrego Highway (James St) and Ruthven St also presents safety concerns, which will be managed by each school.

• Travel allowances would be available to eligible students (where applicable} through the DTMR School Transport Assistance Scheme (STAS) . Financially disadvantaged students (who live within these distances) may also be eligible for further STAS allowances.

• TSSS is within Toowoomba Transit (Bus Qld) contract area. Existing services could provide travel to alternative schools such as Toowoomba North SS.

• Individual student transition plans will assist with addressing individual needs.

. 1 Extent of • TSSS is a Dare to Lead School- targets improved outcomes • Individual student transition plans will assist with addressing issues .

Curriculum I for indigenous students. • Alternative local schools offer Indigenous Teacher Aides and Indigenous Support Workers (ISWs} and

additional funding under the Next Steps Program and Personal Learning Plans to ensure that the specific needs of the students are supported.

ability to access • Learning support programs reflect individual student needs

resources and cater for diversity of the student population. Excellent

reputation of TSSS for helping SWD. • Special Education Programs and expert Learning Support Teachers are available in local schools.

4. Resourcing Equity

!4.1 Cost per

student per

annum

• Learning support processes cater for learning difficulties

and gifted children. Individual Student Learning Plans exist

for every student in the school, and teaching strategies

shaped to suit the desired achievement level.

• Smaller school population is an advantage to achieve these

outcomes, impossible in much larger alternative schools.

• TSSS is part of a Solar Program and the Earth Smart School

Program.

• Environmental programs, such as monitoring and reporting on energy usage, maintaining rainforest, overseeing recycling activities and market gardening, are also available at alternative local schools.

• It should be noted that Professor John Hattie's comprehensive meta-analysis of what makes a difference to student learning acknowledges that anything with over 0.4 effect size is considered to have a beneficial influence on learning. Class size has an effect size of 0.05 and therefore, of all the potential variables to impact on student learning, Hattie has not identified size as an effective variable.

• Average cost of educating a child at TSSS is $12,580 as • Base Cost/student/year Toowoomba South SS- $8,690*

opposed to the incorrect figure of $56,366. Higher number • Base Cost/student/year at Harristown SS- $7,315*

includes regional based staff. • Qld Average cost/student/year- $7,013

• Many comments made at meetings about the inaccuracies • Cost/student/year at Toowoomba South SS is 24%, or one quarter, higher than the Qld average.


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Other

Prefer Small

Schools

Options

Other


and inconsistency in the way data is used by DETE in

assessing viability.

• TSSS annual budget of $1.1M includes $829k for Regional

teams.

• Excess facilities are used by approx. 50 Darling Downs

Regional staff who service 600 rural students extending to

the state borders south and west of Toowoomba

• BER funded multi-purpose hall and library refurbishment

that cost $850k

• Active service to TSSS and use of facilities by community

organisations such as Toowoomba Older Mens Network,

Toowoomba Refugee and Migrant Support, Ozcare Manna

House, U3A and others

• School heritage- opened in 1865, TSSS has a valuable art

collection, possible heritage listing may reduce the market

value of the school site for redevelopment

• Many benefits of small schools listed on page 10 focus on

meeting individual student needs, higher achievements,

less bullying and promote tolerance, narrows the

achievement gap between low-income minority students

and the rest of the population. Excellent staff, providing

quality education; potential negative impact on academic

achievement as a result of closure, and detrimental to

students from Manna House (women's shelter)

• Alternative options suggested were:

o Retain, with additional support by QG;

o Retain for the purpose it was built, to provide quality

education;

o Continue to use school as a Regional base; or

o Investigate use of some school facilities for alternate

purpose i.e. conference centre

• Alternative accommodation would need to be found for

Regional and departmental staff if school closes.

*DETE confirms that the higher figure (i.e. $56,366, as reported on My School website) is accurate but

includes the Regional allocation of ESL and GO staff. The figures above model the cost/student/year for

both schools to give a relative comparison.

• Maintenance costs over the past 5 years is $223k, backlog maintenance is $112k

• BER funding of permanent multi-purpose hall and library refurbishment of $850k

• Refer above- curriculum

• There is sufficient capacity within Toowoomba network of schools to cater for students and staff

needs, including conference facilities and accommodation

• There is sufficient capacity within network of Toowoomba schools to cater for these staff


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Han John-Paul Langbroek MP Minister for Education, Training and Employment

------··-··--·--············--------------------

2 7 SEP 2013

Mr David Gordon Principal Toowoomba South State School 158 James St TOOWOOMBA OLD 4350

Dear Mr ;>ertlon v~)

----·--·-·-----................ _ .......... _________ , ______ _ Leve:! 22 Education House 30 Mary Street Brisba ne 4000 PO Box 1 S033 City East Queensland 400 2 Australia Telephone +6'1 7 3237 tooo Facsimile +61 7 3211 8011 Email education@ministeriaLqld .goV.ilLl

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Toowoomba South State School will permanently close at the end of Term 4, 2013.




Should you require any further information, I invite you to contact Mr Gregory Dickman, Regional Director, Darling Downs South West Region on telephone 4616 9111 or by email at [email protected].

Yours sincerely

~iLL OHN-PAUL LANGBROEK MP inister for Education, Training and Employment

Ref: 13/265189


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~· ··~~

lion John-Paul Langbroek MP Queensland Goven$i1~~~ t Minister for Education, Training and Employment

--------- ···········------·---·-···-·················-···--------· -----····-···---------

2 7 SEP 2013

Ms Cassandra Chalker President Parents and Citizens' Association Toowoomba South State School 158 James St TOOWOOMBA QLD 4350

DearMs~ ~~

---------· ---·-

Level 22 Education House 30 Mary Street BrisbaM 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1000

facsimile +61 7 3211 8011 Email education@ministerial. qld.gov.au


I understand that this decision will be disappointing for your school community. I would like to take this opportunity to sincerely thank the Parents and Citizens' Association and school community members for participating in the recent community consultation process and for their efforts in preparing submissions.




Yours sincerely

~- fLt f;;;jW LI:N-PAUL LANGBRO~ -~ster for Education, Training and Employment

Ref: 13/265189


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1-fon John-Paul Langbroek MP Queensland Gov(:?rnment Minister for Education, Training and Employment

2 7 SEP 2013

The Honourable Dr John McVeigh MP Minister for Agriculture, Fisheries and Forestry Member for Toowoomba South PO Box 3005 TOOWOOMBA QLD 4350

Dear~r ~~

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City fast Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile +61 7 321 1 8011 Email education@minister!ai.qld.gov.au






Yours sincerely


Ref: 13/265189


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Hon John-Paul Langbroek MP g~~:;')~~~~enn~ Minister for Education, Training and En1ployment

2 7 SEP 2013

Councillor Paul Antonio Mayor Toowoomba Regional Council PO Box 3021 TOOWOOMBA VILLAGE FAIR QLD 4350

Dear~r ?J l


Facsimile +6'! 7 3211 8011 Email [email protected]






Yours sincerely


Ref: 13/265189


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Briefing Note The Honourable John-Paul langbroek MP Minister for Education, Training and Employment

Action required: For approval --····-· .. -- --------·--- - ---------------1



SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF WYREEMA STATE SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Wyreema State School (SS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1).

• The Department has reviewed the consultant's report regarding the viability of Wyreema SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Wyreema SS.

Key issues




4. Community consultation is also a requirement under the Act .

5. The Department engaged an independent consultant, JTA Australia, to lead and manage the consultation process in each school community .

6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of four consultation meetings held in the Wyreema SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected] .gov.au) , or to the consultant's designated email address ([email protected]) .

8. A total of itten submissions were received as part of the consultation process for Wyreema

9. The majority of written submissions expressed opposition to the proposed closure of Wyreema SS.


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of 5 lr-:D=-e-p-art_m_e-nt--=F.,-ile-=R=-e-=-f: ----.....,--_;_:=s~.1 3ii651Q_~]

10. JTA Australia submitted a consultation report regarding Wyreema SS to the Department for the Minister's consideration on 2 August 2013.

11. As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during consultation were:

• Strong future growth in the Wyreema township, resulting in increased enrolments at Wyreema SS;

• No bus service between Wyreema, neighbouring schools and Toowoomba;

• Benefits of a small school and small class sizes.

12. The Department considers that these issues can be addressed , as outlined below and in Attachment 2:

• Growth in the township will have negligible impact on the enrolments at Wyreema SS;

• The Department of Transport and Main Roads (DTMR) has confirmed Wyreema/Cambooya is in a commercial bus operators' contract area - Stonestreets Coaches Pty Ltd fares service area, including Vale View SS and Harristown SS;

• Vale View SS currently has 78 students enrolled. If the majority of students from Wyreema SS, elected to transition to Vale View SS, combined enrolments could be approximately 110. The Department would consider a school with these enrolment numbers to be a small school, which would meet the preferences and needs of the Wyreema SS community, whilst providing enhanced opportunities for broader educational experiences for students.

Communications

13. If a decision is made to close Wyreema SS a range of resources , including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Wyreema SS for closure, all current students (excluding students completing Year 7) would be eligible for a one~off uniform allowance of $350 for their new school.

16. The Department would support current students and families, if required, by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination schoors fees are higher than their current school.



• if the Student Resource Hire Scheme is higher at the destination school! the difference will be discounted at the time when parents/guardians join the scheme at the new school (for initial year only) .


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I Department File Ref:


Page 3 of 5 13t2651oa I













Other

28. Should the Minister determine that Wyreema SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3) .

29. If the Minister approves the closure of Wyreema SS, there will be a need to monitor student relocation enrolment choices as the neighbouring primary schools, including Vale View SS, may require the provision of hire and/or relocatable facilities . The funding requirement is unknown at this time.

30. If required , these relocatable or hire buildings would be able to be delivered in time for the start of Term 1, 2014.


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31. The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation, on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.


Background

33. On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Wyreema SS.


35. Wyreema SS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

36. Vale View SS is located within five kilometres of Wyreema SS.


37. The consultation report identified a strong community commitment to Wyreema SS and a strong desire to keep the school open .

38. The report acknowledges the significant fundraising efforts of the P&C Association over recent years and the enhancements to the school that this has provided .

39. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Wyreema SS be approved for closure.




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Recommendation

That the Minister:


13t2651oa I

approve the closure of Wyreema State School from the end of Term 4, 2013; and


NOTED


{~I <::_, I \*_3 D Copy to Assistant Minister

Minister's comments

Action Officer Endorsed by : Lee Callum DOG Executive Director Jeff Hunt

Infrastructure Strategy, Corporate Services Research and Performance Tel: 3237 0950 Mob:Date: 21/08/2013

Tel : 3405 6329 Mob:Date: 22/08/13

APPROVEDt!§T APPRO~


Patrea Walton

Education Queensland

Tel : 3237 0619 Mob

Date t~\0

Endorsed by: DG Dr. J1m Watterston ~

Tel : 3237 1070 Mob:

Date:~~'\\)



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Wyreema State School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Wyreema State School ................................................................................... 5


4.0 Wyreema State School Issues ....................................................................... 6

4.1 Preamble ....................................................................................................... 6 4.2 Enrolments .................................................................................................... 6 4.3 Accessibility ................................................................................................... 8 4.4 Curriculum ..................................................................................................... 9 4.5 Resourcing equity ....................................................................................... 10 4.6 Local issues ................................................................................................ 11

4. 6. 1 School and student performance .................................................................................. 11 4. 6. 2 Impact on students and families .................................................................................... 13 4. 6. 3 Impact on community .................................................................................................... 13 4.6.4 Other issues .................................................................................................................. 14

5.0 Petition .......................................................................................................... 16

6.0 Conclusion .................................................................................................... 18

APPENDIX 1 -Consultation Plan, Wyreema State School ................................. 19

APPENDIX 2- Issues raised in meetings and submissions received ............... 20



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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Wyreema State School 0f\JSS).

WSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.

JT A Australia was selected to provide independent consultancy services to facilitate the consultation regarding the proposed closure and assume responsibility for assisting the school community to develop appropriate consultation approaches within each community. JTA's role included co-ordinating and facilitating community meetings and the collation of information presented during the meetings and through written submissions. Its role did not include the formulation of recommendations. The recommendations will be determined on the information provided to the Minister via the School Viability Assessment criteria and this consultation report which outlines the quantitative and qualitative issues submitted to JTA through the consultation process.




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2.0 Methodology

The aim of the methodology was to ensure genuine engagement and consultation with transparent and effective processes. It had to include processes with the capacity to encourage individuals within school communities to express their views and then for JTA to be able to collect and collate them fully and accurately.


closure of WSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school









• three avenues for WSS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended and meetings included students, parents, P & C Association, PCYC, teachers, union representatives etc. Barrie Spring, JTA Senior Consultant, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during community meetings.





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o Via DETE and Ministerial correspondence: when views were expressed on the potential closure of WSS

• reference to the four criteria in DETE's School Viability Assessmenf procedure o This four page document is on DETE's website. JT A downloaded the





• ongoing interface with Regional Directors and staff from DETE's Infrastructure Services Branch to ensure that information required by the school community was distributed to it


JTA believes the methodology has worked to the benefit of the school community and the level of engagement and input has been strong.




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3.0 Wyreema State School

3.1 Profile

Wyreema State School was established in 1895 and is located at 12 High St, Wyreema, approximately 15 km from Toowoomba. The school offers two multi-grade classes with a high adult to child ratio, and much of each student's learning is done in small groups. Music, Physical Education and Language Other Than English (LOTE) Specialists visit the school weekly. Students socialise and play using the ovals, playground equipment, tennis courts and gardens.

After-school activities are held on Mondays, Tuesday and Wednesdays until 4.40pm. Monday afternoon has an Extended Play afternoon, Tuesday the Gardening Club and Wednesday Art Attack.

WSS has the capacity to take 96 students. However on Day 8 of 2013 there were 40 students enrolled, giving the school a current utilisation rate of 42 per cent.



Barrie Spring attended and facilitated those meetings to which she was invited (four in total); Leanne Griffin from JTA also attended two meetings to ensure a record was kept of questions and comments.


Table 1: List of WSS Meetings

Charlesworth (P&C President), Deb Dunstone (R~giqn$1 ~irector), ,John. M~lg~hy .;(~s§is~tlml Regional Director)



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4.0 Wyreema State School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Barrie Spring or Leanne Griffin at each of the meetings and the collation of 70 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school or community members including former students and families of the school. In relation to the information provided at meetings or in submissions by the WSS community JT A has not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.


4.2 Enrolments


Comments on enrolments referred to the future growth of Wyreema township and surrounding region and its impact on enrolments, the capacity of alternative schools, poor catchment enrolment management, previous decline in enrolments due to poor performance, high turnover of previous principals and the impact of Out-of-School Hours Care (OSHC) being unavailable at WSS.

One of the most frequent and strongest arguments made against the proposed closure of WSS related to the predicted future population growth. Community members asserted the area is growing steadily, particularly in the demographic of young families with children reaching school age; it offers affordable housing, relaxed country lifestyle and is family friendly. The community considers the provision of a state primary school is essential for the future viability of the community.

Numerous other comments were made in relation to future population growth including claims that:

• the Wyreema area is set to grow and it was noted in Toowoomba Regional Council (TRC) data that there are over 250 house blocks currently available for development

• new developments could accommodate approximately 650-700 new residents • TRC has made a substantial investment in infrastructure in the Wyreema area • TRC sees a thriving future for Wyreema, with well over $1 million allocated for a new

district park for the township in its 'Public Parks and Land for Community Facilities' schedule of works

• much of Wyreema is zoned as 'emerging communities' in the Toowoomba Regional Planning Scheme.

• there is also current growth occurring along the entire western corridor and Wagner's International Airport (18 km from Wyreema) will be completed within two years

• Wyreema is a fast growing residential area which supports several businesses such as the local shop, electricians, plumbers, earthmoving and farming



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• community members are dismayed at the prospect of the school closing when there are future proposed housing developments for the area; they said they cannot understand why the government is trying to stifle growth

• according to Australian Bureau of Statistics data for 2011, Wyreema's population included 1 0.2%> in the 0 to four years age bracket, and 9.6°/o in the five to nine years age bracket, well above the state average of 6.9% and 6.6°/o respectively. It was said that it is reasonable to assume an increased local need for primary education in the coming years.

The school community stated WSS is a growing school; more parents are beginning to realise what the school has to offer and, as its reputation spreads, enrolments will continue to rise. Explanations provided by the community to support this included:

• enrolments are growing; there are currently 43 students, an increase of 16 students over the past couple of years; at least 48 students to be enrolled in 2014 with a projected growth upwards of 75 students by 2018

• at least 30 babies and toddlers (most of whom attend the WSS playgroup) are on future enrolment lists

• the playgroup (which is the only such service in Wyreema and surrounding districts) puts the school on show and has been successful in securing enrolments for it

• Wyreema State School currently has a capacity of 96 students and an enrolment of 43 students so the school is utilised at 45°/o

• projected figures for 2014 indicate 50% utilisation, 2015- 57°/o, 2016- 65°/o, 2017-71 °/o and 2018 - 78°/o.

WSS believes these figures are conservative considering the expected growth of Wyreema and the increasingly positive reputation of the school.

There was concern regarding which alternative schools were available to students if WSS closes. People were of the opinion that enrolments have not been managed across either the WSS catchment area or the area of neighbouring schools. It was thought that DETE had allowed out-of-catchment student enrolments to escalate unchecked with the result that current enrolment patterns are misaligned with the catchment areas of WSS and surrounding schools (including Bunkers Hill, Vale View and Drayton State Schools). Other comments made claimed that:

• the state schools surrounding Wyreema (Vale View, Bunkers Hill, Cambooya and Drayton State Schools) are either at or trending towards capacity and do not represent a sustainable or realistic alternative for existing and future WSS students

• Bunker's Hill is already at 97.2°/o capacity, with an Enrolment Management Plan (EMP) to be put in place at the beginning of 2014

• other schools in the region such as Vale View, Glenvale and Ramsay have all survived viability assessments in the past but now have sustainable enrolments

• DETE has failed to investigate why children living in the WSS catchment area bypass the school and attend other schools; strategies should have been introduced to promote enrolment of in-catchment students

• the inactivity of DETE in determining and addressing the factors contributed to poor enrolment figures; the P&C believes the school has been left 'to wither on the vine' for some time

• WSS should not be penalised for 'in-catchment' students attending other state schools

• a previous 'Notice of Interest' placed over land in Wyreema in the 1990s by the then Education Queensland was lifted. It was claimed the land had been designated for building a 'Super School' which would have resulted in smaller schools having to close.



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Surveys conducted by the P&C indicated that families in the Wyreema catchment who do not use WSS had students in another school before moving to Wyreema, were unhappy with previous principals, or needed a bigger school that offered OSHC.

Comments were made concerning the apparent reasons for a decline in enrolments associated with previous principals and the turn-around in both enrolments and reputation attributable to the current one. They included:

• high turnover of principals (nine leadership changes since 1999) • data indicating 28 students left the school between 1998 and 1999; this coincided

with allegations of misconduct • DETE failed to properly manage the high turnover of WSS principals and teachers

between 2006 and 2010. • between 2006-2010 the school developed a bad reputation due to the ineptitude of

the principal • the school had little direction due to a number of reasons out of the parents' control

and this severely tarnished the school's reputation • problem with departmental policy allowing principals to 'act' in positions at other

schools while seeking a promotion. This leaves school in limbo and parents are reluctant to enrol their children without knowing and supporting the principal.

• new Principal and the P&C have been active in trying to turn around the school's image after a long period of instability

• with the appointment of the current Principal, change has been immense; the school thrives on order and every student has respect and pride in the school and in themselves

• the school has flourished under the guardianship of the excellent current Principal who is loved by the students and their families.

All respondents to the P&C questionnaire referred to above believed that OSHC would improve enrolments. The P&C and Westbrook Childcare have entered into a commitment to trial OSHC with a view to making it available within the next two years either at WSS or the nearby Wyreema Community Hall. Further comments made included:

• additional government resourcing of before and after school care is needed at WSS • the lack of before and/or after school care at WSS is an issue for working parents • OSHC is an issue when considering where to enrol your child • P&C believes the major obstacle is the 'red tape' and disjointed bureaucratic

approach associated with establishing before and/or after school care. • previous plan to use former principal's residence for OSHC was supported by the

community but the department allegedly dismissed the plan and sold off the residence.

4.3 Accessibility


Vale View State School is the only state primary school within 5 km of Wyreema, with other preferred alternative schools such as Drayton SS and Bunkers Hill SS being 9.8 km and 14.9 km away respectively. Issues associated with increased travel distances to a new school included:

• it would not be straightforward for students to simply transfer to another school; amongst other things it may limit students' ability to walk or ride their bikes to school



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• it is likely that many students will have to travel to Toowoomba to attend school if WSS closes

• significant impact if families have to drive their kids out of Wyreema to attend school • there is no commuter bus service between Wyreema and Toowoomba; one-car

families would be severely burdened.

One of the reasons parents chose to send their children to WSS was that it offered a safe environment that enabled children to walk or ride to school. The view was:

• children need to be as close to their families as possible, with limited travelling • we have a responsibility to educate children in a stress-free environment without

unnecessary travelling • WSS is safe to walk to (not on a main highway like Vale View SS) • the school is not located on or near a main road so offers ease of access and

parking • parents who currently drive their children do so because they live on farms some

distance to the closest school • parents who drive their child/children to the school are not affected by traffic issues

and travel times for most are very short.

People felt strongly that families should have access to a local school and that the choice should not be taken away from them:

• parents have an unquestionable right to have their children educated in the size and style of school which suits their own children and agrees with their own philosophy of education

• it is up to parents to decide whether or not they wish to send their child to a large, less intimate school, or a small family-oriented facility.

4.4 Curriculum


WSS is fully immersed in and closely follows the recommendations of the Australian Curriculum, and also provides specialist lessons in Physical Education, Music and LOTE. Information Technology is an important Key Learning Area in the Whole School curriculum with each classroom using seven computers and an interactive whiteboard. Integral to the school is the voluntary Chaplain, who assists at the school twice a week and also the Values Education program where a new value is taught each week.

Currently, there are two Students with Disabilities (SWD) at WSS, three students who may be verified as SWD over the next year and five students with learning difficulties. These students access modified learning programs, are well accepted within the student body and are progressing well.

Many comments were made at meeting and in submissions about how well WSS caters for those students with disabilities or learning difficulties:

• school caters for children with a variety of disabilities and does so in an holistic manner that is accepted by all the community

• WSS treats students with disabilities like all the other students, not as a statistic with a disability

• WSS caters well to students with learning difficulties and ADHD • WSS has children from all cultures and the school's compassionate environment

supports children with a disability as 'one of their own.'



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The whole school community said it takes pride in circumstances such as when a student was awarded third place in the Special Needs category of the Ludwig Leichhardt drawing and writing competition. His award was quite substantial and this occasion was a source of great excitement for him and definitely a very proud moment for his parents and siblings and, of course, his teachers.

WSS prides itself in caring for and nurturing every student and the philosophy of the school is about educating the whole child, not just academic achievement:

• it is a school that meets students' needs, a place where they are happy, inspired to learn and grow, and encouraged to reach their potential

• Wyreema SS looks at the academic needs of all students and caters for their individual needs

• children who struggle get the extra help they need, just as children are also encouraged to exceed beyond their year level

• teachers are able to adjust school programs to the point where each child is accommodated and can work to the best of his or her ability.



WSS encompasses 2.37 hectares with well-established trees, gardens, and extensive wildlife habitats. There are four water tanks, a bore and $50,000 worth of solar panelling (that the school won through the 'Solar Panels for Schools Scheme) as well as:

• one high set building • two modular buildings • one (Building Education Revolution) Small Schools Resource Centre • three covered play areas • one amenities building • four shade structures • one prep shed • one tennis court and • one storage shed.

The school has 15 computers for student use, one computer for Administration use, one laptop for Playgroup and Teacher Aide use, one 1-Pad for Special Needs students use and two Interactive Whiteboards. Teaching staff have the use of their Computers for Teachers (CFT) laptops.

The P & C said school funds are well managed and always in surplus. Current servicing costs to the school are:

• Principal • 1.62 teachers • teacher Aides -118 hours a fortnight • other staff- 28 hours per fortnight • cleaner- 31.5 hours per fortnight.

This is at an average cost per student of $12,243.

Other comments made regarding facilities and resources include: • beautiful surrounds offer an excellent natural learning environment • land for future expansion of school facilities which will be needed with the forecast

growth



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• WSS has had many providers supply machinery, steel, pavers, sand ,garden products and labour, to beautify the school grounds

• school facilities are of good quality and have been well-maintained.

WSS has a very passionate and active P & C comprising approximately 40 °/o of all families. The P&C has been an integral part of the consultation process around the school's viability. Parents are actively engaged in the school and take a strong interest in its current activities and its future. It has been stated that many much larger schools had smaller and less committed P & Cs; it would seem a waste to lose the resources represented by the time and effort the P & C has put into the education of its children. Further comments reflected the view that the P&C and all parents are a valuable resource for both the school and the community:

• active P & C that provides for students and the larger Toowoomba Community (e.g. Toowoomba Hospital Foundation, Toowoomba Children's Hospice) through its annual fundraising efforts

• P&C has purchased five new computers, provided maintenance to the school grounds and purchased new equipment such as flags and marquees

• P&C efforts have the effect of heavily subsidising students/families in the local community to enable access to excursions, educational supplies and learn to swim program

• grounds are always well presented and maintained mainly due to the fact the P & C conducts regular working bees

• P&C holds events to which all the community are invited • P and C runs a 'Meet and Greet' at the beginning of each school year and assists

with the Awards Night at the end of the year. • quality education for children requires active and direct parent involvement; WSS

offers that opportunity for local families • parents are involved at school in the education of their children; this was

demonstrated through the 92°/o parent attendance at the end of First Term's parent/teacher interviews.

4.6 Local issues This category is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise other local issues it believed he needed to be aware of in making his decision.


The current Principal has turned the school around and is the driving force behind the school spirit, community involvement and success. She puts the needs of students, parents and staff first with the end result being that people now consider the teaching, organisation and 'feel' of WSS has never been better. It was stated that staff have committed to stay which is conducive to stability, connectedness and significant trust from the surrounding community. Many comments focussed on the professional caring staff and high teaching standard at WSS:

• positive support shown by the great staff of the school and their willingness to participate in all school functions and extra-curricular activities and to help parents with outside general school requirements

• teachers focussed on providing a safe and happy environment; they treat each child with respect

• teaching staff go to extraordinary lengths to get to know each child; every student is made to feel special

• teaching staff are phenomenal with their teaching skills and their capacity to relate to each and every student and individual needs



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• teaching team have a great relationship and work perfectly together • they go above and beyond to ensure the success of their pupils in all aspects of their

lives, not only academically but also giving them self- pride, individualism and respect for others

• teacher aides play an important role in maintaining a safe environment.

One of the biggest issues raised throughout the consultation process was that of small schools and the many benefits they were seen to offer both students and their families. It was claimed that small schools such as WSS are important as they give country youngsters, and children with specific needs, an opportunity to be educated in an environment that provides excellent learning, promotes values education and provides a feeling of safety to students. Many parents have specifically chosen WSS because of its smaller student population; other comments made regarding WSS and small schools in general included:

• WSS is meeting children's every educational need because children aren't a number in an over-crowded classroom

• small school means small classes, more one-on-one or small group teaching time; means community; a great positive start to education rather than getting lost in the system; greater opportunity for children to reach their full potential and have their strengths and weaknesses identified early

• children obtain leadership opportunities not always available in bigger schools • families send their children to WSS because a small school environment is what

they need for the education of their children. Some children would not cope in a big school environment and would get lost in the system, especially those in need of special education and one on one teaching

• students who struggle are mentored by others in the class in a supportive environment

• many of the students at WSS have previously experienced bullying and maladjustment in larger schools; parents report excellent results with the change of environment and teaching approach

• all children are treated equally and provision is made for those who need special guidance; this generates a spirit of togetherness and looking after one another.

WSS has the reputation of being a quality educational establishment. All students have a role in the school and learn the responsibility and importance that is attributed to those roles. People spoke of the positive learning experience and environment that WSS brought to the entire community:

• children are courteous and respectful of adults and each other; school has taught them confidence to communicate in a positive and polite way

• students want to be at WSS, they want to learn and embrace all opportunities; parents are appreciative of this

• a school without bullying, violence and vandalism is a mere dream for most communities but here it is a reality

• the school is well supported with parents and teachers working in partnership to ensure the best outcomes for students

• Wyreema is an inclusive school where everyone is accepted, valued and inspired to reach their potential; it is a place where all students feel like they belong

• children who come to the school with problematic behaviour blossom into children who have a strong sense of self worth

• children at this school have a great sense of community; at school events older students support the younger ones; they demonstrate good manners and a sense of social responsibility.



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4.6.2 Impact on students and families

Students in Years 3 to 7 submitted essays (some illustrated) on what the school meant for them and why it was important it not be closed. Points made have all been referred to elsewhere in this report so are not listed here; twenty essays in total were received.

Significant stress regarding the impact on students and their families if WSS was to close was evident both at the meetings and in submissions. The majority of parents believe they would be adversely affected should WSS close. Parents said that most of them have based their decision to live in or near Wyreema primarily because of work, housing affordability, access to the local school for their children and local community factors. People felt strongly that many children, especially those with disabilities, do not cope with changes like moving schools; their learning would be set back several months, if not more, in adjusting to their new school environment. Additionally it was stated:

• several students with emotional and social issues are already struggling with the prospect of having to move schools

• the offer of money to compensate for new school uniforms is an insult compared to the turmoil that will be created for students

• without a local school many families will re-locate • it will be detrimental to change school for one year of primary school before entering

high school (applies to Year 5 and Year 6 students) • DETE has applied a city-centric view which fails to take account of the practicalities

and special circumstances of families living in a rural community • DETE has not offered the parents of WSS children any advice or practical

alternatives to consider if the school is closed as a result of the viability assessment process

• there will be more than 40 friends forced to separate and go to different schools; WSS is not just a school it is a family.

4.6.3 Impact on community

The impact that a potential closure of WSS would have on the township and wider community ranked in the top three issues raised in meetings, submissions and petitions. It was said that closing WSS is not something that can be viewed in isolation as it is intrinsically linked to the welfare of the community. People commented that social and economic impacts would be significant to the entire community as illustrated by the following:

• WSS is important to the whole community; if the school closes the town will die. • the whole community will be affected by the closure of the school; hall will no longer

be the hub of school-related functions and fundraisers • several user groups rely on WSS including a weekly playgroup of 42 registered

children, Toowoomba City Council Mobile Library, and the Social Tennis Club • depriving Wyreema community of its own state school would be an injustice and

would create community unrest and hardship • loss of the school which is a safe meeting hub for the community, combined with a

growing population, could result in a disconnection in the community; this gap could see increased crime, further isolation of socially marginalised families and increased poverty as people lose touch with each other and spend more time away from the town

• taking the school from a growing community like Wyreema will result in a loss of social capital

• community spirit that surrounds the parents, students and active P&C is a treasure; school events are true community events

• the school is the central hub of the Wyreema community; DETE's Parent and Community Engagement Framework: Working Together to Maximise Student



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Learning would be rendered meaningless for parents and the local community if the school closes.

It was believed that local business would also be impacted if the school closes as the school has long standing partnerships. The Wyreema general store in town gets a lot of patronage from the WSS community and closure of the school will adversely affect its future business viability as the school is a drawcard for young families and the store benefits from this.

There was considerable concern regarding the adverse effect a school closure would have on property prices e.g. local rental properties would be less attractive to prospective tenants with families. It was felt that new, often first time, home owners with young children or those planning families would not consider an area without a local school; consequently development would slow and existing house values may decrease. It was believed future residential development will suffer if the school closes as this usually results in a domino effect of loss of services in the area; there were estimates that the town could lose up to 30% of its population.

Comment was made regarding loss of employment at the school, and in particular the significant impact on support staff. Support staff are members of the local community and closure would impact negatively on their ability to earn a living. It is particularly difficult in a rural area such as Wyreema to find positions at other schools that are able to accommodate the hours required. Some staff have children at the school so their future employment may not tie in with where their children might have to attend school.

4.6.4 Other issues

Other issues raised at meetings included financial implications of a school closure on WSS families given the socio-economic demographic of Wyreema and surrounding areas. These included:

• increased costs (fuel, fares) to cover transport to alternative schools • relocating and possible change or loss of employment • without the P&C subsidy many families/students will be unable to access extra

curricular activities at larger schools.

The impact on the WSS Play Group program and its participants was raised, citing: • once or twice a week depending on term the school offers a play group for the

community which offers both learning and enjoyment for the participants. Numbers currently exceed 40, many of which are potential new enrolments.

• play group includes a number of children who are in the Prep age group as well as some other children from the community. The community believes this has been a brilliant initiative which not only acts as a recruiting strategy for the school, but serves as a great transition for children from play group to Prep, in the same location with the same staff

• closing the school will mean children will miss out on the playgroup which provides an important learning experience for children aged from seven months to the year before they start school. For some families the playgroup is the only avenue they have for their children to participate in such experiences

• play group allows families and children to get to know each other which makes the transition to school easier for all .

The community was concerned about issues related to the school's history including: • it has a proud history beginning in 1895 • generations of families have attended the school and made WSS a part of the family

tradition. It was said that those families, and the school, are very much part of the fabric and history that holds the Wyreema community together



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• the school is of substantial historical and cultural importance.

In terms of the economics associated with school closures it was said that: • the government's Growing a Four Pillar Economy and six month action plans refer to

revitalising front-line services for families, building new schools and funding for schools; they do not any reference to closing schools

• children's education should not be determined by how much money a school is worth but the standard of teaching and learning.

The school community felt strongly that closure of the school would go against the provisions of the Education (General Provisions) Act 2006 which include universal access to high quality state education, providing for the establishment of state educational institutions, and facilitating their operation as safe and supportive learning environments, ensuring education programs are responsive to the individual needs of children and encouraging a parent's involvement in his or her child's education.



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5.0 Petition

WSS ran two petitions, a hard copy one (2,437 signatures) and an e-Petition (1, 135 signatures). At the closure of submissions on 26 July, the petitions had been signed by a total of 3,572 members of the community opposing the proposed closure of the school. The number of signatures indicates overwhelming support by the community to keep the school open.

Many of the petitions made comments and these have been read, summarised and listed below. Many of the same issues were raised via submissions but the school community recognised that some people felt more comfortable expressing their views in this manner, hence the inclusion of the comments below:

• please don't close, our children, families and the community will be devastated • I was going to send my five children next year • small schools are needed for rural areas and small towns • lifeblood of the community, will impact on local business • less money for politicians, more for education • government problems and cost cutting shouldn't impact schools • WSS enrolments are increasing • kids have a right to local education • Wyreema is a growing community and the decision is short sighted • Toowoomba is an expanding regional centre • Wei/camp Airport and Industrial Estate are only 20 mins away • school has been there a long time and is part of the community's heritage • country communities need local schools which are often their key infrastructure • many generations of local families have attended WSS • moved to Wyreema and planning to enrol children • too far to travel to other schools, can't walk to school anymore • small schools, small classes and better for kids • school closures destroy communities • schools are the future of country kids in country towns • government has an obligation to provide local schools • parents should not have choice of where they enrol children taken away • don't interrupt children's education and their stability, their education will suffer • closure of WSS is a land grab • support existing schools • give less funding to private schools • education is a priority not sport • kids with special needs and learning disabilities need WSS • fantastic P&C supporting the whole community • education is worth more than real estate • small schools provide quality education and individual teaching • schools should be decentralised - we need small sustainable communities • families will/eave the area- we need them in rural Australia • Brisbane should leave the country alone, • great school and fantastic Principal and staff • false economy to close and then have to reopen schools • no super schools, kids get lost in the system • families will suffer the financial burden of changing schools • WSS consistently mentors pre-service teachers • past pupils of small country schools are successful, productive citizens • other states have learnt hard lessons after they closed schools



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• discipline is better and anti- social behaviour is less likely in small schools • other schools are almost at full capacity • so much for the government's commitment to education for all • people will lose employment • the heart of a rural community is its school • went to this school 55 years ago, still backbone of community • we should respect local community needs. • this school is about educating the whole child, not just academic achievement.



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6.0 Conclusion

Community consultation regarding the proposed closure of Wyreema State School resulted in a total of 70 submissions and four meetings facilitated by Barrie Spring, the JTA Senior Consultant who was responsible for coordinating the consultation process and activities.

The Wyreema community engaged very quickly both with Barrie and the consultation process generally. Every effort was made by the consultant to ensure all views were represented and that everyone had an opportunity to make a submission. The dominant theme that emerged was of the extreme regard that parents, students, staff and community members had for the educational and social outcomes that Wyreema State School community was providing.

There was acknowledgement that the enrolments were not as good as they should be although this was considered the result of historical circumstances due to high staff turnover rather than an ongoing problem. The lack of out-of-hours school care was considered a major deterrent for the increasing number of working mothers in the area. These were both considered important factors in diverting families to other schools in the area in the short term.

However, there was a strong view throughout the consultation and submissions that demographic changes across the region as well as future development plans for the area by Toowoomba City Council ensured that the school would be in a growth pattern for some time. Council was involved in consultation meetings and supplied the Wyreema community with considerable information re future developments and likely increases both in the workforce and new residential construction. This was reinforced by the claim that Toowoomba city was expanding in the direction of Wyreema as its external boundaries moved towards Oakey.

Another important issue for Wyreema parents was concern that it was becoming more difficult, and more expensive, for rural people to find an alternative school within a reasonable location. There was anxiety that the cost of additional travel to a Toowoomba school plus the extra time involved for both parents and children would increase budgets and travel time.

Wyreema is a close knit township and region which is reluctant to accept that the local community may be considered unviable in the short term; their sights are set on the medium and long term in wanting the school to continue. They were well supported in this by local and state government representatives who were constants during the consultation process.

The community consultation process engaged and involved a broad range of community members, including staff, students, parents, local business, and local and state government elected representatives. It was evident through the submissions and consultation meetings that the community is proud of its school and united in its desire to remain open.



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APPENDIX 1 -Consultation Plan, Wyreema State School



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Consultation Plan WYREEMA STATE SCHOOL

Introduction The Department of Education, Training and Employment has identified Wyreema State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Wyreema State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • staff • students • P&C with support from P&Cs Qld • Toowoomba Regional Council -councillors and relevant departments • State Members of Parliament • QTU and Together Union Representatives • local business groups • local community groups • past students and parents and potential students and parents.


community To inform the parents and school community of the proposed closure of Wyreema SS and provide initial advice on the consultation

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Consultation I an WYREEMA STATE SCHOOL

Initial meeting with Regional Monday 6 May 2013, To introduce concerned parties, define roles, Director, Principal Advisor, 11.30am-1.00pm provide further information and discuss Wyreema SS Principal, P&C development of consultation plan President and independent consultant Information meeting with all Monday 6 May 2013 To accurately and sensitively inform and students discuss with students the consultative

process and concerns they may have. EQ HR consultants meeting Monday 6 May 2013 Discussion of options if the proposed closure with School Staff of Wyreema SS went ahead at end of 2013. Initial Community Meeting - all Wednesday 8 May 2013, Provide an explanation of the Schools community members welcome 6.30pm-8.30pm Viability Assessment process and inform (Regional Director and Staff, P&C, school and wider community of independent consultant to processes involved in this consultation, provide information) including the consultation plan and how they


Teacher Meeting with QTU Thursday 9 May 2013 Informing teachers of support from QTU. Representative Zeb Sugden Teacher Meeting with QTU Thursday 9 May 2013 Informing teachers of support from QTU and Representative Kevin Bates contributing ideas towards consultation

process. Community Meeting- all Wednesday 15 May Inform community of events that are being community members welcome 2013, 6.30pm-8.30pm planned and how they can be involved in the (Organised by the P&C) consultation process.

Staff Meeting Thursday 16 May 2013 To review and discuss information re proposed closure.

Meeting with P&C TBA Discuss progress of Wyreema SS consultation process

Independent Consultant to May- July 2013 Provide key stakeholders with the hold one on one meetings with opportunity to make comment and have input key stakeholders as identified into the consultation report Principal meeting with Thursday 23 May 2013 Advice regarding consultative process and Principal Advisor (Regional). information requiring collation. Walk Safely to School Friday 24 May 2013 Show support for worthy cause and to

showcase the ease with which students from Wyreema SS are able to walk to school (safe environment etc)

Meeting with Upper Pod Monday 27 May 2013 To discuss and review any concerns they students (Grades 3-7) may have regarding the proposed school

closure. TRC meeting with Friday 31 May 2013, Council will engage with, advise and support representatives from three 9.00am-12.00pm the schools- providing assistance and reg ion a I schools that have information been proposed for closure. Frequent informal meetings Ongoing Event management and job tasking. between the P & C members

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Consultation I an WYREEMA STATE SCHOOL

Informal phone calls, emails, On-going Information sharing and updating. meetings etc between all stakeholders including EQ staff. Council Community Wednesday 29 May The proposed school closure will be a high Engagement Tour 2013 priority topic on the agenda for this evening

meeting at Wyreema Hall. Information and ideas sharing.


Working Party meetings Sunday afternoons Update and inform each other of progress by task managers, plan for future events.

Family Fun Day - Come and Sunday 2 June 2013 Showcase our school and invite prospective See Our School students and families to see Wyreema SS in

person, fill in "Intention to Enrol" paperwork. Staff Meeting Thursday 6 June 2013 To review and discuss information re

proposed closure. Final Community Meeting TBA- July/ August 2013 To inform and update the community on the

progress of Wyreema SS consultation process.

Written submissions via email Ongoing until 9 August Written submissions will be accepted in 2013, Spm addition to the information collected at other

consultation activities. The submissions will be included in the report



• Weekly/fortnightly school newsletter item • Advertise consultation activities on school website • Advertise consultation activities on local community group websites • Advertise consultation activities on departmental Facebook • Local newspapers • Radio and television free advertising and news stories. • Frequent emails • Information notes to School community as need arises • Letter box drops in the local community • Flyers at local businesses • Other

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Consultation Plan WYREEMA STATE SCHOOL


[email protected] ld.gov.au



Contact details Name Phone Email Sandy Tetzlaff- Principal 07 4696 2130 stetz1 @ea.edu.au Alex Charlesworth - President, 0427 958 547 alex@agrigging. com .au P&C Association Barrie Spring - Consultant 0418 746 116 [email protected]

07 3268 6665 Alana Ashby- Working Group 0421 828 734 [email protected] Co-ordinator Karen Lewis- Working Group 07 4696 2971 kb.lewis@big[2ond .com Correspondence Officer

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are prospects for growth In the region

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-----l-----ll--1--f-f-+-+--+--t--t--1--l---1--+--+-DETE has applied a city-centric view which fails to take account of the practicalities and special circumstances of families living In a rural community. OETE has not offered the parents of WSS children any advice or practical alternatives to consider If the school Is closed as a result of the viability assessment process. Queensland Government's "'growing a four pillar economy" and ''six month action plans''- these documents Include refll!rences to revitalising front-line services for families, building new schools and funding for schools. The documents Closure goes against the Education (General Provisions) Act 2006- the objects of the Act include provision for "universal access to high quality State education", "providing for the establishment of State educational institutions, and f.ocl

~-~~~~~~~~~~~H~~~~~~~~~~++++~++~~4~~~H~~~om~~~-~~~ity~~~-~m~~w~--•~tom~m~d~-~~~~~~~-~~~~~~-th~~~~~u~~~~th*rom=~~WSS~~u-~~~~Wp~~rom ~-~~~~~~~~~~~HI--~~~~~~~~~+++++++~~4~~~HI--~~a~~M~~~~~ru~~P~~edto~~~~~om•-~~-~~~~~~~b~~~~~~~~-~~~~~f.o~~ro~~~~top~~~=~~~~~c~~~~~~~~ ~-~~~~~~~~~~~-----li--~~~~~~~~~~~~++++~~~~~~HI--~~~~~~dkhoo~~~~~~mm~~-th~romm~~w~•~Med~WUtoro~~~~o~•~w~~ ·~~~~nnn••~~~~~~cl~toh·~~fu~re~~~: ~~~~-~~erom~~~~~~re< ~-~~~~~J~~~~~Hf---~~~~~~~~~+++++++~~4~~~~~~~~~-~--~~~~~~~~-~to--~-~~~-~~ I ~----1~~~-f~~~~~~Hf---~~~~~~~~++++++++~~4~~-Hf---~~lt would appear enrolments have not been managed across theWSS catchment area, and the areas of the neighbouring schools. ~-~~~~~~~~~~~-----lh~~~~~~~~~~~~++++~~~~~~-----ll--~~-~om~cy-P~~~6~~-k~~~~~A~~~•~~cd-~~hdili-~~-~~~om~~P=M~~~ed~~~rum-~~~-•~om~•ta-~~-~~~m~~~~e ~-~~~~~-+-+~~~~HH~~~~-~=~~~~+++++++~~4~~~~~~~- ••••=•, ,.ProvisionaiSchool No.S24 was opened in January 1895

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Issue No.

61.8 61.9

61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61 8

WSS62 6:

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WSS65 i.1 65.2 65.3

WSS66 66.1 66.2 66.3 66.4 66.5

WSS67 67.1 67.2 67.3

WSS68 68.1 68.2 68.3

WSS69 69.1 69.2 69.-3

WSS70 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9

70.10 70.11 70.12 70.13 70.14 70.15

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3. Curriculum .1 Extent of

Curriculum I Ability to

access

resources


14.1 Cost per

student per

annum

~-2 Comparison to other schools

Wyreema State School- Summary of consultation findings and DETE response

• Many students will have to travel to Toowoomba if

the school is closed (17km)

• No commuter bus service between Wyreema and

Toowoomba

• Parents drive children long distances to school but

travel times are short

32 in 2013 (out of a total161 RSN students).

• Approx. 20% of students currently enrolled at Wyreema SS are from outside the catchment.

• Distance from Wyreema School:

o Vale View SS- 5km

• Individual Student Transition Plans will assist with addressing issues. • Travel allowances would be available to eligible students (where applicable) through the DTMR School

Transport Assistance Scheme (STAS). Financially disadvantaged students (who live within these

distances) may also be eligible for further STAS allowances.

• Wyreema/Cambooya is in a commercial bus operators' contract area- Stonestreets Coaches Pty Ltd

fares service area- S634N.

• Eligibility, depending on address, could be to travel by bus to Vale View SS or Harristown SS.

• Specialist programs in Physical Education, Music and • Individual student transition plans will assist with addressing issues.

Languages other than English • Alternative local schools have a range of support services available, including chaplaincy services,

• Voluntary chaplain in place (twice a week) learning support teachers who work to enhance and extend program options for students with

• Small class sizes are better able to suit the students' learning difficulties, as well as strong commitment to holistic support- as evidenced through an

learning needs individualised Learning and Wellbeing Framework.

• No common issues raised

• $50k of solar panels installed under the Solar Panels

for Schools Scheme

• It should be noted that Professor John Hattie's comprehensive meta-analysis of what makes a

difference to student learning acknowledges that anything with over 0.40 effect size is considered to

have a beneficial influence on learning. Class size has an effect size of 0.05 and therefore, of all the

potential variables to impact on student learning, Hattie has not identified size as an effective variable.

• Concern regarding the impact of transition on students is acknowledged and the Department has

developed a student transition plan and parent checklist to ensure all elements are considered and

contextualised for the individual student.

• Cost/student/year Wyreema SS- $14,287

• Cost/student/year at Vale View SS - $6,915

• Qld average cost/student/year- $7,013

• The cost/student/year at Wyreema SS is 103% higher than, or more than double, the Qld average.

• Maintenance costs for the past 5 years is $44k

• BER funding of new resource centre in 2011 of $250k (relocatable building).

• Should Wyreema close, an assessment of additional capacity at alternate schools will be undertaken,

and additional infrastructure provided (where required).


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Prefer Small

Schools

P&C provided facilities &/or resources

Other

Wyreema State School- Summary of consultation findings and DETE response

• Small school benefits catering for specific needs

students, small school and small classes, 2012

Parent Survey - 100% good education

• Current principal and staff professional and caring

• SWD entitlements (funds and staffing allocation) will transfer with student.

• Refer to response in 3.1 above regarding the effect of small class sizes on learning outcomes.

• P&C has purchased 5 new computers, provided • DETE would ensure resources are transferred to the destination school where the majority of students

maintenance to the school grounds, purchased new relocate.

equipment, subsidised family/student participation

in excursions etc. No amounts identified.

• High turnover of Principals in past 5 years, with

28 students leaving the school between 1998 and

1999

• Closure may mean parents consider relocation to

another community

• Loss of community benefit- community meeting

place, supports other organisations, local business

loss of income, WSS Play Group Program

• Cited closure "goes against" the EGPA 2006.

• The EGPA prescribes the conditions for proposed closure. DETE is compliant.



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Hon John-Paul Langbroek MP ~~,;:g~~ae~,~ Minister for Education, Training and Employment

------------------------------· .... ___ ...... _···-··········-------

2 7 SEP Z013

Ms Sandra Tetzlaff Principal Wyreema State School MS 499 TOOWOOMBA MAIL CENTRE QLD 4352

DearM~ff ~'

l evel 22 Education House 30 Marv Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile t-61 7 3211 8011 Email [email protected]!d.gov.au

I am writing to formally advise you that following careful consideration of the school viability assessment and consultation process, I have determined that Wyreema State School will remain open.

I expect that this decision will be welcomed throughout your school community. I would like to take this opportunity to sincerely thank your school community members for their participation in the recent community consultation process and for their efforts in preparing submissions.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with not only you as Principal, but also the staff and broader community to implement strategies to ensure the future viability of the school.

I encourage you as Principal to continue to work with your staff, student and parent communities in promoting a successful future for your school.

Should you require any further information, I invite you to contact your Mr Gregory Dickman, Regional Director, Darling Downs South West Region, on telephone 4616 9111 or by email at [email protected].

Yo~rs sincere. l·y··.. ·. .····.. . . 1 ~ . ... tDL·{L,t~

1.JHN-PAUL LANGBROEK MP ~nister for Education, Training and Employment

Ref: 13/265195


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Han John-Paul Langbroek MP Minister for Education, Training and Ernployment

__ ........ ----------- -----------------------------

2 7 SEP Z013

Mr Alex Charlesworth President Parents and Citizens' Association Wyreema State School MS499 TOOWOOMBA MAIL CENTRE OLD 4352

DearMr~orth (ltvKJ

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email [email protected]!.q ld .gov.au


I expect that this decision will be welcomed throughout your school community. I would like to take this opportunity to sincerely thank the Parents and Citizens' Association (P&C) and school community members for participating in the recent community consultation process and for their efforts in preparing submissions.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with not only the P&C, but also the Principal, school staff and broader community to implement strategies to ensure the future viability of the school.

I encourage you as P&C President, to continue to work with your Principal, parents, staff and students in promoting a successful future for your school.


Yours sincerely


Ref: 131265195


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.. -.) ., Hon John-Paul Langbroek MP gueensland <.JO\; Brt:0"?f;n t M.inister for Education, Training and Employment

---------------- -----------------------· ... - ............. _

:. 7 :jEP 2013

Mr Raymond Hopper MP Member for Condamine 14A Cunningham St DALBY QLD 4405

Dear Mr Hopper

Leve! 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East

Queensland 4002 Australia Telephone +61 7 3237 1000

facsimile +61 7 3211 8011 Email [email protected]


I expect that this decision will be welcomed throughout the school community. I would like to take this opportunity to sincerely thank you for your representations on behalf of the school community during the recent community consultation process.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with the Principal, school staff, Parents and Citizens' Association and broader community to implement strategies to ensure the future viability of the school.

I encourage you as the local Member, to continue to work with the Principal, parents, staff and students in promoting a successful future for Wyreema State School.


Yours sincerely

HN-PAUL~O~ · ister for Education, Training and Employment

Ref: 13/265195


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Han John-Paul Langbroek MP ~g~:;,,~~~e;·~ M..inister for Education, Training and Employment

2 7 SEP 2013

Councillor Paul Antonio Mayor Toowoomba Regional Council PO Box 3021 TOOWOOMBA VILLAGE FAIR OLD 4350

De~r PJ J

--------- ..... ___ .. _ .. __

level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1000



I expect that this decision will be welcomed throughout the school community. I would like to take this opportunity to sincerely thank you for your representations on behalf of the school community during the recent community consultation process.


I encourage you as the local Mayor to continue to work with the Principal, parents, staff and students in promoting a successful future for Wyreema State School.


Yours sincerely


Ref: 13/265195


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T---- 13/265079 1

.------- -- -----··-··-·-···-··-·····-··-- -----··-·----·--·-- ·- ······ .. ···--·-----·--·--------- ------ -

Action required: For approval


Critical - in order to meet the Minister's commitment to inform the community of the outcome of his decision regarding this proposed school closure, in a timely manner.

SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF STUART STATE SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Stuart State School (SS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1).

• The Department has reviewed the consultant's report regarding the viability of Stuart SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Stuart SS .

Key issues



3. As is required under the Education (General Provisions) Act 2006 (the Act) , the Minister approved the gazettal of these proposed school closures. The public notice was published in the Government Gazette on 10 May 2013.



6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of nine consultation meetings held in the Stuart SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected] .gov.au), or to the consultant's designated email address ([email protected]) .

8. A total of written submissions were received as part of the consultation process for Stuart SS.

9. The majority of written submissions expressed opposition to the proposed closure of Stuart SS.


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of 5 13/2650?~J

10. JT A Australia submitted a consultation report regarding Stuart SS to the Department for the Minister's consideration on 2 August 2013.

11 . As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during consultation were:

• QSPC report identified growth in primary school numbers in Townsville South region;

• Unreasonable travel times to neighbouring school;

• Benefits of a small school - curriculum, resources, individual attention;

• Resizing the Stuart SS catchment area would provide more realistic resident student numbers (RSN).


• Enrolment projections for Stuart SS demonstrate significant increase to 2031. However, this is due to the projected population growth in the Rocky Springs development area south of Stuart SS. If this development proceeds, one or two new primary schools would be required within the development area itself. Stuart is not well placed to service this new community;

• TAG bus company in Townsville has advised that existing services provided to Stuart SS will be extended to Wulguru SS;

• Individual student transition plans will assist with addressing student needs;

• Catchments are drawn using a state-wide standard of equidistance between schools. Redrawing the catchment would unfairly exclude students from attending their nearest school .

Communications

13. If a decision is made to close Stuart SS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Stuart SS for closure, all current students at the time of the announcement (excluding students completing Year 7) would be eligible for a one-off uniform allowance of $350 for their new school.

16. The Department would support students and families, if required, by subsidising the difference in Student Resource Hire Scheme for a one-year period, in cases where the destination school's fees are higher than their current school.


• the distribution/allocation of funds for uniforms to el igible parents and families by the end of October; and



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18. Travel allowances would also be available to eligible students (where applicable) through the Department of Transport and Main Roads' School Transport Assistance Scheme (STAS) .











27. Regional Human Resource staff will work individually with all staff members through relocation/transfer and other staffing issues. The Employee Assistance Service will also be available to staff.

Other

28. Should the Minister determine that Stuart SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

29. The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation , on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.

30. The Department has recently reviewed and revised its School Closure Checklist, a comprehensive document that outlines the various operational action items, roles and


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responsibilities associated with the closure of state schools. Should the Minister approve this school for closure, the School Closure Checklist will be distributed to relevant officers for completion.

Background

31 . On 3 May 2013, the Minister for Education, Training and Employment, announced that consultation would occur regarding the proposed closure of eight state schools, including Stuart SS.

32 . The schools identified were proposed for closure in line with the criteria contained in the Department's School Viability Assessment procedure, in particular the enrolment and accessibility criteria.

33. Stuart SS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

34 . There is one other state school (Wulguru SS) within five kilometres, with the ability to accommodate the enrolments of existing in-catchment students of Stuart SS.


35. The consultation report identified a strong community commitment to Stuart SS and a strong desire to keep the school open.


37 . On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Stuart State School be approved for closure.




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Recommendation

That the Minister

[ Department File Ref: Page 5 of 5

13t2sso79 I

approve the closure of Stuart State School from the end of Term 4, 2013; and


NOTED


\ b l 9 t t5 0 Copy to Assistant Minister

Minister's comments

Action Officer Endorsed by: Lee Callum DOG Executive Director Jeff Hunt

Infrastructure Strategy, Corporate Services Research and Performance Tel : 3237 0950 Tel: 3405 6329 Mob MobDate: 21/08/2013 Date: 22/08/13


Endorsed by: A/DOG Patrea Walton

Education Queensland

Tel: 3237 0619 Mob

Date~~~~~



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Stuart State School Consultation Report

Table of Contents

1.0 Introduction .................................................................................................... 2

2.0 Methodology ................................................................................................... 3

3.0 Stuart State School ........................................................................................ 5 3.1 Profile ............................................................................................................ 5

3.2 Consultation plan and activities ..................................................................... 5

4.0 Stuart State School Issues ............................................................................ 7 4.1 Preamble ....................................................................................................... 7

4.2 Enrolments .................................................................................................... 7

4.3 Accessibility ........ ......................................................................................... 10

4.4 Curriculum ....................................................................... ............................ 11

4.5 Resourcing equity ... ..... ............................................................................... 13

4.6 Local Issues ................................................................................................ 14

4.6.1 Teaching quality ................................................................................... 14

4.6.2 Learning environment and school culture .. ........................................... 14

4. 7 Community spirit ................... .................. ........ ............................................ 15

4. 7.1 Support for special needs students ...................................................... 15

4.7.2 Impacts of closure ............... ..... .. .......................................................... 16

4.7.3 Historical and Heritage Values of Stuart ............................................... 16

4.7.4 Community partnerships ....................................................................... 16

4.7.5 Other community impacts ..................................................................... 17

4.8 Options ............ ............................ .................... .. .............. ............................ 17

5.0 Petition .......................................................................................................... 19

6.0 Conclusion .................................................................................................... 20

APPENDIX 1 Consultation Plan, Stuart State School .......................................... 21

APPENDIX 2- Issues raised in meetings and submissions received ............... 22



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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Stuart State School (SSS).

SSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.





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2.0 Methodology



closure of SSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school








o This was facilitated through early completion of the consultation plan, including key stakeholders and a list of communication media to be used. Supported by JTA the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders

• three avenues for SSS stakeholders and community to express their views o Via meetings: a minimum two public/community meetings were

recommended and there were meetings of other designated stakeholders such as students (represented by the SSS Student Council), teachers and school staff, P & C Association, local industry representatives, the Townsville City Council and the local Member of Parliament. JTA Senior Consultant, Simon Hausler, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during community meetings

o Via submissions (to be lodged by 26 July1): a total of 222 submissions were

received. DETE provided an email address for the consultation exercise but

1 Initially the closing date for submissions was identified as 9 August. However, during the consultation process the Minister indicated his desire to provide the earliest possible advice to communities regarding the outcome of the proposed school closure consultation process. Accordingly the consultation period was amended and shortened to Friday 26 July 2013 (by which time all submissions must have been received by JTA). The amended timeframe meant JTA could collate submissions earlier and bring forward the completion of the report to enable the Minister to fully consider the feedback and make an earl ier determination.



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JTA also asked for the addition of another address (an independent JTA email one) which guaranteed the anonymity of the submission author if required.

o Via DETE and Ministerial correspondence: when views were expressed about the potential closure of Stuart State School





collection of all issues, concerns and options via both stakeholder and community meetings as well as by submissions







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3.0 Stuart State School

3.1 Profile

Stuart State School is located around 20 km south west of Townsville's CBD, positioned off the Flinders Highway near Mount Stuart; it has been operating since 1891, initially serving rural communities on the southern edge of Townsville. The school motto is Strength Through Learning, and the school vision is Creating The Future.

The school includes students from Prep to Year 7, and runs multi-age classes due to its small size. SSS students come from the surrounding rural/residential areas of Oak Valley, Serene Valley, Alligator Creek, Nome, Cape Cleveland, Cluden, Julago, and Cungulla, the immediate areas of Oonoonba, Annandale, Stuart and Wulguru as well as further afield to Palleranda and Mysterton. The school itself is set on nearly 2.5 hectares with surrounding bushland and a pristine creek beside the car park.

SSS currently has a teaching Principal, three classroom teachers, a support teacher for Learning Difficulties, three teacher aides, two cleaners and an administrative officer. The school is also serviced by visiting specialist teachers for Languages Other Than English (LOTE) in Chinese Mandarin, Instrumental Music, Behaviour Management Support Teacher, Advisory Visiting Teachers, Guidance Officer and a Speech Language Pathologist.

The DETE School Viability Assessment for SSS indicated the school has a capacity of 356 students, with an enrolment of 88 in 2013, giving the school an utilisation rate of 25 per cent.


The consultation plan is attached as Appendix 1. Simon Hausler attended and facilitated those meetings to which he was invited (nine in total) and also ensured a record was kept of questions and comments.

The table below identifies the number of attendees at each meeting as well as its purpose.

Table 1: List of SSS Meetings

Initial . meeting .. ·.· .. ···.·.· ·· .... .. ·..... . . GrE~etla\1\rav (~rincipal), I ngric;t Gra~t(P~C -P~~sident), .KH'n huRk (~ctin~ :~~9.i .. gnc:~.l t 9i~~.9!Pr),,;• .

~eefing of elected ···• r:e~~r&; stal<ehdlders · ;

Sedorfd.·cotnm·un.i~~'$?ti~91l~lton .. ni~~t.!.ng· •. & Minister's com.munitM;:pr~semtation . .

~D~.mRR[gp~ ~qi~o~s$i~ms· to :t~~~: df:~r. soort1i~sjt;)n5 · · · ·· · · · · · · · ·



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4.0 Stuart State School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Simon Hausler at each of the nine meetings and from the collation and summary of 222 submissions. The submissions came from a mix of parents, students, teachers and staff, elected representatives, groups involved with the school, unions and other community members including former families of the school. In relation to the following outline of issues raised in submissions by the SSS community JTA has attempted to understand but not verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of the issues raised.


4.2 Enrolments


Submissions questioned the validity of enrolments as a key criterion in the School Viability Assessment; they suggested that low enrolment numbers did not detract from the school's core function of providing a high quality education to the SSS student community.

Parents said SSS has served the community for the past 122 years. Numbers in the school have fluctuated between four students in 1896 to a maximum of 118 in 1954. It was noted that Stuart's enrolments commenced in 1891 on 18 May with 92 students; on 3 June, 2013 the enrolment is a very similar 93 students.

The submissions pointed to resident student numbers (enrolments from within the school catchment) vis-a-vis total enrolments as undervaluing the qualities and specific suitability of the SSS environment. It was pointed out that 58 students are from the local catchment and the other 35 students from outside it. Parents said the number of students coming from outside the Stuart catchment should be recognised as a testament to SSS as a high quality school.

Community members challenged DETE's identification of SSS through the viability assessment because of its low or declining enrolments; it was suggested Stuart's enrolments were consistently trending upwards since 2009, and questioned the accuracy of DETE's reported enrolments. Stuart's classification as a metropolitan school was questioned, especially from the context of the rural and disadvantaged communities that it serves.

The use of a five year average enrolment figure of 75 was raised by the community, particularly in light of the recent upward trend in enrolments at SSS. They mentioned: • using an average of 75 students over the last five years fails to take into account the

number enrolled was actually greater than that for the majority of those years • enrolment numbers quoted by DETE do not provide a true reflection of the school's

recent growth; there has been an increase in enrolments over the past three years,



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reaching 93 this year, a big increase from the reported average of 75 (i.e. almost an entire class of students above the reported figure)

• past averages are not a true reflection of the school's ongoing numbers. It was noted that each year lower-age group class sizes at SSS have been growing, with the higherage group class sizes being the smallest. Stuart has 22 children in Prep this year.

Submissions raised the validity of the current SSS catchment boundaries, particularly in light of the road and bus network impacts which authors believe preferentially direct students from within the Stuart catchment to other primary schools. Some submissions also questioned the validity of the resident student number for the Stuart catchment: • SSS catchment is divided by the Flinders Highway .. . potentially 50 per cent of

catchment area students have to cross this busy highway to reach SSS and there is no safe crossing point for these children. It was believed this encourages parents to send them to other schools

• parents using public transport must send their children to other schools because of the bus routes

• it appeared high-school age, home-schooled or Catholic /other education students may have been included in the reported total of 256 Stuart catchment children.

The current utilisation rate of 25%>, (based on 88 students enrolled in a school with a capacity of 356) was raised by the school community. They questioned the calculation of the maximum capacity for SSS in relation to the following matters: • classroom format and IEPs have been overlooked by DETE when looking at capacity

figures within the context of the multi-age classrooms and student needs at Stuart • re DETE's maximum potential enrolment figures, using preferred class limits of 30

students for Years 4-7 and 25 for P-3, Stuart would have a total of 300 students not 356 • Stuart State School has five general learning areas; G Block caters to the Prep

classroom with 25 students; two demountable buildings (Blocks C &D) at full capacity are designed to hold 50 students in each; Block E can only hold four classes of 28 and F block two classes. It was therefore believed SSS's capacity at most would be 293 students if all recommended class sizes were adhered to.

The recent increase in enrolment numbers at SSS was mentioned in many submissions, with the community asking if DETE had factored this trend into their assessment. Examples of recent increases included: • SSS has had significant growth in Prep enrolments (22), and has adjusted the multi-age

classes to maintain preferred class limits • enrolment data indicates increased enrolments over the past two years; at the end of

Term 1 classes were reorganised due to increased enrolments across Prep to Year 3 and ten Prep enrolments have already been received for 2014

• DETE's enrolment forecasts do not match the upward trend of school enrolments in the past few years

• enrolments have risen to 93, and are continuing to rise. The community believes the reasons for this are due to the quality education delivered by Stuart School; it was said parents and students are bypassing larger schools because SSS is better placed to assist students with issues than larger schools.

The P & C pointed out that Stuart's low enrolments over the five year period could be explained by a combination of temporary factors such as road works and continuing structural issues (e.g. lack of childcare facilities and bus network routing). Some of the issues relating to road works include: • development of a truck overpass on the Flinders Highway and lack of safe pedestrian

crossings



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• road works for the newly constructed Port Access Road and construction works at the Townsville Correctional Centre; detours, rough and dusty road conditions, and stop/go delays meant some parents did not want to subject themselves to the inevitable delays of 15-30 minutes. Parents publicly admitted this was the reason they did not enrol at SSS during that time

• pedestrian access works mooted e.g. traffic lights and bike path to the school) in the original road upgrade designs have not been completed. It was said that although there is a bike/pathway along one side of Stuart Drive between Wulguru and the school, crossing the busy highway is fraught with dangers

• anticipated traffic lights and boom gates promised have not occurred due to a lack of funding.

Closure of the pre-school nearly ten years ago had the immediate effect of removing children from Stuart; once a child has commenced at another school, parents often prefer not to change. Apparently the removal of the pre-school in 2004 coincided with the establishment of Southern Cross, an independent school offering pastoral care for students aged Prep to Year 1 0; a steady decline in enrolments was evident afterwards.

The community believes other factors contributing to reduced enrolments included: • disruption caused by redevelopment of the correctional centre and removal of a

community of approximately 40 houses • declaration of a wildlife corridor and establishment of a parking lot • property bubble has slowed growth in the area • negative perceptions that the school was either closed or about to close.

Parents believe the arrival of a permanent Teaching Principal in 2009 and new families to the school has re-invigorated the school and the community; connections between the two have grown back to the strength prior to 2004.

The school community has for some time been committed to increasing enrolments and activities in that regard have included: • enrolment packs for kindergartens • school sign on the highway • P&C actively challenging negative perceptions • introduction of new programs like Delta Dogs, Books in Homes, JCU School of

Excellence etc. • encouraging parents to seek smaller school environments for Prep children • publicising Stuart's great teaching and learning audit results.

Submissions focussed on the expectation of a significant population increase and demographic shifts in the catchment area. The consultation meeting with the local state MP, Mrs Rosemary Menkens, and the Townsville City Councillor (Cr Les Walker) detailed the new planning framework that is supporting rapid growth in the Stuart catchment area.

The P & C stated future predictions for SSS should reflect anticipated growth and consequent increase in its utilisation, a view they believed was confirmed by the release of the Queensland Government Schools Planning Commission (SPC) report during the consultation period. The following comments were made on projected growth: • new Townsville Master Plan contains a number of strategies for increasing utilisation of

the SSS catchment. These include a focus on in-fill development that will increase the density of both industrial and residential development in the Stuart catchment, a new rating charge increasing rates charged on vacant blocks to spur development, and taking advantage of the newly completed services (e.g. town water connections)



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• demographic shifts in the catchment area have seen a trend in young couples and families moving to rural suburbs, replacing the seniors age group as the dominant residential type

• southern corridor has ample opportunity to develop residential growth; a large number of rural blocks at Alligator Creek and Oak Valley are for sale for development. Mt Jack has apparently been earmarked for residential development as has a future satellite city Rocky Springs, with land on sale there from Lend Lease in 2014.

• DETE has forecast there will be no growth over the next five years; however, the P&C strongly disagree with this viewpoint in light of the SPC Report June 2013. It was said the report shows a projected growth in primary school student numbers in Townsville South of 862 in the decade to 2021, requiring one additional primary school, and 2,237 by 2031, requiring one to two additional primary schools.

• mapping released by the SPC shows the number of school-aged people is expected to increase by up to 2 per cent a year in Townsville, with areas south of the city attracting the biggest growth

• changes in financial conditions (with banks seeking new customers and land prices depressed)) have assisted families wanting a rural lifestyle at the quieter lower key southern side of Townsville

• a proposal for a school in the Rocky Springs development area in 20 years has been made. The community believes that until then it would make more sense to use existing facilities.

• in light of the identified need for additional schools in the south of Townsville, and the sale of a future school site at Alligator Creek, Stuart should be kept open

• developer Lend Lease predicts a 1 ,594 ha site (the Rocky Springs Estate, being marketed as an area for families) will be home to over 35,000 people in over 12,000 dwellings.

4.3 Accessibility

DETE'S SVA accessibility criteria include distances and travel times to and from school, access to nearby schools or alternative education programs, transport options and arrangements for the school and neighbouring schools (road networks, bus routes, train routes).

Accessibility issues were raised in meetings and via submissions with particular concerns around the impact of additional travel on both parents and children if they had to attend another school. It was noted there are a number of parents located within the catchment who are currently travelling more than 32 km each way to attend school. The relative social disadvantage of some SSS families was noted; these families will potentially be less capable of managing the additional travel requirements that closure of Stuart might impose.

The size of the Stuart catchment area and the consequent travel times was raised by many parents who pointed out that travel times by public transport could exceed 45 minutes for some students (e.g. from Cungulla). The possibility of adding another 15-20 minutes to this travel time was criticised because of its impact on young children, and potential inability for children of all ages to participate in extra-curricular activities. It was viewed as unreasonable that children would in some cases have to rise at 5:30am to attend school. Strong criticisms were raised with the prospect of more busloads of children travelling from Creek, Nome, Cungulla, Cape Cleveland, and Julago along the Bruce Highway.

The school community suggested the closure of Stuart would lead to the cessation of the primary school bus service that currently supports the Stuart catchment, requiring primary school students to share the existing high school bus service The possibility of primary students, especially the Prep age group, having to travel with high school students was viewed with concern, particularly in respect to teasing and bullying in this environment.



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The additional cost of travel was raised by many parents, with some questioning the common sense of closing a school to save money, and then subsidising bus students travelling past that school to a new destination. Others were concerned about the financial impact of having to drive their children to school because the additional bus travel time was considered too much of an impact for young students. Some parents who currently walk their children to school were concerned that they might have to put their children on a bus to reach a new school location.

Other concerns raised included: • children who currently ride push bikes to school will be unable to do so if SSS closes as

the impact of the major highway between SSS and other nearby schools makes this particularly challenging

• traffic congestion to other alternative schools. It was said there is already traffic congestion during school drop off/pick up times around the areas of alternative schools such as Wulguru, Annandale, Oonoonba and Mundingburra.

Submissions raised the role of bus exchange that Stuart currently provides; this exchange serves students travelling from outlying rural areas into other schools and high schools in Townsville and means that parents would no longer be able to drop off and pick up children (attending multiple schools) at a single (safe) location. Stuart is regarded as a safe transport hub as it is off the highway in an area that is not heavily used; it has a large turning circle for buses, enough space for multiple buses, and benefits from Stuart teaching staff supervising students catching the bus.

The safety of students (including high school students) who are able to wait at SSS was raised in many submissions with people stating:

• if children have to catch a bus to another school closer to town they will be required to change buses on a main road, which would not be a safe option; and such a bus exchange might cause traffic chaos in the chosen area

• the school has excellent transport accessibility because of the prison and the convenience of a large car park which means there is no traffic congestion during school hours.

Other issues raised in regard to transport and access arrangements concerned the need for a bus service that would allow students domiciled in the northern part of the Stuart catchment area to travel to SSS. It was claimed that current bus services all drain towards Townsville, meaning that students in northern parts of Stuart, and the parts of Wulguru that are located in the Stuart catchment, require private transport to get to Stuart. It was suggested that if a bus service from the northern part of the catchment is not available, the catchment boundary should be altered to reflect transport arrangements which now exist as a result of the highway upgrade.

Some parents advised they would have to consider options of home schooling or distance education should SSS close. Concerns about the quality of phone and internet access in some parts of the Stuart catchment were raised as an obstacle to these options.

4.4 Curriculum

DETE's School Viability Assessment curriculum criteria was about the extent of a school's curriculum and its ability to access suitable educational resources.

The consultation process identified a strong sense of the education quality SSS was providing, both in terms of outcomes, and the range of innovative programs offered at the school. The apparent lack of consideration of SSS's academic performance (e.g. the 2011



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school audit results) against enrolments was raised as a concern in terms of DETE's viability assessment.

Other issues raised in meetings and submissions included: • the school is committed to delivering a rigorous and balanced curriculum to cater for

student needs; it prides itself on moulding learning experiences to achieve successful outcomes

• the multi-age Australian Curriculum allows Stuart to ensure students with identified learning disabilities and intellectual impairments are able to access the curriculum at their level alongside their peers as the need to withdraw for 1-1 instruction is reduced.

• SSS achieved 'high and outstanding' levels in the Teaching and Learning Audit 2012 • the school's curriculum is organised around C2C units which are multi-aged • students are inspired to learn via the use of multi-media technologies which bring

education into their digital world in a range of ways to accommodate learning styles • specialist lessons in Physical Education, Music and Chinese as the Language Other

Than English (LOTE) are available • school offers support for extension in areas of strength and provides specialised

programs so that all students achieve their full potential. In the last year the school has committed to addressing literacy and written expression; it was said improvements in these areas have been demonstrated by performance in NAPLAN testing

• Stuart was named in 2012 as one of the three most improved schools in NAP LAN results.

Submissions noted school assistance given to Prep-age children who are having difficulty socialising as a result of their rural background. Particular mention was made of other programs including: • the innovative Delta Dogs program which introduces canines into the classroom as a

way of assisting reluctant writers to change their attitude towards writing and to have-ago, especially young boys. The success of this program (and its popularity with students) was mentioned repeatedly

• positive social interactions for specific activities with other children outside their own class and age bracket; older students take on leadership roles in a controlled environment and encourage them to take responsibility for the particular activity

• programs like Adopt-a-Cowboy, AFL, soccer, cricket and basketball have been universally popular at Stuart

• community partnerships and the Sustainability Sapphires Program working with Conservation Volunteers; other partnerships include Healthy Habitats, Dry Tropics, Bunnings, Townsville City Council, Bird Lovers Association, and the Townsville Correctional Centre to revegetate the (adopted) Stuart Creek to introduce students into concepts of leadership, work ethic and social responsibility as well as environmental sustainability

• the Xstrata Books in Homes Program which help students build their own libraries of choice

• range of programs and activities that engage younger students with the school environment e.g. a vegetable garden, chicken pens and worm farms; these programs work well for children from rural areas.

As well as supporting the educational offerings at SSS, many submissions dealt directly with the perception that alternative schools would not provide the same standard of education or have the capability to provide the tailored support that the school was seen to provide. Parents asked why consideration was not given to the academic impact that might occur with the closure of Stuart.



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Stuart was seen as providing an excellent alternative choice for the diversity of schools and options catering for Townsville. In particular, children who were shy or had behavioural issues were seen as being well-suited to Stuart as were children who came from a rural or semi-rural background.

There were a number of submissions from the parents of children at Stuart who had previously attended one or more of the likely alternative schools (should Stuart close). These submissions highlighted the issues and challenges that their children had faced at these other schools, and the improvement that they had seen after moving to SSS together with a concern about the impact of leaving it. Specific issues raised included: • nearest state school has a negative community perception, particularly in the areas of

bullying and behavioural problems. Parents said a comparison of the Teaching and Learning Audits (2012) for the two schools, Parent Surveys and the 2012 School Annual Reports demonstrated it is not of the same quality as Stuart

• other schools in the area with Stuart's educational outcomes and community spirit are either at capacity or are enrolment managed

• concern that if they are forced to move to a bigger school their child is likely to miss out on programs such as instrumental music, oral language, individual language program, visualising and verbalising program, intervention support programs and the one-on-one support that SSS provides

• parents with students on individual education plans (IEPs) and intervention support programs are concerned their children will have to share their allocated time within a larger group of students on IEPs to receive the individual support they need.



SSS was said to have considerable resources as a result of long term investment in the school. It has eight buildings, two toilet blocks, four shade structures, two outdoor play facilities, a basketball court, tuckshop, and sports and large grounds shed, as well as a tractor. All facilities were said to be in very good condition.

The land directly to the south and west is owned by the Correctional Centre, including the spacious public car park used by the school but located on Correctional Centre land. This agreement has been in place since the restructure of the Correctional Centre in 2007.

The strong relationship between SSS and the Correctional Centre was said to provide the added benefit of significant volunteer labour (as part of a work release scheme for women prisoners) for school projects and grounds upgrades, as well as enjoying the safety, security and protection of the Correctional facility. Vandalism at the school is said to be non-existent.

SSS has an extensive range of Information and Communication Technology devices including projectors, interactive whiteboards in each classroom and a computer to student ratio of 1 :2; there are also digital and still cameras, eReaders, iPods and Robotics kits.

Comments were made on the conflicting data regarding cost per student; data differed from My School, media reports and DETE. Regardless of the inconsistency, the community has stated the amount is a significantly lower cost when compared to surrounding schools.

The P & C said SSS offers a Student Resource Scheme for rural families who can negotiate to pay over the year and it can offer equipment and educational supplies to the many families who live out of town; this ensures equity in resourcing each student. Parents commented the school provides extra-curricular activities for the whole school, not just as an



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elitist program e.g. all students can attend cultural experiences during Queensland Arts Council and Indigenous performances. It was said costs can be covered as the number of such exercises is limited to ensure all students can attend; this also applies to excursions and camps, and presentations to the school.

School staff recognise that many students who attend the school have significant travelling time associated with getting to and from school each day, and may miss out on the extracurricular activities to which children in urban areas have access. They therefore ensure students have access to a range of extra-curricular activities as part of their school day.

4.6 Local Issues

This category is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise issues the community believed he needed to be aware of in making his decision.

4.6.1 Teaching quality

Many comments were made about the quality of the teaching staff at Stuart. As well as many endorsements from students and parents for specific teachers at Stuart, the following additional points were raised in meetings and in submissions: • Stuart's Principal has the school operating exceptionally well and there is a shared

sense of achievement and pride among her, teachers and support staff, and students • Stuart has one of the great male teachers working in the primary school system, a

fantastic role model for all the students, but especially male students • parents and students would consider following teachers to schools to which they were

transferred such was the support for them • closing the school will break up an effective team that delivers quality education for our

students • having a teacher aide in every room for added support has been wonderful.

4.6.2 Learning environment and school culture

Parents claimed the learning environment at the school was one of its strengths and met the needs of children who face a range of educational challenges as well as those with strong academic talents.

It was said by a teacher that the school provided the flexibility to work with children and their parents to prepare them mentally, socially and morally for what lies ahead. Other comments raised in submissions and through consultation meetings included: • every student in Year 7 has a leadership position • small student body makes it possible to control bullying; generally children with self

confidence issues or learning difficulties become targets for bullies • parents should be able to choose a school that caters for the specific learning, social

and emotional needs of their children • the School Opinion Survey (2012) shows 1 00°/o of parents and students agree their

school is a good one that they like attending.

Parents had strong convictions that it was harder for children at Stuart to 'fall through the cracks' than it would be at a larger school. Submissions frequently included testimonials from parents about how their children had improved at Stuart, attributed to the personalised attention provided at Stuart.

Teaching staff also suggested that a small staff group allowed more discussion of individual students which aided in the early identification and management of educational and developmental problems. For students with special needs, the multi-age curriculum model



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was seen to allow a student with a disability to receive a more scaffolded learning program with adjustments in a less intrusive manner, reducing the stigma that might occur in a single age environment.

It was said smaller student numbers and the compact environment alleviates the anxiety and stresses students with special needs experience in larger schools; each such pupil has the opportunity to interact with students of varied ages and a range of teacher/teacher aides on a daily basis. Comments on this theme included: • combined classes means introduction to higher learning at an earlier age • students dissatisfied with other larger schools often enrol at Stuart; enabling challenging

and at-risk students to find their niche in a safe and very supportive environment • larger schools cannot cater for I EPs (it was claimed) and therefore children are forced

into special education units which is not the preferred option • children diagnosed with Foetal Alcohol Syndrome attend the school; they have learning

and behavioural problems and really need, and will greatly benefit from, the small, safe and friendly environment that Stuart offers

• Stuart is in a low socio-economic area; it makes sense, it was said, to try to break the cycle by giving the children from these families a better chance with their education

• apart from rural families attending Stuart, a large number of the remaining families had children attending other schools in the area but left them for Stuart due to discrimination against low income and social groups and because bullying and bad behavioural issues were not being dealt with at all or not quickly enough.

It was claimed SSS was understood by many parents to offer an educational option unlike the alternative public schools in the area. Maintaining this opportunity for families is regarded as very important to the diverse communities in and around Townsville.

4.7 Community spirit

The community spirit of the school community was another theme that was raised in almost all consultation meetings and was well represented in submissions. The nature of interactions and close family atmosphere plays an important role in shaping community perceptions of SSS. Submissions raised many examples of community spirit, and its importance to them as members of the school community which include the following: • parents with (military) partners in Afghanistan appreciate the support the school

provides to both students and parents in these circumstances • volunteering is a pleasure; tuckshop volunteers have increased from three to ten,

including one parent whose child has already left school • parents with disabilities said they felt welcomed and valued as a school community

member • school community provides a social network both for students and their families.

4. 7.1 Support for special needs students

Stuart was considered to have a particularly conducive environment for students requiring special attention because of disabilities and learning dysfunction. A few anecdotal experiences (from the many provided) follow: • after the Principal and a teacher undertook very targeted professional development a

child with intellectual impairment received special assistance from them which enabled him to thrive; he now has a full time job

• a child about to start in Year 4 could not read at Year 1 level; IEP needs were met in the next couple of years to enable the child to enter the mainstream Year 6 class

• a child with a disability was punished with daily detentions at a previous school because of the school's failure to meet his IEP; since moving to Stuart his educational outcomes and behavioural issues have turned around completely.



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4.7.2 Impacts of closure

In submissions, many parents and family members raised concerns re potential impacts if Stuart closes. Common themes that emerged from these concerns were the change to a larger school environment, the impact of losing friends and the 'SSS family environment', as well as the possible impact on students because of uncertainty and change.

Moving to a larger school environment was seen as a very real challenge for children who come from rural and semi-rural settings, and for children who have special needs or behavioural challenges. The consequence of shifting students who were shy or unused to large groups was raised, especially in the context of younger students who had found their feet at SSS and were blossoming socially. It was said for children with behavioural challenges or special needs that moving to a new, potentially threatening environment, (where parents have little confidence they would receive a comparable level of support) was a concern. The lack of an alternative small school, or a school with a rural/family dynamic was also raised.

There were concerns that Stuart's large rural catchment area and lack of a single alternative school (if SSS was to be closed) will mean that students are less likely to move to the same alternative school. Submissions raised the disruption to the unique whole-of-studentcommunity camaraderie that has developed as a result of the small school and its culture. Many students commented on the impact that leaving SSS would have in terms of losing their relationship with the staff or individual teachers.

Many submissions raised the issue of the stress being placed on students; parents were concerned about the impact that the consultation process and possibility of school closure was having on students, as well as the long-term implications of moving to another school. For students in Year 5 and 6, one result of moving to a new school would potentially involve losing the opportunity to represent the school as a leader.

4.7.3 Historical and Heritage Values of Stuart

Community members claimed the 122 year old school is now one of the oldest in Townsville and its history is closely linked with the Townsville Correctional Centre which opened one year before the school.

Submissions in this area raised three matters, the military history of the school and the role it played in the Second World War, the importance of the school records, honour boards and memorial plaques, and finally the connection that many families in the Stuart area have with this school. Historical considerations included the memories that still remain in the community of students digging air raid trenches at the school during WWII; the school maintains links with WWII veterans and the oldest local soldier from WW2 still takes time (at nearly 90) to visit the school to address students.

4.7.4 Community partnerships

SSS has built a range of partnerships with the community. Local companies and businesses such as Xstrata, Bunnings and Officeworks continue to support SSS with funding and resources to support literacy and numeracy programs. Community based projects such as Adopt-a-Cop, Adopt-a-Cowboy and the Centacare Friends' program aid the social and emotional development of students.

SSS has created and maintained links with agencies such as the Smith family, PLC, CHYMS, Shoes for Kids program, sporting groups and agencies presenting information for Whole Life Learning sessions. The school participates in many other programs such as Bird Watcher's Association, Bunnings Community Partnership Program, Healthy Habitats, Arts



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Council presentations, Pie Productions, the SEAT program and Lifesaver Awareness Programs to enhance real-life learning.

AFL coaches run a six week program before school for students, guitar lessons are offered at lunch time, and as a whole-of-school initiative the Principal organises volunteers from many associations such as the Cricket Association, Rugby League, and Bowling to come to the school each year to work with the students.

4.7.5 Other community impacts

The school community believes the school is regarded as a physical and social hub for community activities in the Stuart area. The lack of alternatives (i.e. no parks, shopping centres or halls) enhances the importance of the role the school plays in the community. Stuart serves as a venue for numerous community groups including the local playgroup and provides a place of refuge in case of natural disasters. After cyclones SSS provides power, water and fresh food and fruit for students and families because the surrounding areas take longer to have services re-established.

The school serves a polling booth, and the presence of high-quality car parking at the school is seen as a big advantage for voters with mobility concerns.

The impact of the loss of the school is likely to be felt across a wide area of property values. Without a school in the local area as a selling point, subdivisions in Oak Valley and at Alligator Creek were considered to be less appealing to sellers.

The school doubles as a teacher education centre for excellence, the only school in this program outside the south-east. SSS staff members work closely with JCU to provide training opportunities to student teachers similar to those in a small rural school.

4.8 Options

A range of actions to prevent the need for closure were raised in submissions and meetings and included the following: • establishment of a safe crossing or lights and pedestrian way for students accessing

SSS, and a bicycle lane as recommended by the P&C during the development of the Flinders Highway upgrade, would allow families travelling from Wulguru and Stuart (via Stuart Drive) to consider SSS when choosing a primary school for their children

• support and assistance would be a better response to the reduced enrolments experienced at Stuart; this could include funding for additional advertising to increase awareness of the school

• P&C has requested consideration for the school to be given a negotiated period of time to prove that it can increase its enrolments and be 'viable'

• community engagement and involvement around the potential closure of the school is viewed by the school community as a catalyst for increased enrolments in the future

• the absence of day care centres and playgroups at Cungulla, Alligator Creek and outlying rural areas is a concern considering current promotion of early childhood education. With the closure of the pre-school, SSS provisions of pre-Prep would mean more parents would be likely to enrol according to the P & C

• rezoning of the Stuart catchment area to cater to the south east corridor would provide a more realistic resident student number against which enrolments could be assessed

• Stuart should be supported and maintained in anticipation of the additional student numbers expected over the next two decades, given the growth predicted in southern Townsville in the Queensland Schools Planning Commission report.



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If the school was to be closed in its current form, alternative uses for the grounds were proposed. These included: • continue to cater to students who are developmentally vulnerable as indicated in the

Australian Early Development Index reports • support rural/country students as a transition school to urban secondary schools • promote the school as one providing a differentiation program i.e. special needs and

extension programs • continue as a hub supporting environmental sustainability educating future generations

with solar energy, adoption of the local creek, efficient watering and waste reduction.

JT A Australia Page l18


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5.0 Petition

SSS distributed a petition and as at the close of submissions on 26 July, there were 1,525 handwritten signatures expressing support. The wording of the petition was as follows:

To: The Honourable the Speaker and Members of the Legislative Assembly of Queensland

We the undersigned residents of the State of Queensland draw to the attention of the House that we hereby object to the closure of the Stuart State School in Townsville Queensland.

We petitioners therefore request the House to reconsider the proposed closure of the Stuart State School, in that it remain open for the students that access this school and live in the surrounding areas of Stuart State School, including but not limited to,

Woodstock, Cungulla, Alligator creek, Stuart, Serene Valley, Oak Valley, Lucky Springs, Major's Creek, Julago, Oonoonba, Douglas and Wulguru.

Principal Petitioner:

Denialle Watkins 24 Barwin Crt Douglas QLD



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6.0 Conclusion

Community consultation regarding the proposed closure of Stuart State School resulted in a total of 222 submissions and nine meetings facilitated by Simon Hausler, the JTA Senior Consultant who was responsible for coordinating the consultation process and activities.

Every effort was made by the consultant to ensure all views were represented and everyone had an opportunity to make a submission. The dominant theme that emerged was of the extreme regard that parents, students, staff and community members had for the educational and social outcomes that SSS was providing.

Submissions and consultation meetings indicated that the small size of the school was universally seen as a strength, with the multi-age classroom structure considered uniquely well suited to supporting both rural students from the Stuart catchment, and addressing the special needs of many students who sought Stuart State School out as a second chance to establish a firm foundation to their ongoing education.

Amidst the general opposition to the closure of the school, concerns were articulated about the applicability of the five year enrolment figures given the impact of local road works and the lack of pedestrian access as a result of the highway upgrade. DETE's future enrolment assumptions were strongly questioned in submissions, with contrary evidence of subdivisions, new residents, and the Rocky Springs development supported by growth projections for Townsville South (by the government's own Schools Planning Commission).

The importance of history and family links to the school emerged within submissions as a strong theme, with pride and appreciation demonstrated by families who had benefitted from five generations of students at the school. Stuart's military heritage from VWVII, and the role that the school has played in shaping the community in which it resides, was also a recurrent theme.

The Stuart community consultation process engaged and involved a broad range of community members, including staff, students, parents, local business, and local and state government elected representatives. It was evident through the submissions and consultation meetings that the community is proud of its school and united in its desire to remain open.



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APPENDIX 1 Consultation Plan, Stuart State School



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Consultation Plan Stuart State School

Introduction The Department of Education, Training and Employment has identified Stuart State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Stuart State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • school staff • P&C • Rosemary Men kens MP, Member for Burdekin • Cr Les Walker, Townsville City Council • representative of Townsville Correctional Centre • representatives of the bus company • other community members identified as consultation progresses


Newsletter to school community

Initial meeting with Principal and P&C

Meeting with P&C

Friday 3 May 2013


Thursday 16 May 2013, 2.00pm-3.15pm

Provide initial advice on consultation regarding potential school closure

Discuss development of consultation plan

Provide an explanation of the School Viability Assessment process and consultation, a discussion of the School Viability criteria and how the criteria apply to Stuart State School. Opportunities for questions and initial feedback will be captured, the consultation plan reviewed and the key stakeholder list updated if necessary.

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Meeting with school staff Thursday 16 A meeting with Staff of the Stuart State School will be May 2013, held to provide an opportunity for staff to make 3.15pm-4.15pm comment in an appropriate forum. Feedback from the

meeting will be collated and recorded as part of the submission process.

Meeting with school Friday 24 May The first meeting with the Stuart State School community 2013, 6.30pm- Community will be held in conjunction with the movie

8.30pm night at Stuart State School, to provide parents with the opportunity to attend. This meeting will discuss the School Viability Assessment and consultation process, and the School's Viability criteria. Parents and community members will be invited to ask questions and provide initial views on the gazettal of Stuart State School and opportunities to provide submissions on the closure.

Meeting with key TBC Key Stakeholders including the Local Member, the local stakeholders Councillor, bus company representatives, a

representative of the local prison and other stakeholders identified by the Principal and P&C President will be invited to attend a meeting to discuss the School Viability Assessment program.

Meeting with student TBC A Student Council meeting will be held to provide an council I leaders opportunity for the student voices to be heard.

One-on-one meetings 12 June 2013, Opportunity for one-on-one meetings with the all day independent consultant.

Second community Proposed A second meeting with the Stuart State School meeting 12 June 2013, Community will provide an opportunity for the parents

6.30 pm . and school community members to make their views on (TBC) the school closure known. This will provide an

opportunity for school community members to provide oral submissions to the consultation report.

Second meeting with TBC A second meeting with the Stuart State School P&C will P&C (June 2013) provide a formal opportunity for feedback and

submissions on the program to be made. At this meeting a review of the consultation process will be undertaken, and any outstanding consultation matters can be addressed.

Written submissions Ongoing until Written submissions will be accepted in addition to the taken by email 9 August 2013 information collected at other consultation activities. A

summary of the submissions will be included in the report to the Minister


The following communication methods will be used to share information with the school community: • regular communications through school newsletters • regular communications through the local Alligator Creek newsletter • regular communications via the noticeboards at Oak Valley • updates on school website

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[email protected]


The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister; however contributors can ask that their names be withheld.

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west from SSS3 3.1

3.2

called Rocky Springs, and SSS will be the feeder school for the area. The feeder population

ssss 5.1

5.2

SSS6

6.3

6.4

6.5

6.6

6.12

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6.14

in our childrens education

7.11

SSS8

find their niche in a safe and very supportive

schooling


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she received intervention and support with the teachers and teacher aides supporting her like a

11.2

11.3

12.4 so we would have to move which would cause incredible stress for the fam

SSS13 13.1 I needs

13.4

13.7 name is known

15.2 would have to travel45 minutes on a high

15.3

15.5 to send children to Stuart when I started a

16.3


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able to provide adequate information for the justification of a proposed closure. The supplied justifications 16.4

16.5

SSS17 17.1

17.3 to lose this tradition.

student.

18.2

18.5

19.4

SSS20 involved and had excellent attention

which would be extremely


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21.3

21.4

55525 25.1

25.3

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the school was to

number

mismanagement of the development of access roads and failed promises of structures to provide easier access to SSS, a decline in

of the correctional centre adjoining the school, which used to have a housing community of approx 40 houses that were moved off-site affected

in enrolments over the last 5 years shows that the enrolment decrease has gone as low as it's going to and now the the school is expanding at a healthy

are expanding rapidly. development of the Rocky Springs development needs SSS if it is to be successful as the construction of a school in the area is not going to occur for ma

with the precinct along the railway lines and Curtain Brothers expansions. When a school is at a junction of railway population increases are likely to occur; enrolments will increase as people feel the need to have their children


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25 .11

25.12

25.13

25 .14

25 .15

25 .16

25.17

25 .18

25.19

25.20

25 .21

25 .23

25.24

SSS26 26.1

26.2

27.2

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Prep to Year 3 numbers are high with enrolments occuring regularly, despite potential closure . Enrolments ave begun for 2014 and it is expected that numbers

and irresponsible to base a decision around the figure of 75 students when it is a number specifically designed to fit a situation. For an 'open and the real figures need to be identified and used

nearest school (Wulguru) is further than Skm from SSS. To attend Wulguru SS the buses which transport students from the outlying areas have to pass SSS to . Wulguru SS should be under scrutiny because SSS was the first school accessible to students from the outer areas of Cungulla, Alligator Creek and Oak

knows everyone


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SSS32 32.1

SSS33 33.1

33.2

36.2

36.3

36.4

36.5

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me for my kids to attend a smaller school, I believe they get a better start thanks to more student/teacher involvement, smaller class environment

r is recognised and accepted by her peers, teachers and parents of the school without fear of bullying. This school has demonstrated ability in

1 pation in school council activities and reil education

Let's not forget the


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SSS41 41.1

41.2

41 .3

41.4

41.5

41.8

41.9

41.10

41.11

41.12

increase in enrolments, particularly in Prep and the lower grades, over the last two years is due to: P&C producing enrolment packs for kindergartens; school on the highway, P&C and school community actively challenging negative community perceptions; fantastic school programs like Delta Dogs, Books in Homes, School of Excellence etc; positive media attention; parents actively seeking smaller school environments for prep-age children; parents seeking supportive

environment to meet their childs learning needs and challenges; Stuart's great teaching and learning audit results; and the number of families that are moving to rural areas within the catchment and Stuart school their school of choice.


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41.19

41.20

41.21

41.22

41.23

41.24

41.25

41.26

41.27

41.28

41.29

41.30

41.31

41.32

41.33

41 .34

t·s rnax1mum potential enrolment figures for Stuart are incorrect. Using preferred class limits of 30 students for yrs 4-7 and 25 for P-3, Stuart would have a total nts, not 356 as has been assumed by DETE.

in our school we have a number of students who are on an Individual Education Plans. They have specific teaching support from a team of aides and teachers. often occurs within student's classroom along side their peers, and the extra space is an added advantage. I strongly recommend DETE reconsider the

within the context of the multi classrooms and the student needs at Stuart.

department has predicted our school enrolments will decrease in the future and that growth in our catchment area is not predicted. However, I have personally

and fa

State School would be the school to service these growing areas. The neighbouring schools (Wulguru, Oonoonba, Annandale and Mundingburra) would to accommodate Stuart's 1 the additional in the Stuart catchment if Stuart State School was to close.

Townsville City Council is subdividing land in Stuart and has earmarked Stuart as an area of future growth and development. Having a school in the community be of great benefit to the immediate commun and residents and assist in the of Stuart as a Suburb.

the forecast for Stuart State School as: Growing in enrolments; The current school community committed to the future growth of SSS; Catering to rural families and their specific needs; Maintaining its high standard of education service; Maintaining its high level of community participation; Retaining it's

1 programs; more partnerships investing in Stuart; More programs opting to use our school as a pilot for programs due to it's size its high standard of data and the at Stuart.

who travel to other state schools. I strongly question the statistics provided the department to counter check them i.e. check that no high school age students, home-schooled or Catholic /other education students have been

in the total of 256. state that only 58 students within the Stuart catchment area attend Stuart school, however I believe that DETE neet to reconsider the catchment boundaries

and the expectation of students in the Wulguru and northern parts of Stuart to be able to safely get to Stuart since the development of the truck overpass I port

Page 10 of46

travel 9.5km (20 mins by bus) to get to Stuart State School. Because of the distance their bus fare is subsidised by the government. I do not believe it is to close a school for financial reasons, only to have to pay extra money to transport companies to subsidies to extra fare costs to a state school that is

nearest state School to Stuart is Wulguru State School (430 It is over Skm from my current school Issues


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41.35

41.36

41.37

41.38

41.39

41.40

41.41

41.42.

41.43

42..3

42..5

the nearest state school if Stuart is closed, has a negative school community perception and stigma attached particularly in the areas of bullying and

lem behaviours. Comparing the two schools' Teaching and learning Audits, 2012 Parent Surveys and the 2012 School Annual Reports it is apparent that is not the same as at Stuart State School. Wu ru would NOT be school of choice. School serves as the bus exchange for students travelling from outlying rural areas and the suburb of Stuart that travel to other schools and high a safe transport hub as it is: off the highway; not heavily used; has a large turning circle for busses, has adequate space for multiple busses, and has

staff to provide supervsion ofr students catching the bus under duty of care. No other transport hub in the Stuart/ Wulguru area offers these same

more consideration of the timing of such announcements needs to be in place. This announcement came just weeks before NAPLAN testing, amidst writing, had a 2 week school holiday block, and the original time frame was not honoured and was cut short. This was is inconsiderate to school

nities, students and staff. to recommend extending the timeframe for school. It states that school has to be 'gazetted' for six months before closure. It would be beneficial for schools

communities to have a full six months community consultation process. 12 weeks has been too rushed to fulfil a true and fair community consultation. I recommend gazetting the schools at the beginning of the year, give a full six months community consultation, and inform schools of their fate mid-year. This leave a further six months for the school to be gazetted after the decision had been reached and families can see out the school year with certainty of their

r timeframe would have been beneficial because: Schools have core business to attend to; NAP LAN testing is held in term 2; School reports are written in P&C Associations only meet once a month, leaving them with just 3 scheduled, general meetings to address the assessment criteria and perform commu

!consultation;· Families require assistance with submissions, particularly when the community is largely low Socia Economic; Wider community involvement is

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School holidays stop momentum as the community go away on holidays and the school is not open to communicate with; End of Financial year is a busy

parents who own their own businesses and they found it hard to be fully involved in the community consultation; P&C's and schools would have more time a plan of action to make the most of their community consultation; Stuart has a band 6 principal teaching Principal, who does not have the luxury of a

I to share work load. nter productive. It's delivery of the announcement was harsh,

not only been an inconvenience and disruptive but has been of documentations.


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SSS48

48.5

50.2

50.3

50.4

50.5

SSS51 51.1

51.3

52.9

52.10

the reports produced by JTA regarding the viability assessment of the schools be made available for communites to peruse. As contributors to the

to complete our

Stuart State School serves as the bus exchange for students travelling from rural areas and the suburb of Stuart that travel to schools and high schools. lt is a safe transport hub as it is: off the highway; not heavily used; has a large turning circle for busses, has adequate space for multiple busses, and has Stuart teaching staff to provide supervsion ofr students catching the bus under duty of care. No other transport hub in the Stuart I Wulguru area offers these same features.


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52.11

2011- 2021 and 2021-2031. New schools will be required and existing infrastructure renewed and expanded in key areas to meet the projected demand. Stuart State School catchment area is highlighted as an area of growth. (South and West of Townsville) . Some of the suburbs in our catchment have a projected

52.12

SSS53 53.1

53.2

to catch up and i

54.2

55555

for my child was not a lightly made decision- there are no alternative school options for my family- Stuart ticks all the

SSS56


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56.9

SSS57 57.1

57.2

57.3

57.4

SSS58 58.1 extension work. Many of these kids would fall through the cracks in a large school.

58.2 because of it.

58.3 for my partners family

SSS59 59.1

SSSGO 60.1

60.2


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61.7

61.8

61.10

55562

62.9

55567 67.1

67.2

67.3

67.4

67.5

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of Stuart State School was its size. We and the children like the small school and like that we can know everyone there by name. The teachers even those not in their class.

been attending Stuart State School I have realised how fortunate we have been with our choice of school. The teachers are highly qualified,

primary schools. As a school that is


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Stuart State School has been so incredibly supportive, with

potential .My third daughter 68.2

68.3

SSS69 69.1

69.2

69.10

69.11


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69.12

69.13

69.14

69.15

69.16

SSS70 70.1

70.2

partnerships that we have built with the community contribute to the uniqueness of our school. These valued partnerships assist with resourcing which enable us to provide a range of learning opportunities to our students. Local companies and businesses such as Xstrata, Bunnings and Officeworks continue to support us with funding and resources to support our literacy and numeracy programs. Community based projects such as Adopt-a-Cop, Adopt-a-Cowboy and the Centacare

of our students.

of 2% or more til2031.


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70.13

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Springs development will be located on the Bruce Highway, 15 km south east of the Townsville CBD. Rocky Springs is cradled between Mount Elliott, Jack and Mount Stuart. The development is expected to house approximately 13,000 to 15,000 homes. Blocks of land go on Sale through land lease in 2014.

the numbers are high enough to require a school of its own, SSS would be the school to service primary school students. The P&C feel that the other

school will to cater for those students.

development. Having a school in the community


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70.49

70.50

70.51

70.52

70.53

70.54

70.55

70.59

70.60

70.61

70.62

70.63

70.64

70.65

70.66

WWII shadow telecommunications remnants

would recommend extending the timeframe for school. It states that school has to be 'gazetted' for six months before closure. It would be beneficial for schools

their communities to have a full six months community consultation 12 weeks has been too rushed to fulfil a true and fair commu consultation. responsibility of doing the community consultation, research, data collection, and viability assessment research and submissions has not only been a and an inconvenience to our school year and carrying out our core business, but it also has been stressful as most parents are not trained with expertise

areas would recommend along with the independent consultant, each school be provided with a co-ordinator to manage and drive the massive task of collecting

and liaise with media, support with research to seek statistical records etc., co-ordination of community events, and support them to prepare their these tasks be handled School

A consultants are only collecting our information to form a report, however gathering information and keeping the community on track during the 1cor1sul·taticln as well as being involved in a busy school year and core business, was the most difficult and proved to be stressful and an area where parents, schools


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primary schools within close proximity take all the students currently attending Stuart without having to expand their buildings? Or is it a case of, SSS71 71.1 sizes/numbers will have to increase?

School close I have no alternative in Townsville that closely resembles the level of education, fantastic learning programs, safe environment and I

,car parks, playground, railway

SSS76 76.1

SSS77 77.1

78.4

78.6

SSS79 79.1

79.2


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Issue No.

Stuart State School open. I am in Grade 2 at Stuart State my school. It is a great, lovely school and we have worked so hard to get it teachers are nice and I have a lot of great friends. We have wildlife and it is good 'cos the animals live close to our school. If our school closes I don't know

SSS80 80.1 school I want to to in the whole world.

SSS81 81.1

SS82 82.1

SSS83 83.1

83.2

83.3

SSS84 84.1

85.3 rofessional and dedicated team who deliver quality education to our communities students. Closing the school will break

85.4


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area, so staff at Stuart State School run a playgroup to support the community. This is a vital 85.5

85.6

85.7

SSS86 86.1

86.2

86.3

87.2

87.3

87.4

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88.3 sale in the last 6 years. The others

88.4

55589

89.3

89.4

89.5

55590 90.1

90.3

90.4

90.5

90.6 and socia

it very unfair that a school be deemed for possible

90.7


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90.8

SSS91 91.1

91.2

91.3

91.4

91.5

91.6

91.7

91 .8

91.10

91.11

91.12

91.13

91.14

91.15

91.16

closing down Stuart School you will be taking away the vital part of the community hub. The suburb of Stuart does not have another hall or meeting place. It land for that some children have in their life.

purchased a 66 acre property off Mountview Drive in 2006, so that my children (when of age) could attend the Majors Creek Rural School. After a few years of moving there, the school was closed down and the land/infrastructure sold. I then made the very serious and costly decision to move to our property at Brookhill,

to a high quality

and increase communication between rents and teachers;

than do teachers in larger school.;

identifying the signs of a Global Financial Crisis, which is still in effective today and you and your department are "failing" this school for closure on the criteria of Enrolments and a Global Financial Crisis are influenced


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Issue No.

91.17

91.18

91.19

91.21

91.22

91.23

91.24

91.25

91.26

91.27

91.28

91.29

91.30

91.31

91.32

91.33

Stuart State School, within very recent times has had a great deal of government money invested into the provision of exceedingly appropriate and required

for not the lea but also the of students to this school and to nea 1 schools.

get larger, average achievement among schools enrolling larger proportions

distances, which in the same breath are meeting the expectations in the criteria's of Curriculum and Resourcing Equity instead of working on objectives such assistance to families attend the alternative schools whose children would benefit from attendi a smaller school.

pport procedures, checklists, tools, resources, workshops to help the school become viable again and back up on its feet- running and staying open as a and viable part of the community;

Page 26 of 46

establish a Task Force and over the next 12 months, invite and encourage input, comment, feedback and specialist advice from the wider community, parents, P & C Committee's and all Principals and Teachers of how do we best go forward with the development of a procedure/process for assessing our schools

1 a number of rural properties selling for twice to three t imes their in this area;


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Issue No.

91.34

91.35

91.36

91.37

91.38

91.39

91.42

91.43

92.2

92.3

92.4

92.5

92.6

92.7

92.8

banks were not lending in the same manner/more

1 n route

southern side of Townsville.

number of enrolments outside our school catchment area, as far as Mount Louisa. The reasons for most enrolments over QUANTITY.

school), will drop child at Wulguru State School because it is on the way to work. Travelling lkm back south and crossing the railway line, then the Stuart Creek is out of their

to enrol their child into the school of their catchment, Quantity not Quality is the basis ofthese decisions . In my opinion, these parents are not being to the quality of their child's education or the school catchment area- however, they are being in their mind set, responsible to what works best for

I strongly feel that this criteria is near impossible to correctly measure in a fair and reasonable manner. The legislation is appropriate and meaningful, however it's

ication, compliance and interpretation of the data is basically not meet at all. Judging our school on the number of enrolments from our catchment that are harsh and unreasonable as to influence and alter basic needs of convenience and cost is near


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Issue No.

92.9

92.10

92.11

SSS93 93.1

93.2

95.2

95.3

SSS96 96.1

96.2

SSS97 97.1

97.2

97.3

inspections and/or reports have been completed of the other identified alternative schools to prove to us and the community how these other schools can the Stuart State School

a passionate community, a lovely little school, and a group of parents energy to take Stuart SS forward . With a report just released that you need 7 new schools in Townsville, it seems logical to use an existing school. Look at options to add more space, buildings, recruit more

students. It is just not OK to interrupt concerned is inhumane and

rning by making us fight for the very existence of the school we call our second home_ The anxiety that this is causing those

We learnt about these schools fates on an announcement in the 6pm news and there is community angst this time round because they have only been given eight weeks to comment, compared to a two-year process under Labor which was the last time Communities had to fight against School Closures. Our time to fight was

we need our school left


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Issue No.

97.4

97.5

SSS98 98.1

98.2

98.3

99.4

99.5

99.6

99.7

99.8

such as Alligator Creek, Cungulla, Rosneath and my suburb Oak Valley- Stuart State School is the most appropriate Service not just for the

number of school-aged people is expected to increase by up to 2 per cent a year in

subjects than other

I his specific

a new school at a later date

lexllec1:aticms. My husband is in the defence force and we were told about two weeks into first term that he would be overseas for the whole of this year. During

the school has been brilliant. My son has not coped with this stress well and is a highly energetic and emotional child at the best of times. I just cannot

this happening in a school of SOO +kids . He would be just another kid that is not coping. He is now thriving in his prep class and has excelled in all subjects

to cope with his externa l situation. bility has been based on enrolment averages over the last five years. A few things need to be noted here . Prep enro lments this year alone have tripled .

lments for the past few years have suffered due to a number of external factors that the school has no ability to change. Namely -lack of access for kids

access to the school and to main roads .

Rocky Springs development is due to start this year - the demographics of new deve lopments is that of new families - which means the enrolments

increase exponentially. There has been little or no development in the southern access corridor until the last year as Townsville City Council concentrates on

northern beaches. Development is now starting to occur with land be ing resumed to move the highway and Rocky Springs starting this year

Figures released this week by Education department back th is theory that a school will be necessary in the southern area of Townsville in the next 20 years.

State school is able to have 350 students and I be lieve that the school wou ld not lose its character if this were to be the case. The find ings are based on the

developments- and these developments will mean new families . There is a proposal for a school in the Rocky Springs area in 20 years time. Until then surely

ld make more sense to use the facilities that area l there .

Most children attending the school currently live out of town whether it be Alligator creek Cungulla, Nome, Oak Valley or even Majors Creek. My son included

already travels on a bus for 2o minutes to get to school each way- any further distances cou ld be enhanced even further as the transport hub would no longer

able to be at Stuart State school. I fail to see how this is an acceptable travel distance for such young children.


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Issue No.

schools in the catchment area - are simply not of the high standard of education that Stuart provides nor do they provide the family

99.9

99.10

99.11

99.12

99.13

99.15

99.16

99.19

99.20

SS100 100.1 me so many things. I have been very worried and think about having to change schools a whole lot. This ha

100.2 be able to feel safe like I do now.

SSS101 101.1 mental Music and Red Track. He has also improved his grades and

101.2

mnor scnom at Currajong he was unable to access the curriculum for the most part and his IEP's were not attending to his individual needs adequately and in turn he punished by daily detentions for not being able to participate in his education in the classroom.

101.3 at SSS he has been for both himself and his teacher so that he can in his own education.


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Issue No.

101.4

SSS102 102.1

SSS103

SSS104

104.6

104.12

104.14

104.17

104.18

Instead, I would like to see consideration put into methods of helping the school run nearer to capacity ie:Addressing public perception of schools close proximity to the Townsville Correctional Facility and also addressing issues or perceived issues that some of the schools community has with its current

Page 31 of46

so shy and insecure when I first went to school at a bigger school in Townsville that I cried every day for 4 years. Being a past student of Stuart State School me the confidence to stand up for myself, join the debat ing team, give orals in class subjects and ask questions in class when I can't do something. 1 moved to

and although it was bigger it only had around 75 students. The kids were much nicer and I started joining in everything. The next year I was voted in as girl I

the Stuart Creek.

issues. They come to Stuart and flourish. I myself have shy kids


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106.5

106.6

106.7

106.8

106.9

106.10

106.11

106.12

SSS107 107.1

SSS108 108.1

108.2

108.3

biased, non-transparent, and just plain manipulative of the statistical data these very decisions are based upon.

of rural land has deceased making it affordable again for families to buy; re over 350 acreage blocks available for sale within the school catchment area (not including Rocky Springs) the identified trend is the larger portion of the

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ·~· · ~-~~~~~~~~~e~Woc~are~u~ro~~~M-~~~~~rena~~u~famili~ ~-+~~~~-t-~t-~~-+~~~~-t---t~~--t~-+--1~-+---1~~~~--f~: _ baby bonus gene~tion have/are coming of age to attend school

school serves as the safest exchange bus route for numerous other primary and high school children and this was the result of numerous safety reports on all ble options for this junction to be developed with the Stuart State School being considered the safest option for the children.

Consultation Process has merely been a formality to valid the above procedure for the Government. The process lacked; Adequate notification periods on and changes made by the Government; Government Staff were unable to provide answers and detailed information on 95% of the questions asked at the

meetings. Most of the responses consisted of- "we do not have those answers yet", "we do not have that information" a major impacting decision on so many communities be made without the detail and reports that are typically required and represented for other

IGc,vernment decision making matters. It is being made very clear to us, that the decision has already been made and this is merely a showcase process to make it all

full detailed costs benefit report- we have been to ld how much the government is going to save by closing the 9 schools in QLD, so that consisted of looking at operating costs and maintenance back log projected costs of the 9 schools, adding them together and that was the answer given to us as to what would be

~+--+--fsaved by closing the schools! BUT what about the real costs, the indirect costs, the ongoing costs, the fixed asset cost approvals, etc Where is the social impacts study report/s? You are talking about closing a unique/historical/rural school that caters for a very wide demographic of children and

Where are the detailed reports showing us how the alternative schools communicated to us at meetings are prepared to manage close to a hundred new students,

-+--+--fplus the 2014 Prep enrolments?

is the cost report detailing all the associated costs with ensuring the above schools are furnished to accommodate the above student increases? What is going to be done to assist our children maintain their current g~de levels? A social impact report would highlight many interesting factors on this matter and the level of long lasting impact and detriment to children of this age group being subjected to forcefully leaving their school of choice to go to another school

etc


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Issue No.

108.4

108.5

108.6

108.17

108.18

108.19

108.20

108.21

that all submissions were due by late July yet later,

is stage one of the Townsville Port Access Project. Access was further compromised by previous works at the adjoining Townsville Correctional Centre in 200S-2008, and the loss of the pre-school in 2004. Concerns ofthe community included government safety warnings against school children riding bicycles to schools in the a including Stuart SS, Wulguru SS and William Ross SHS. Stuart SS enrolments dropped from 92 in 2008, to 62 in 2009, and 66 in 2010; it is not unreasonable to surmise that major infrastructure construction disruption may have been a contributing factor. Enrolments have been growing steadily since then, from 77 in 2011

78 in 2012,

have been growing steadily since then, from 77 in 2011 to 78 in 2012, and can be expected to continue to grow with the release of the Rocky Springs is being marketed as an area for families. Developer lend lease predicts that the 1,594 ha site will"be home to over 35,000 people in over 12,000

It is clear that such major residential development will increase demand for services including education; Stuart SS already draws significant student numbers from

Creek, s to sell the land.

on low socio-economic status families, walking and

Students' physical proximity to and access to alternative schools is only one part of the picture.Both students and teachers place enormous value on the school's "small school" culture. Members report that this includes students who have struggled at larger schools, been accepted into Stuart SS, and subsequently thrived both acade


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Issue No.

108.22

108.23

SSS109 109.1

109.2

109.3

109.4

110.4

110.5

110.6 ntages in comparison to other schools in the Townsville region?

110.7 other schools 7

south as Cungulla into Stuart, which is a trip of about 40km

SSS111

111.2

111.3

111.4

111.5


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Issue No.

SSS112 112.1

112.2

112.3

113.2

SSS114 114.1

SSS115 115.1

SSS116 116.1

116.2

116.3

116.4

116.5

11

small, and like other small schools it has a fantastic community and is a model for the type of parent and community engagement that your department

most parents likely to have to travel into Townsville private more n 300 students. This change in education would be a stark and unpleasant contrast to the current arrangements students have oftravelling to and learning at art, and likely will result in disru

starting in 1891 on the 18th May with 92 students. (See Alligator Creek Times

stands at 93 students. numbers in 2009 dropped to 62 students following a full class of 27 year seven students progressing to High School and three Principals leading the

year. During the years 2004-2007, the school witnessed the removal of a housing estate on Correctional Services ground to allow for construction of ••h·""~--·~·· Prison. A wildlife corridor, parking lot and road re-structure impacted access to the school and resulted in a lack of confidence with the school and its


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Issue No.

116.10

116.11

116.12

116.13

116.14

116.15

116.16

116.17

116.18

116.19

116.20

116.21

116.22

coinciding with the establishment of 'Southern Cross', an independent school offering pastoral care for

in young families in our catchment and this is substantiated by Real Estate Reports and information shared by Councillor les Walker during Stalkehold.er's meetings . Stuart was traditionally a rural area as determined by the 2011 Census, however with the urban sprawl from Townsville and the

lcomm1unitv's close proximity to the city {20minutes drive), south of Stuart is becoming a popular area for young couples looking for a rural lifestyle in which to raise rural communities.


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Issue No.

116.23

116.24

116.25

116.26

116.27

116.28

116.29

116.30

116.31

116.32

116.33

116.34

116.35

that core industry and small local businesses will be established as owners and operators locate in the Stuart area . Stuart is located centrally to southern, western and northern corridors. The Townsville City Council plans to "infill" the established infrastructure in preparedness for development.

and half acre blocks in the Southwood Road a rea provide more density for housing and industries. If these blocks are not being utilised the rates will go up.

by the Schools Planning Commission (SPC) shows the number of school-aged people is expected to increase by up to 2 per cent a year in

with areas south of the city attracting the biggest growth. As the Townsville south-east corridor continues to grow, it is anticipated that even more nt will occur in the region, especially as the northern corridor is full. Stuart State School is conveniently placed to service people coming to this area for

It is logical that parents will establish their children at a school in closer proximity to their work rather than travel into the city and return to the Stuart area fo As was mentioned in media coverage of the Alligator land sale, the Townsville City Council supports Stuart State School remaining open as an integral part of

Plan.

farming land and bush blocks are increasingly being subdivided into 1 acre lots and sold as hobby farms in order to meet the real estate demand for the area . IAII de\relo1pmEmts will have a positive impact on the population of Stuart because students already come from these two areas to attend the school. The Williams

groups that Stuart draws students from and they are the local playgroups and the day care centres in the surrounding catchment. All of these located within 11 km of Stuart. There is a waiting list for 2014 enrolments into the day-care programs, with the expectation that many of these

n Early Development Index (AEDI) reports are a population measure of young children's development based on a teacher-completed checklist in the five ldevelc>pm,ental domains of physical health and wellbeing, social competence, emotional matu rity, language and cognitive skills and communication skills and

knowledge. Reports for Stuart State School from 2009 and 2012 indicate that at least 1 child in our small cohort is identified as "Developmentally

Page 37 of46

students. As a school we this and for all students.

absence of day care centres and playgroups at Cungulla, Alligator Creek and outlying rural areas is a concern considering the FLYING START paper to promote If Stuart S.S. could offer it would mean that more would be to enrol.

rt plays the role of the community hall and hub for many outlying areas in rural settings. These include the southern suburbs of Nome, Serene Valley, Julago, Creek, and Cungulla; local areas of Stuart and the top area of Wulguru and the western suburbs of Brook Hill and Oak Valley. The post code for these areas

whereas Stuart is 4811 showing discrepancy between rural, urban and metropolitan zoning.

works disrupted accessibility to Stuart State School during the period 2008 to 2011, but numbers are returning back since the completion of the Port Unfortunately the anticipated traffic lights and boom gates promised has not occurred due to funding. Our P&C also advocated during these years for a

and fund were distributed in other areas


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Issue No.

116.36

116.37

6.40

116.41

116.42

116.43

116.44

116.45

116.46

116.47

116.48

116.49

116.50

Page 38 of46

School has had times when students have waited at the school until S.OOpm waiting for the bus, when flash flooding around the other local schools,

as the language Other Than English. Our rich curriculum is supported by the fact that we can cater to all students according to their ability and

offer support for extension in areas of strength and provide specialised programs so that every student every day is achieving their full potential. Many move into the next room to work at their higher ability and our smaller numbers allow more flexible group arrangements across year levels and

r extra curricula activities include: chess, orienteering, sports, craft, Robotics and interest activities accord ing to staff strengths and hobbies. Our Peer Support p time allows for a differentiated curriculum to occur and our whole school benefits. Bigger schools can offer the same programs but can only take the "top"

for students to shine and develop their strengths in any of the sporting, music, art and cultural, or academic areas as smaller numbers provides more nities. This extends to our leadership roles and to the recognition of awards and trophies. Our smaller numbers allow more opportunities for students to

rewards and awards and our students are and risk-take.

programs such as Delta Dogs, JCU- Wonder of Science program, Delta Dogs Program, Science Day, Peer support program, Instrumental music programs and to work in with James Cook University to teacher education.


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Issue No.

116.51

116.53

116.54

116.55

116.56

116.57

116.58

116.59

116.61

116.62

116.63

116.64

hub of the Stuart community there are a large number of groups who access the school facilities and interact with the students. There are also a number of members who come to the school and assist with specialist activities. As many students arrive home at 430 to S.OOpm in the afternoons, it is very

for the majority of them to return to town to participate in sporting, dance, music and recreational activities or groups. Therefore Stuart State School ides these links with as many specialists as possible. For example, AFL coaches run a six week program at the school before school for students, guitar lessons

at lunch time, and as a whole school initiative the Principal organises volunteers from many associations such as the Cricket Association, Rugby league, to come to the school each year to work with the students.

State School Parents and Citizens Association is a strong active group made up of school staff, parents, past parents and community members. The P&C are of any teaching initiative both financially and morally and have an excellent working relationship with staff and the Principal at the school. The P&C in the day to day activities at the school including grounds maintenance, sports transport, culminating days, tuckshop and camps. Members of the P&C

welcomed and valued within the school and work hard to im and infrastructure available to students at the school.

were to be closed, the possible receiving schools include Wulguru, Oonoonba, Annandale and Mundingburra. accept our current lstu1der1t n1uml:>ers however would have little room for extensive growth and may not cope with the numbers if the real estate growth in Rocky Springs, Allendale,

Road and Mount Black Jack Road occur as

re are no enhancements to convince parents of the advantages of sending their child to a new school. None of the Stuart families have any interest in using any school for their children's education. Distance education is not a viable due to the lack of internet and mobile

the hub of the community, the school will continue to encourage and welcome community groups to work with the students and also access the facilities . ps such as the loca l playgroup, art and craft groups such as scrapbooking, adopt-a grandparent program and social tennis/basketball groups will be welcome at

and invited to work with students on various project or activities. The school will continue to maintain good communication with the community to everyone is able to access the facilities and make the most of our valuable local asset.

impact of closing Stuart State School would be devastating to the students, families and surrounding community. Apart from the disruption and unnecessary to students who would have to cha schools and travel out of the area, the com will be left without its hub or central

school is closed, current students who attend Stuart are likely to require bus transportation to other schools and their final schooling options are likely to on where these bus runs travel to.

addition to current students, the students planned to enrol at Stuart in each year over the next few years will all need to find alternate schools and as such, will

put even more pressure on the already busy bus runs to these schools. Stuart Drive is an extremely busy highway corridor and the amount of students who


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Issue No.

116.65

116.71

116.72

S55117 117.1

555118 118.1

118.2

118.3

555119 119.1

5SS120 120.1

123.3

555124 124.1

555125 125.1

Page40 of46

A-Cowboy Joel Reithmuller, Adopt-A-Cop, Adam Muir, and Chaplain Mr D, Delta Dogs and Xstrata support the school and regu larly participate in school functions . The continuation of these services is imperative as it provides social interaction and support for members of our community as well as

opportunity for interaction and sharing of knowledge with the students. This regular socialising and interaction is so essential in maintaining mental

well-


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Issue No.

SSS126 126.1

SSS127 127.1

127.2

127.3

127.4

127.5

127.6

127.7

127.8

127.9

127.10

127.11

127.12

127.13

127.14

127.15

want Stuart State School, my radiant and alive school, to close. The staff are very encouraging, funny and caring, I want to be able to choose my school of and my parents would have to pay more for me to attend somewhere else. I have been here for 6 years and I have enjoyed my time immensely. My friends

II here and I would hate to be moved away from them. When I'm happy I learn more and this is the most important thing. The staff are always friendly and showed a lot of interest in more than just my education. They always make me laugh when I'm having a tough day and I can talk to them about anything. If I to go to another school my parents will have to pay more. This will make it harder for them. Stuart State School doesn't ask them to pay a lot and they can

off which I a

p, advice, guidance and TLC. When wonderful things occur, the children

sch•oo1env1ronment. Our small school caters to children with

to teach and to have children reach their full

safe environment for these children to settle into and make the most of their learning experience. Our school provides support and extension for those capable of "great things" or "better things". Our school provides support for students who need that little bit of "extra" help for them to achieve their full

n a child comes to our school after multiple suspensions and expulsions from multiple other larger schools, and you see that child begin to respond and they Jn.,,t ••«n••ntlo•tl for long periods oftime, with the intervals getting longer and longer; when you can see that child begin to grow and develop and to take a new

Page 41 of46

who cannot string a sentence together without an expletive every other word, who has little respect for others or himself; and you see that child grow to speak with only one expletive in a sentence and sometimes have a perfectly normal conversation with no expletives, then that is the reason for this

back d<>wn the years and see the successes of past and knowing that Stuart State School played a part in their growth; that is roud of. That is the reason for this


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Issue No.

127.16

127.17

127.18

127.19

127.20

127.21

127.22

127.23

127.24

127.25

127.26

SSS128 128.1

Page42 of46

from the rural areas, ofCungulla, Alligator Creek, Nome, Mt Elliot, Cape Cleveland, Serene Valley, Julago, Oak Valley, Roseneath, Brookhill and sections of Woodstock Road, attend our school. Students are transported to our school via buses that use our school's quiet location as a changeover area. Buses come to school where students change buses to go to high schools and other schools further on. Although Stuart School plays no part in this changeover of bus students,

is the relative safety ofthe proximity of help should some critical incident occur. If our school were to close, either the changeover would be isolated and not on the aforementioned bu which would also the "safe" factor.

ngs development (on the south side of Townsville) is slated to commence construction in 2014, with all pre-planning having been completed. The company is touting figures of potentially 35,000 + population. Although this development has provision for schools in its plans, the prospect for those

up and running will have a long lead-in time and Stuart State School is well placed and well resourced to cater for the expected influx of children in the meantime.

tracts of our current catchment are unoccupied, due to the National Parks areas, Mt Stuart and surrounds, river and dam catchment areas. In addition the area is divided by two highways - Bruce Highway to the south and Flinders Highway to the west. Other schools in the area, seem to have equal call on

in our catchment area, as they are not currently zoned (or perhaps the defined areas are blurred). Direct bus services to other schools affect our school

now the administration area, staff room, teacher resource room (with compactus) and computer lab. F Block is now the library. If there are only 11 and no classroom should have a capacity of no more than 30 students, (not taking into account that some classes would be lower school with 2S

then that would mean that our was nearer to 300-330 rather than 350.

te School has a huge historical value to the community. The school has just celebrated its 122"d birthday, a milestone to be proud of. The school was to educate children of staff of the nearby Townsville orrectional Centre, and it was only in the last 10-20 years that the many houses next to the school

The school had a large part to play in the history of our area particularly in World War 2, being used to house communication infrastructure of a top nature. "The Shadow"- a heavily disguised and fortified building structure to house communication equipment- was a vital part of the defence of our city

school was also used for other war purposes. To close this school would be a loss of great historical value to our defence personnel in this garrison City of

of a cyclone or other community disaste rs or calamities, Stuart State School is well placed to be a community refuge centre as it is well in from the and is not subject to flooding. Access to our school may be cut for short periods of time with tidal flooding occurring after only massive downpours of rain.

only for a few hours till the tide recedes. Townsville City Council recognises Stuart State School as one such "safe zone". The recent Cyclone Vasi

life is this one.


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Issue No.

SSS129 129.1

129.2

129.3

129.4

129.5

129.6

SSS130 130.1

130.3

130.5

130.6

SSS131 131.1

131.2

131.3

131.4

SSS132 132.1

132.2

and three of my children have also attend Stuart. My youngest child is about to start the Prep year at Stuart. We have a tradition of attending this school with my great-grandfather and grandmother also attending. meaning that five generations in our family have attended

by high school students (e.g. their

a resu It of the growth

one week at Stuart

care ofthis student that allows individual supervision and care at lunch and in the playground. The small school environment allows greater flexibility to provide for interaction with other students and staff than would be possible at a larger schooL


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Issue No.

132.3

132.4

132.5

SSS134 134.1

134.2

134.3

SS$135 135.1

$$5136 136.1

SS$137 137.1

SSS138 138.1

138.2

138.3

138.9

SSS139 139.1

Page44 of46

the students at Stuart come from rura l communities in the catchment area, and the small community vibe that Stuart offers is very important for students, and teachers. This environment has created strong community linkages between students and community members, with good relationships built up over

have if Stuart is closed. Travel to Wulguru, as the closest school, will still be a significant


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SSS141 141.1

141.2

SSS142 142.1

145.2

145.3

145.4

145.5

145.6

145.7

145.8

145.9

The school offers a unique and supportive environment for students with special needs. The smaller student numbers and compact environment alleviate many anxiety and stresses students with special needs experience in larger schools with higher student populations and or vast building structures. Students with special needs at the school express a feeling of acceptance, how much "easier it is to make friends at Stuart" and how they "don't feel bullied here" compared to other schools they have attended. Each student has the opportunity to interact with students of varied ages and a range of teacher/teacher aids on a dai ly basis providing a valuable social learn environment to which they can prepare their future as community members.

The school classes are multi-aged and therefore unlike many schools in the immediate vicinity teach an ACARA multi-aged curriculum at every level. The multi-age

rriculum model can allow a student with a to receive a more scaffolded in a less intrusive manner.

school that has strong ties to the community through its P & C, improves educationally every year and provides a happy and fun environment should be expanded not closed. Our P & C makes sure everybody is kept up to date about what s happening. Every year that I have been at Stuart I have improved my marks and

a lot more. At my other school I was struggling and not able to get a lot of help. At Stuart I get a lot of help to improve. I like getting up and coming to Stuaii other school and didn't like it. Now I have lots of friends and find it easier to be me.

Springs. Those kids wou ld have to go to Wulguru and maybe pay money to catch a bus. Why would you

me in so many ways. I live at Alligator Creek and if this school m and Dad.

Page4S of46 RTI Application 340/5/3060 - Document 357 of 661

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school especially for the environment that Stuart provides.

for each child and the amazing warmth and family feel.

With the support of his teachers he's gained strength, feels safe and happy. To move huim may cause him to go

190.14 this school.

195.10 area.

204.6

my

222.14


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.2 Forecasts

Stuart State School- Summary of consultation findings and DETE response

• Enrolments commenced in 1891 with 92 students; in 2013 there are 93 students

• Arrival of new permanent Teaching Principal in 2009 has re-invigorated the

school

• Community committed to increasing enrolments, e.g.- enrolment packs for

kindergarten, introduction of new programs

• Current 93 students is over the 5 year average, trending upwards since 2009

• SSS has had significant growth in Prep enrolments- 22 in this last year; 10

applications received for 2014

• Temporary factors such as road works and structural issues (e.g. lack of childcare

facilities and bus network routing} negatively contributing to low enrolments

• Closure of pre-school nearly 10 years ago, removing children from SSS; coincides

with the establishment of Southern Cross (independent school) offering pastoral

care

• QSPC report identified growth in primary school numbers in Townsville South of

862 by 2021; 2,237 by 2031, increasing by up to 2%, with areas south of

Townsville attracting the biggest growth, i.e. Rocky Springs development (Lend

Lease predicts 1,594ha site will be home to 35,000 people in over 12,000

dwellings}

• 5 year average enrolments- 75

• Enrolments have declined from 114 students in 2005 to 86 students in 2013,

including the transition of Prep Year into primary school.

• Enrolment projections for Stuart SS demonstrate significant increase to 2031.

However, this is due to the projected population growth in the Rocky Springs

development area south of Stuart SS.

Capacity (2013)

Stuart State School 356

2013 (enrolled)

86 139 289

• If this development proceeds, one or two new primary schools would be required

within the development itself. Stuart would not be well placed to service this

new community.

• Capacity and projected enrolments (not assuming a closure of SSS, or accounting

for the impact of EMPs} of neighbouring schools are included below. The

students currently at SSS can be accommodated in these neighbouring schools.

Future growth is more properly managed through the new schools noted above,

and through expansion of existing schools where necessary.

Capacity (2013)

Wulguru SS 617 402 418 627

Oonoonba SS 570 523 662 727

Annandale SS 1188 811 830 900


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[.3 Resident Student Numbers (RSN)


~.2 Transport

3. Curriculum


2011 9

2012 11

2013 18

• 58 students in-catchment; 35 students OoC • RSN 2013 - 254

• 256 primary school students travel to other state schools. It was considered • RSN attend- only 64 of 254 state school students living in the Stuart SS important that DETE check no high-school age children home schooled or attend catchment attend the school, which demonstrates families are already electing catholic/independent schools to bypass this school for an alternative state school.

• Consideration of classroom format and IEPs has been overlooked when • 229 RSN in 2005 has increased to 254 in 2013, which indicates limited in-determining capacity within the context of multi-age classrooms (P to 3 = 25; Y4 catchment growth {25 students) over the past eight years. to 7 = 30). Therefore capacity total should be at most 293 • At the same time, the attending RSN has dropped from 73 in 2005 (out of a total

• Rezone the SSS catchment area to cater to the south-east corridor would 229 RSN) to 64 in 2013 (out of a total 254 RSN). provide more realistic RSN • Approx. 14% of students enrolled at Stuart SS are from outside the school's

catchment area.

• Catchments are drawn using a state wide standard of equidistance between schools. Redrawing the catchment would unfairly exclude students from attending their nearest school.

• Validity of SSS catchment boundaries, potentially 50% of students would have to • From Stuart School:

cross the Flinders Highway

• A number of parents located within the catchment already travel more than

32km each way

• Travel times up to 45 minutes (e.g. from Cungulla). Closure may add another 15-

20 minutes

• Catchment area seems unrealistic; buses within proximity of the school are

needed to increase enrolments

o Wulguru school- 5km

o Oonoonba SS - 8km

• Travel allowances would be available to eligible students (where applicable)

through the DTMR School Transport Assistance Scheme (STAS). Financially

• Bus service from the north of the catchment to SSS is not available disadvantaged students (who live within these distances) may also be eligible for

• More busloads of children travelling from Creek, Nome, Cungulla, Cape Cleveland further STAS allowances

and Julago along the Bruce Highway • TAG bus company in Townsville have advised that existing services provided to

• Possible SS and SHS students sharing the same bus Stuart State School will be extended to Wulguru State School

• If SSS closes the impact of a major highway between SSS and nearby schools • Individual student transition plans will assist with addressing issues

• Traffic congestion to alternate schools

3.1 Extent of • Multi-age Australian Curriculum permits SSS to readily meet the needs of diverse • Individual student transition plans will assist with addressing issues

Curriculum I learners including multi-media technology used to accommodate learning styles

ability to • High and outstanding performance results in the Teaching and Learning Audit

• DETE encourages a continuous improvement agenda, as evidenced through

United in our pursuit of excellence. The Teaching and Learning Audits, required


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4.

access

resources

Resourcing Equity

!4.1 Cost per

student per

annum

!4.2 Comparison to other schools


2012; SSS named as one of the 3 most improved schools in NAP LAN results for all state schools on a rolling basis in alignment with Quadrennial School

• Alternative schools would not provide the same standard of education as SSS, Reviews, ensure that school planning processes are appropriately informed.

less bullying; better fit for shy or had behavioural issues; and children from rural • Ensuring differentiated learning in all classrooms is identified as a key element in

or semi-rural background

• If closed, some parents will consider home schooling or use of distance education

options

• Flexible classrooms for small group/individual breakout

• According to ACARA for 2012 the amount per student equates to $11,602

• Student Resource Scheme in place to cater for rural families who can negotiate

pay over the year terms enabling participation in excursions etc

• Extensive range of ICT- current computer to student ratio is 1:2; iPads for all

staff, iPods, digital and still cameras etc

• Vandalism at SSS is said to be non-existent as opposed to neighbouring schools

• Nearness of correctional centre offers improved security

• Teacher aide in every room

improving student performance, as evidenced through differentiated classroom

learning as a domain in the Teaching and Learning Audits. The focus on

differentiation ensures that all schools seek to implement adjustments to

learning programs, such as accelerated programs, to meet the needs of their

students.

• Multi-age/grade classes are explored in John Hattie's comprehensive meta

analysis of what makes a difference to student learning, with an effect-size of

0.04 (elements with over 0.40 effect size are considered to have a beneficial

influence on learning), and therefore the effects are not compelling.

• Local schools offer many extra-curricular activities such as school camps,

eisteddfods, Anzac Day, NAIDOC celebrations, school concerts, fetes, dances,

Tournament of Minds and sporting competitions.

• The Department released a Parent and Community Engagement Framework at

the beginning of the year. This is a focus for all state schools to drive effective

partnerships with parents and communities to work together to maximise

student learning outcomes.

• While the Stuart SS enrolments fall below the reporting threshold to review

student gain in NAPLAN data on My School, comparisons on mean scores with

other similar schools do not provide evidence of strong outcomes for students.

• Cost/student/year Stuart SS- $9,001

• Cost/student/year at Wulguru SS- $10,111


• Cost/student/year at Stuart SS is 28% higher, or almost one-third greater, than

the Qld average.

• Maintenance costs over the last 5 years- $250,995

• Many maintenance tasks will be addressed through AOSM

• BER funding- new covered area- $500,000

• BER funding- Library refurbishment- $350,000 (Relocatable building)


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Performance of Students

Prefer Small

Schools

P&C provided facilities &/or resources

Options


• Function of multi-age classes, allowing students to interact with peers in other

age groups

• Small staff group allowed more discussion of individual students- early

identification and management of educational and development problems

• At SSS a number of students are on Individual Education Plans (IEPs) and have

specific teaching support

• Smaller numbers alleviate anxiety and stresses of students with special needs

• SWD entitlements(funds and staffing allocation) and IEPs will transfer with

student

• Refer to curriculum above for response.

• SSS teachers and staff work as a community to support the children, particularly • Refer above

those with special needs

• Apart from rural families, a large part of remaining families children have

attended alternative schools but left to attend due to discrimination against low

income and low social groups; bullying and bad behaviour issues

• Local companies and businesses such as Xstrata, Bunnings and Officeworks

continue to support school

• Student Resource Scheme in place to cater for rural families who can negotiate

pay over the year terms enabling participation in excursions etc

• DETE will ensure similar facilities are provided at ({student majority" destination

school

• Community called for DETE to complete a full cost benefit analysis of the decision • Resizing the catchment would result in a reduction of approximately 50 RSN, and

to close. Recent investment in the capital assets at SSS along with construction of of those- 14 students would no longer be in the SSS catchment.- refer 1.3

the car park was mentioned.

• A negotiated period of time to prove that SSS can increase its enrolments and be

viable

• If SSS could offer Pre-prep it would mean that more parents are likely to enrol

• Resize the SSS catchment area to cater to the south-east corridor would provide

more realistic RSN

• If the school is closed, alternative uses for the grounds were proposed

o Establish Early Years School to cater for students that are ({Developmentally

Vulnerable"

o Promote school as one offering a Differentiation Program (special needs and

extension program)

o Continue as a hub supporting environmental sustainability


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Other


• AEDI report from 2009 and 2012 indicate at least 1 child in the SSS cohort as

"Developmentally Vulnerable" in all five areas for young students

• Physical hub of the community; no parks, shopping centres or halls; is a venue for

numerous community groups

• School double as a teacher education centre for excellence, the only school in

this program outside the south-east. Teachers get rural training without leaving

the city.

• DETE has developed and implemented the "Take the Lead" Program for aspiring

teachers who want to be leaders/principals- including in a rural school


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Hon John-Paul Langbroek MP ~~:,~l~;a;."ot Minister for Education, Training and Employment

-------·- - -----··-···-··-··-·-···-··-··--·-.--··-----·-·-·-····-····-···-··········--·········- ···-··--·----·-··-···-········-·-·····-·-·····-··- -·---·-·-··-·

2 7 SEP 2013

Mrs Allison Greenaway Principal Stuart State School PO Box 8 WULUGRU QLD 4811

Dear Ms ~way ~ )

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1ooo facsimile +61 7 3211 8011

Email education @min isteria l.q ld .gov. au

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Stuart State School will permanently close at the end of Term 4, 2013.




Should you require any further information, I invite you to contact Mr Richard English, Regional Director, North Queensland Region on telephone 4726 3111 or by email at [email protected].

Yours sincerely

li J i~


Ref: 13/265181


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Hon John-Paul Langbroek MP g~::,".,~!~enn~ 'MOinister for Education, Training and Employment

......................... _ .. ___ ,_ ... ____ , __________________________________ ______________ , ________ , , , ......... ____ .......... ........ __________________ .. ..

2 7 SEP 1013

Ms Ingrid Grant President Parents and Citizens' Association Stuart State School PO Box 8 WULUGRU OLD 4811

Dear~t

---··--·- ·--·--····"'"''""'""" _____ _ Leve l 22 Educa tion House 30 Mary Street Brisbane 4000

PO Box 15033 City East Queensland '•002 Australia Telephone +61 7 3237 tooo Facsimile +61 7 3211 8011 Email education@mi nisterial.qld .gov.au






OHN-PAUL LANGBROEK MP ·. . . . .


Ref: 131265181


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H·on John-Paul Langbroek MP Minister for Education, Training and Employment

······································-···················-·····----······--··--·······-··························· ·································································-··--···--- ----................. ... _ ......... .. . _. ___________ ,

2 7 SEP 2013

Mrs Rosemary Menkens MP Member for Burdekin Shop 30, Centrepoint Arcade Queen Street AYR OLD 4807

DearM~ns ~~

Level 22 Education House 30 Mary Street Brisbane 1;000

PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1ooo facsimile +61 7 321 1 8011

Email education@mi nisterial.qld.gov.au






Yours sincerely

/ 1._ ..... · ~.·. I·'·· I~

M nister for Education, Training and Employment

Ref: 13/265181


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Hon John-Paul Langbroek MP g~::,~~~~~~ .Minister for Education, Training and Employment

.......... - ....... ------ -------

2 7 SEP 2013 Councillor Jenny Hill Mayor Townsville Regional Council PO Box 1268 TOWNSVILLE OLD 4810

Dear Mayor

......................................... .................... - ---- - --------

Level 22 Education House 30 Mary Street Brisbane M OO PO Box 15033 City East Queensland 4002 Austra lia Telephone +61 7 3237 1000

Facsimile +61 7 3211 80 11 Email educa tion@ministerial. qld.gov.au






Yours sincerely

~----~~~ HN-PAUL LANGBROEK MP ister for Education, Training and Employment

Ref: 13/265181


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Page 1 of 5 13t26so3s I

------·---------·-·--------- - - - - --1 Action required by: ASAP


SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF FORTITUDE VALLEY STATE SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Fortitude Valley State School (SS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1 ).

• The Department has reviewed the consultant's report regarding the viability of Fort itude Valley SS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Fortitude Valley SS.

Key issues


2. These schools were Charlton State School , Everton Park State High School , Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.

3. As is required under the Education (General Provisions) Act 2006 (the Act) , the Minister approved the gazettal of these proposed school closures. The public notice was published in the Government Gazette on 10 May 2013.



6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of four consultation meetings held in the Fortitude Valley SS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected]), or to the consultant's designated email address ([email protected] .au).

8. A total o itten submissions were received as part of the consultation process for Fortitude alley SS.

9. The majority of written submissions expressed opposition to the proposed closure of Fortitude Valley SS.


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of 5 IL-D=e=p=art=m=e=nt=F=ile;....;.R=e=f: _-..~...r_-··__ .. ~]!26503?._]

10. JTA Australia submitted a consultation report regarding Fortitude Valley SS to the Department for the Minister's consideration on 2 August 2013.

11 . As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during consultation were:

• Future residential development and potential forecast enrolment growth;

• The location of the site and its outside school hours care (OSHC) facility had particular appeal to families in transit to and from work;

• Difficulties in accessing transport to alternative schools;

• Alternative options to school closure including a partial land sale and partnerships with developers.


• Neighbouring schools have capacity (or the ability to expand) to accommodate students from the Fortitude Valley SS catchment;

• The school and its OSHC facility currently cater for a high number of families living out of catchment- e.g. 68°/o of students enrolled in the school do not live within the catchment. There are OSHC options at alternative state schools;

• The Department of Transport and Main Roads (DTMR) operates buses which connect the Fortitude Valley SS catchment with New Farm SS and Brisbane Central SS, along with other alternative state schools;

• While the alternative options are valid , they do not remedy the viability issues that the school has been experiencing over a long period .

Communications

13. If a decision is made to close Fortitude Valley SS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Fortitude Valley SS for closure, all current students at the time of the announcement (excluding students completing Year 7) would be eligible for a one-off uniform allowance of $350 for their new school.

16. The Department would support current students and families, if required , by subsidising the difference in Student Resource Hire Scheme fees for a one-year period. in cases where the destination school's fees are higher than their current school.





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Page 3 of 5 13/265035 J


19. Under this scheme, state primary students who live more than 3.2km from their nearest state school by shortest trafficable route are eligible for a distance-based transport subsidy. Financially disadvantaged students (who live within these distances) may also be eligible for further ST AS allowances.









26. The Assistant Director-General Human Resources is ensuring necessary communications and procedures are in place to assist school principals, teachers and other school staff through the provision of additional HR support in any school approved for closure, including additional guidance officer hours and Teacher Relief Scheme (TRS) .

27 . Regional Human Resource staff will work individually with all staff members through relocation/transfer and other staffing issues. The Employee Assistance Service (EAS) will also be available to staff.

Other

28. Should the Minister determine that Fortitude Valley SS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

29 If the Minister approves the closure of Fortitude Valley SS, there will be a need to monitor student relocation enrolment choices as the neighbouring primary schools have limited building platforms and could require redevelopment and the provision of hire and/or relocatable facilities. The funding requirement is unknown at this time.



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31 . The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation , on behalf of the Minister, with the school community . Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.


Background

33. On 3 May 2013, the Minister for Education, Training and Employment, announced that consultation would occur regarding the proposed closure of eight state schools, including Fortitude Valley SS.

34. The schools identified were proposed for closure in line with the criteria contained in the Department's School Viability Assessment procedure, in particular the enrolment and accessibility criteria .

35. Fortitude Valley SS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

36. There are four other state schools within five kilometres, with the ability to accommodate (or expand to accommodate) the enrolments of existing in-catchment students of Fortitude Valley SS.


37. The consultation report identified a strong community commitment to Fortitude Valley SS and a strong desire to keep the school open.


39. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Fortitude Valley SS be approved for closure.




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Recommendation

That the Minister

Page 5 of 5 I Department File Re.!::...._....._.....J..__ __ 1;...;;.3;_;;;;/2.;;;..;65;;...;;.0.;;;..;35;;......JI

approve the closure of Fortitude Valley State School from the end of Term 4, 2013; and


NOTED


lb, c,, \3 0 Copy to Assistant Minister

Minister's comments


Infrastructure Strategy, Corporate Services Research and Performance Tel: 3237 0950 Tel: 3405 6329

Mob: Mob: Date: 21/08/2013 Date: 22/08/13


Endorsed by:

~ DG

Patrea Walton Dr. Jim Watterston

Education Queensland Tel: 3237 0619 Tel: 3237 1070

Mob: Mob:

l l .. ~ Date~ 1--; Dated{ I{ I \b



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Fortitude Valley State School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Fortitude Valley State School ........................................................................ 5

3.1 Profile ..... ....................................................................................................... 5 3.2 Consultation plan and activities ..................................................................... 5

4.0 Issues identified via submissions and meetings ........................................ 6

4.1 Preamble ....................................................................................................... 6 4.2 Enrolments .................................................................................................... 6 4.3 Accessibility ................................................................................................... 9 4.4 Curriculum ........................ ........................................................................... 10 4.5 Resourcing equity ....................................................................................... 11 4.6 Local issues ....................... ......................................................................... 12

4. 6. 1 School and student performance ..... ......................................... ..................... .... ...... .. ... 12 4.6.2 Other .................. .. .. .......................... ............ ............................... ......... .................. ...... . 14 4. 6.3 Closure alternatives ......................... ................... ................................. .... .... ................. 15

5.0 Petitions ........................................................................................................ 16

6.0 Conclusion .................................................................................................... 17

APPENDIX 1 - Consultation Plan, Fortitude Valley State School ...................... 18




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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Fortitude Valley State School (FVSS).

FVSS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.





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2.0 Methodology



closure of FVSS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school








o This was facilitated through early completion of the consultation plan, including key stakeholders and a list of communication media to be used. Supported by JTA the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders

• three avenues for FVSS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended and meetings included students, parents, P & C Association, PCYC, teachers, union representatives etc. Jan Taylor, JTA Principal, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during community meetings.


o Via DETE and Ministerial correspondence: when views were expressed on the potential closure of FVSS




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• ongoing interface with Regional Directors and staff from DETE's Infrastructure Services Branch to ensure that information required by the school community was distributed to it






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3.0 Fortitude Valley State School

3.1 Profile

Fortitude Valley State School was established in 1861 and is one of the oldest primary schools in Brisbane. It is located on Brookes Street in Fortitude Valley, a suburb in the central Brisbane area. It is serviced by both bus routes and train services.

FVSS has the capacity to take 91 students; it had 56 students on Day 8 (the date used by DETE to calculate all school enrolments}, giving the school a current utilisation rate of 61 per cent.

The school has a range of facilities including a large multi-purpose oval, tennis/basketball court, an adventure playground, vegetable garden and nature area, well-resourced school library, and technological resources including interactive whiteboards, iPads and a laptop for each student. In addition there is out-of-school hours care (OSHC) provided by the Police Citizens Youth Club (PCYC).



Jan Taylor attended and facilitated those meetings to which she was invited (four in total); Melissa Salisbury from JTA also attended two meetings to ensure a record was kept of questions and comments.


Table 1: List of FVSS Meetings



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4.0 Issues identified via submissions and meetings

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Jan Taylor or Melissa Salisbury at each of the four meetings and from the collation and summary of 116 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school and other community members including former families of the school. In relation to the following outline of issues raised in submissions by the FVSS community JTA has generally not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached as Appendix 2. A qualitative summary of those matters follows to provide an indication of the strength of the views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment (SVA) criteria.

4.2 Enrolments


Community members expressed a strong view that FVSS does not meet the criteria for potential school closure as the current population and projected population numbers show the school is needed now and into the future; closing the school is considered short-sighted.

Many of the comments made at meetings and through submissions related to the current and projected future enrolment growth at FVSS. It was advised that:

• the school is growing rapidly (30°/o a year for the last three years) • the most significant increase is in the lower years w • hich is creating a flow-on effect • FVSS is the fastest growing inner city school and has obtained the appointment of an

additional teacher due to growing enrolments • FVSS is still receiving new enrolments for 2013 despite the threat of closure • the school already has record prep enrolments for 2014 and 2015.

It was claimed that the increase in enrolments could be attributed to the growth in the area and the quality of the school, and at this growth rate the school will be over capacity in three years (although assurances were made that the school has room to grow in existing buildings). The school community expressed annoyance that the Minister had made a comment to the contrary in which he said the student population was declining.

Submissions state that the growth in enrolments was attributed in part to the completion of apartments in the area. It was noted that while residents in the school's catchment area declined post World War II and had a very low student population until the last few years, the Fortitude Valley, Bowen Hills and Newstead areas are experiencing rapid growth, with Bowen Hills designated as an Urban Development Area which will continue to grow in the foreseeable future. It was also noted that neighbouring schools that once served these communities have been closed.

Advice was provided that the population growth between 2006 and 2011 in areas surrounding the school was:



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• Newstead- 16.4%, • Fortitude Valley- 8.4%, • Bowen Hills - 12.5%, • Queensland median - 6.2%>.

It was claimed age distribution data shows there has been a strong spike in the 20-35 year old group as well as the 0-4 group, and there are more 0-4 year olds than older children. The Queensland Government's Schools Infrastructure Demand Maps (developed for the Queensland Schools Planning Commission), show a projected annual average growth (to 2021) in primary school-aged persons of 2%, or more in Newstead - Bowen Hills

Community members (including professionals experienced in town planning) undertook research on unit development in the area. They said the data showed within the next five years that high density residential developments in the FVSS catchment area and each of its neighbouring state school catchments (Brisbane Central, Kelvin Grove, Windsor, New Farm and Ascot) are projected to total 13,000 units. The school community claimed the number of units that are, will be or are, projected to be completed by 2017 are:

• FVSS catchment- 6,085 units • Brisbane Central SS catchment- 3,088 units • New Farm SS catchment- 672 units • Ascot SS catchment- 1 ,241 units • Windsor SS catchment- 1,805 units • Kelvin Grove SS catchment- 826 units.

It was advised that within a 600 metre walk of FVSS 1,000-1,300 apartments (Showground Hill development) are being built now and it was said this would mean approximately 2,300 new residents (including children) in the next twelve months. It was said that to put this into perspective about 400 apartments have been completed in the same area in the last 12 to 18 months with families moving into these apartment developments and their children attending FVSS. FVSS can meet the needs of the population growth both from the proposed Showground Hill and Bowen Hills developments, as well as catering for the continued extension in the nearby Royal Brisbane Women's Hospital. Reference was also made to newly developed inner city affordable housing becoming available through the Brisbane Housing Company which has seen an increase in the population of families living within walking distance of the school; those families would be disadvantaged by its closure.

The community expressed significant frustration at the Minister allegedly stating families do not live in the units. It was reported that increased numbers of children in the area reflect a social trend for families to live permanently in apartments. More than half of the units sold in the inner city are two or three bedroom, and many families live in two bedroom apartments; it was therefore considered reasonable to expect a significant increase in primary school-aged children in the inner north over the next ten years. The following figures were provided on the percentage of state school students living in apartments in the following catchments (Windsor SS and Ascot SS data were not available):

• FVSS - 62°/o • Brisbane Central SS- 74%, (15°/o of these apartments have more than one state

school student living in them) • New Farm SS - 40°/o.

It was claimed that the percentage of state school students residing in units can only be expected to increase with the growth in high density living in the area. With the increasing population and more families moving into units it was claimed the number of children moving into the area or being born there is also increasing; these people will expect access to a local state school.



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Figures provided during the consultation based on a 'conservative' 5°/o of the total 13,000 units having one child families were said to show an extra 650 students will need to be accommodated. It is therefore anticipated that within the next three to five years, or possibly as early as 2015, FVSS will be fully utilised within its own catchment. It was therefore claimed that population growth in the area will lead to a need for more not fewer schools.

The school community believes that each neighbouring catchment will have increased numbers in already crowded schools and it is not viable to require them to take on the additional (and growing) FVSS catchment numbers. Concerns were raised that if FVSS closes, the hundreds of new children who will live in the Fortitude Valley and Bowen Hills areas will need to find a local school, and that will mean New Farm State School (NFSS) and Brisbane Central State School (BCSS) as they are the closest and most easily accessible options. However, it was argued that both schools have limited land space for redevelopment or the erection of new classrooms and are either at or near capacity. If the capacity at either of the schools is to be increased, members of both the New Farm and Fortitude Valley communities wanted to know what will happen to the current FVSS students while that takes place.

It was advised that NFSS has experienced considerable growth over the last five years, and a belief that:

• its school population will continue to grow by 6°/o per year over the next five years despite the transition of Year 7 to high school in 2015

• the school is already stretched and by 2014 it will be at least 25 children over the official capacity figure of 361

• by 2018 NFSS will need at least 18 classes for about 470 children • if FVSS closes the growth at NFSS will be even greater and more classrooms and

facilities will be urgently needed • increased student numbers at NFSS will have an impact on current play and sports

areas.

Concerns were raised that if schools in the surrounding areas of Fortitude Valley have already reached their capacity, where will current and future students go. They advised that if NFSS and BCSS are at capacity, it leaves Kelvin Grove, Windsor and possibly Hendra or Wooloowin as alternatives, and they believe these schools are too far away. Submissions noted the government's expansion plans at Kelvin Grove State College and BCSS but do not believe this will absorb the future student population of the inner north

It was noted that BCSS once had low enrolments but is now almost at capacity. Community members felt FVSS also has the capacity to continue to grow and address the challenges it is facing.

The P & C questioned the data used by DETE regarding enrolment capacity and catchment numbers. Some claimed the 91 student capacity number used by DETE is incorrect and that the school's capacity is greater than that. A former student told of attending the school when there were 170 students so he considered there was room for further growth.

With regards to the catchment, some claimed that FVSS does not have one and therefore cannot be assessed on that criterion. However, others noted that about 50% of FVSS students live in the catchment area and the numbers are growing, although one of the benefits of the school is that it does accept out-of-catchment enrolments. It was advised that FVSS is one of very few schools close to the Brisbane CBD that has the capacity to enrol students from outside the catchment. It was noted that taking out-of-catchment students provided a number of benefits for those families:

• requiring children to attend a CBD school due to work commitments



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• with unconventional parenting arrangements (which are becoming more mainstream); there is the ability for children to be dropped at the school by different carers (see below for examples)

• wishing to access the different programs, such as the gifted and talented stream or the behaviour management unit

• wanting to take their children out of larger schools due to adverse experiences (e.g. bullying) and have them enrolled in a smaller school in a more nurturing environment.

Parents spoke of the role FVSS plays in custody issues relating to Family Court matters and the benefits of a centrally located school to meet families in these circumstances. It was believed that families should be able to continue to send children to the school of their choice.

The community questioned why Hendra SS isn't being looked at for closure when its enrolments are fewer and apparently dropping. It was claimed that while increasing enrolments at FVSS have ensured a high demand for OSHC provided by the PCYC, Hendra's enrolments are now not sufficient for there to be a need for OSHC.

4.3 Accessibility DETE'S SVA accessibility criteria include distances and travel times to and from school, access to nearby schools or alternative education programs, transport options and arrangements for the school and neighbouring schools (road networks, bus routes, train routes).

Many comments were made about the convenience of FVSS for both local and not-so-local families. For those families that live nearby, the ability to be able to walk or ride to school, or use a mix of public transport and walking, was seen as important (particularly for those who do not own a car) and was a major plus for children's wellbeing. It was noted that traditionally the government has sought to locate primary schools within easy walking distance of the local community; this has been achieved at FVSS. Parents noted that being close to the school means better work-life balance and more time with their children. Reference was also made to the Brisbane City Council program which encourages children to walk or ride to school which would no longer be possible for local families.

For those families who do not live close to the school, the location of FVSS near the train station was seen as a benefit so that carers can still access the school without needing a car. FVSS was said to be close to work for some people, making it easier for them to pick up their children.

It was claimed that if FVSS closes, local families will find it hard to get their children to other schools if they have no car because of unsuitable or inconvenient public transport. There is apparently no bus link between Bowen Hills and New Farm and it is difficult to get to Brisbane Central. It was said it would be difficult for families who do have a car due to the traffic congestion (which they will be adding to) and it will impose a disproportionately long commute on these families.

In addition to the difficulty of getting to another school, concerns were raised about the cost and time of travel which will impact on work and family life. It was noted that with a higher ratio of affordable housing in the area, families within these dwellings tend to be on tighter budgets. The school accommodates their children, meaning they incur little or no travel costs. It was claimed that the people considered for these dwellings were identified as needing to be close to a school. By closing FVSS, it was suggested that further financial pressure will be placed on these families in trying to ensure their children remain engaged in the education system when attending schools that are further away.



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For those families who chose FVSS because it is close to their place of work, it was claimed that it will be hard to find another school close by to where they work. Alternatively, it was claimed that moving their children to a school within their home catchment, which is further away from their workplaces, will mean they have to pay extra in child care or give up work.

A number of charity organisations, such as the Australian Red Cross Brisbane North Homestay (which includes emergency family accommodation) and the Wesley Mission Brisbane (Emergency Relief service) are located near the school and children in those circumstances have been successfully placed at FVSS due to its proximity and spare capacity. It was claimed they would be disadvantaged by the school closure. There is also government housing for single parents around the corner from the school; it is believed they are moved to the area because of its proximity to the school.

4.4 Curriculum


FVSS was said to offer the full C2C curriculum as well as curriculum enrichment and extension opportunities. It was advised that the school worked with Michele Juratowich, a consultant in Gifted and Talented Education, to develop a talent development program for the school. The outcomes of this work included vertical timetabling, formal and informal year and subject acceleration for gifted students, science extension activities and the Flipside Circus program aimed at developing resilience, teamwork and problem solving skills in the students.

The vertical timetabling of classes and multi-age classrooms was said to allow the teachers to tailor curriculum needs to individual children. An example was given of one student who accelerated one year (completed Years 1 and 2 in 2012) and, while formally in Year 3, is currently being extended to the Year 4 curriculum to meet his educational needs. Conversely, other children are provided with additional support as necessary whether that is working with children at a lower year level or integrating their occupational or speech therapy needs into the classroom.

It was advised that the extended curriculum (developed with the support of the P&C) includes (in addition to the Flipside Circus, talented stream and science extension activities):

• music (including subsidised instrumental music tuition) • excursions linked to the curriculum • German (Prep to Year 7) • choir • sports • bicycle safety and riding • active reading recovery program strongly supported by the parents and the P&C,

which is apparently getting great results. • links to the Brisbane Exhibition which have been used to give the children an insight

into rural life and animal husbandry, as well as excursions on rural day and to the rural sections of the show

• a vegetable garden (seen as particularly important for those children living in units so they get the opportunity to relate to the outdoors.

Mention was also made of the service FVSS makes available to all primary schools in north Brisbane by housing DETE's At Risk programs for primary-aged students who can be facing their last chance at an education having been excluded from many other schools. The school provides space for the behavioural support unit and takes on the children. If the school is closed there will be a need to relocate the facility. The P & C felt this program had



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experienced success, and to close it down would have consequences for the education of those children involved in it. Between this program and the use of the school by locallybased charities, It was suggested the school has an important role in changing the lives of the most disadvantaged and marginalised children in Brisbane.



The cost per student was considered to be on par with other local schools such as NFSS and BCSS. The facilities and resources available at FVSS were considered to be of a high standard with no maintenance backlog. It was advised that the majority of the school building has been recently renovated (DETE has apparently recently spent $150,000 on painting and maintenance work including re-carpeting) and it is in good condition . It was also advised that the school has well-resourced classrooms with a high ratio of computers and iPads. Other assets said to be a feature of the school included:

• air-conditioning in all classrooms • whiteboards • fridges for lunch boxes • big classrooms • solar panels • water tanks.

It was noted the Commonwealth's Building Education Revolution (BER) program had funded a library and teaching area for the younger students which will not require any sizeable expenditure for many years to come. People commented favourably on the new playground, vegetable garden, bikes and sporting equipment and that FVSS offers a well-managed OSHS which is appreciated by parents.

Community members were confident the school is well-equipped to meet its challenges for an increased student enrolment; the school has the capacity to grow and extend and it is the only school that has the ability to meet the projected growth in the area. The school grounds are considered by the P & C to be spacious enough to provide adequate play areas and sporting facilities, and, if needed, space is available to construct additional classrooms to meet rising demand. It was suggested that with minor renovation work the school's capacity could be increased to 140 approximately, while others suggested that FVSS has the capacity to absorb increased enrolments up to 200 at least given that when it was opened in 1950 the newspapers claimed it was built to accommodate 250 students.

The work of the P&C to provide resources for the school was a feature of many comments. It was said the P&C has been working hard since 2011 to make FVSS more attractive and better able to reach its potential and that it raises a large amount of money to support the school every year. It was considered the P&C's efforts mean FVSS resources are equal to if not better than the resources at larger schools.

It was advised the P&C raises a lot of funds through car parking, which was said to be predictable and recurrent income. It was noted the P&C has invested over $195,000 in extending resources, facilities and curriculum, and subsidises wages to help FVSS run at its best. It was claimed that the FVSS P&C has invested in the future by raising:

• $23, 200 for science • $30,000 for the library • $12,800 for music • $39,000 for the playground • $23,700 for air-conditioning



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• $29,000 for computers • $2,500 on performance activities • $1,500 on landscape • $10,800 on class fit-out • $4,700 on sports • $8,000 on Flipside Circus.

The comment was also made that the FVSS community has been left wondering why other schools are receiving funding for further growth when FVSS currently has newly refurbished buildings that are able to accommodate new students, as well as a $39,000 playground that has just been installed. It was also claimed that it was difficult to see the value in closing a school which has recently had $170,000 spent on refurbishment.

4.6 Local issues



A recurring theme in the comments made during meetings and through submissions was that many families prefer small schools like FVSS which have many advantages such as:

• smaller schools are better for most educational purposes • studies have shown that smaller classes are more beneficial to a child's education • small schools are becoming a necessity for those students who need the extra

support and teacher contact • a small school can provide a more tailored curriculum which results in better student

outcomes • there are many children who do not fit into the larger school mould.

Some parents talked of travelling long distances to get their children to FVSS because of the support the school provides. A submission quoted research by Halsey (2011) as saying that small schools have a relentless focus on the learning needs and achievements of their students, enhanced because each is known individually and as a member of a group. Parents raised concerns that if they move their child to another small school then they may again have to face the same predicament if it too is proposed for closure.

Many comments were made, and personal stories shared, about how the school has risen to the challenge of meeting the individual needs of some of its children who have previously faced problems in their life, experienced difficulty settling into a much larger school or who may have struggled in a larger school. There were a number of reasons these children were thought not to thrive in a larger school environment, such as bullying, personal/family trauma, medical diagnosis, learning difficulties and giftedness. Community members believe:

• it is the warm and welcoming atmosphere at FVSS that has helped 'difficult' children settle when they have had trouble at other schools

• FVSS is a 'haven' for children who have had a difficult time in larger schools where they are 'nameless children in overcrowded classrooms'

• (a student) struggled at a previous larger school where there was no individual attention and has thrived at FVSS because a great deal of support and understanding has been received

• children are thriving at this school after being miserable at other schools • the culture and nurturing atmosphere is so much better than previous schools where

children were bullied • FVSS is the school that families turn to when they have nowhere else to turn.



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Community members suggested the government should provide the opportunity for different learning environments within the education system; it should not be one size fits all. Families need schools that meet children's individual needs. It was suggested it costs more for society to look after 'difficult' children in the long run than to operate FVSS. Money spent on educating children with special needs was seen as an investment rather than a cost, allowing the child to flourish and grow despite developmental challenges.

FVSS was seen to have exceptional educational outcomes, particularly due to the sustained focus on literacy which has seen many students now reading one year above their actual year. In its 2012 report, FVSS rated 1 00°/o in parental agreement with a range of measures e.g. it was a good school in which children's learning needs were being met and where children were making good progress

It was felt that the teaching team at FVSS should be commended on their efforts and given the continued opportunity to teach at the school and give children the help they need which cannot be given at larger schools. The community commented on the dedication, kindness and professionalism of the teachers and principal, and advised the staff regularly 'go the extra mile' to meet the needs of every student. It was also reported the staff all love working in a small school environment and some of them will not seek work at other larger schools because they know they will no longer enjoy their job.

Concerns were raised about the impact on the children if FVSS closes, particularly for those who have been bullied at other schools or been pushed out of them but found a supportive environment at FVSS. It was claimed that:

• many parents have specifically sought out FVSS as their children have had traumatic experiences at previous schools

• some parents are concerned about their children's wellbeing if they are forced to return to difficult school environments from FVSS where they have recovered their confidence and developed an interest in learning

• some children also expressed their fear at having to return to these other school environments

• if the school closes the government is taking away the right of children to feel safe and supported in their learning environment

• it will take these children six to nine months to settle at a new school which will have a big impact on these students and their education.

Community members raised the anxiety associated with being forced to change schools and the loss children and families will feel due to their close connections with the school, loss of friendships, and their sadness at leaving a school that makes them feel cared for. They noted their children are happy to go to school in the morning and counted down the days until returning to school after holidays because they cannot wait to get back to school.

School students were encouraged to express their views in writing on what they liked about the school and why they did not want it to close. Amongst other things they listed the loss of friendships, the special relationship they had with the teachers, the facilities and resources available to them and the safety, nurturing and individual development that came with being a student at FVSS.

The potential closure of FVSS was seen to be a loss to the community. It was claimed that 'liveability' research and evidence worldwide points to the vital importance of core social institutions such as schools continuing to exist in inner cities. In particular it was noted that Fortitude Valley has limited green space, and that getting rid of the school oval would make this even worse, forcing local residents who use the space regularly (in addition to the school children) to look further afield for green space outside their 'concrete jungle'. It was noted that for many of the parents living in nearby units the school has become their version of the



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residential backyard because of the available playground facilities and the school oval. Statements were made that some neighbouring schools which use the oval for sporting events or athletics will also be severely disadvantaged according to the P & C. It was suggested that the government would be taking away more than a school as a FVSS is multi-purpose and serves as a gateway for the community. It was said the school provides trees and turf as a carbon offset, mitigates the impact of increased radiant and reflected heat and light energy, provides relief from the concrete and industrial fac;ade of the city and adds a pocket of serenity and peace.

It was asserted the school was a substantial economic driver for local communities. In addition to providing an educational facility that would attract families to purchase in the new unit developments, the central location was seen to encourage businesses in the area to recruit families from outside the city. One local business in Fortitude Valley advised it chose its office location based on locally available staff facilities. Businesses said they encourage staff to use public transport or to live locally, and that a number of their staff have chosen to move into the area (with the school being instrumental in their decision to do so). Businesses claim they will now be disadvantaged in offering their staff a work-life balance if parents have to move their children to new schools and contend with the associated logistics. Local businesses also expressed concern that if the school closes, business will be impacted financially. It was thought that the increased costs of transport alone will have an effect.

Mention was also made that the annual show at the RNA will be disadvantaged as it relies on the school for parking and has done since the 1930s. It was advised that the school plays a similar role for several other events at the RNA during the year and those held at the Valley pool. The Fortitude Valley Swimming Pool management has said it would be unable to hold some of its current events if it was not for the willingness of the school to make some of its parking space available.

Community members referred to the history of FVSS and its role in the community. It was claimed to be Brisbane's oldest surviving state primary school having first opened its doors on 4 March 1861. The community felt closing the school would be an embarrassment to Brisbane and its education reputation because the school is 'inextricably' linked to the history of Brisbane and provides a snapshot of Brisbane's heritage, as well as being an iconic piece of Queensland's heritage architecture.

4.6.2 Other

Additional comments made during the consultation process were about:

• a public rally and subsequent comments made by the Minister which referred to union involvement in the rally engendered much anger and resentment at the comments because the community insisted the union had had nothing to do with the rally but was a response by FVSS parents and students to attempt to save the school

• closing the school will have an impact on staff such as teacher aides, school cleaners and PCYC staff who may no longer have a position, or struggle to find one that can accommodate them as FVSS does

• any decision made by the government or DETE must not violate any union agreement, award, memorandum of agreement or understanding, policy, practice or other instrument

• any decision made by DETE must not impact on QTU members' working conditions in any way not agreed with the Union

• to ensure the previous requirements are met, consultation must actively and formally include representatives from the QTU, as nominated by the Union

• sales of apartments are likely to nosedive if potential buyers find the area is not serviced by a primary school

• closure of the school is a disincentive for families to move into the area



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• school has turned itself around and emerged from self-imposed obscurity; media reports leading up to the school's 150th anniversary have undoubtedly had a significant (and positive) impact on the school's image.

4.6.3 Closure alternatives

A number of options were proposed as an alternative to closing the school and are listed below:

• re-draw boundaries of other local primary schools that are near, at or over capacity to bring more students to FVSS

• sell part of the land that FVSS sits on (although this was argued against by some submissions)

• incorporate a school and child care facility in a new development so that FVSS can continue its proud heritage of quality education in a proven growth area and the government can still make some money

• allow the school to remain open for another three to five years and then reassess the effect of the potential growth in the Fortitude Valley area on enrolments at the school

• transfer of the school buildings and rear car park to the Victoria Barracks Historical Society, Brisbane

• excise and sell the large grassed area .

•



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5.0 Petitions

At the time of writing this report, an e-petition sponsored by Ms Annastacia Palaszczuk MP has 454 signatures according to the website http://www.parliament.qld.gov.au/work-ofassembly/petitions/e-petitions. It is not known at this time when the petition will be tabled. The e-petition reads as follows:

Queensland Residents draw to the attention of the House the proposed decision of the Newman LNP Government, as gazetted on the 10 May 2013, to close the historic Fortitude Valley State School.

Your petitioners, therefore, request the House to call on the Newman LNP Government to reverse the decision of the proposed closure and sale of the historic Fortitude Valley State School and redirect their focus to the rapid continued growth of the school, its surrounding community and the educational needs of inner-city children. Closing this school will negatively impact the community as a whole, affecting student stability and their academic achievement.

In addition to thee-petition, the FVSS school community circulated a paper petition which has been signed by 1 ,900 people (and viewed by JTA) in support of keeping FVSS open.



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6.0 Conclusion

Community consultation regarding the proposed closure of Fortitude Valley State School resulted in a total of 116 submissions and four meetings facilitated by Jan Taylor, the JTA Principal who was responsible for coordinating the consultation process and activities.

FVSS has an organised and involved community. Every meeting was well-attended and the school made exceptional efforts to ensure a maximum number of parents could attend by arranging for children to be looked after while their parents participated in the meetings.

Community attendance at meetings was augmented by families from nearby schools, local businesses, non-school community people who felt the school was a community asset so should not be lost. It was an eclectic and often angry mix of people joined by the potential closure of the school.

Two issues dominated meetings and submissions. The most strongly held views expressed were in relation to the future residential development of the area and the belief (and supporting data) that apartment living was on the rise for families . This view was supported by the projected 13,000 additional units expected to be completed in the next three to five years in the area and an ASS-reported increase in the 0-4 age group. There was considerable criticism regarding the process as there was a belief that the outcome was a 'done deal' and the state government was simply going through the necessary regulatory processes.

The other major issue was that the very situation of the school meant it had particular appeal for working mothers because of the skilled out-of-hours school care provided by the PCYC; the school was in transit to and from work, and for the significant number of parents living in units the green spaces of the school effectively became a backyard for their children. The school also was an important adjunct for non-profits such as the Australian Red Cross such as the Australian Red Cross Brisbane North Homestay (emergency family accommodation) and the Wesley Mission's Brisbane Emergency Relief Service.

The consultation process was well-supported through the period and community members (many without families at the school) contributed much time and effort in ensuring that engagement continued for the duration, and that submissions supported the stance taken at meetings both in quantity and content. It was made clear that the wider community as well as school families and staff were united in the strong belief that continuation of the school was essential now and for the medium and long term future.



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APPENDIX 1 -Consultation Plan, Fortitude Valley State School



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onsultation I an Fortitude Valley State School

Introduction The Department of Education, Training and Employment has identified Fortitude Valley State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Fortitude Valley State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• school staff • P&C • Metro North Behaviour Service • PCYC FVSS Before School Care • Brisbane Central State School • New Farm State School • The Royal National Agricultural and Industrial Association of Queensland • Woolworths Newstead • Queensland Rail • community members, past students and parents


Initial community meeting led by independent consultant

Wednesday 1 0 May 2013 11.00am-12.00 m Thursday 23 May 2013 5:30 Thursday 23 May 2013 6:00pm-8.00pm

Meeting to discuss the P&C approach to consultation and makin submissions. Provide an explanation of the Schools Viability Assessment process and associated consultation. Opportunities for questions and initial feedback will be ca red.

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Consultation Plan Fortitude Valley State School

Second community meeting Wednesday 29 May A second community meeting will provide an 2013 opportunity for the parents and school 6:00pm-7.30pm community members to make their views on

the school closure known. Written submissions via email Ongoing until COB Written submissions will be accepted in

Friday 9 August 2013 addition to the information collected at other consultation activities. The submissions will be included in the report.

Community event: Movie on TBA the Oval


The following communication methods will be used to share information with the school community: • fortnightly school newsletter item beginning 17 May • advertise school consultation activities beginning 31 May • community invite to lodge submissions.


[email protected]

submissions@jtaa. com. au


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History

.3Resident Student Numbers {RSN)

Fortitude Valley State School- Summary of consultation findings and DETE response

• Community contend FVSS does not meet criteria for

closure as current population and projected growth


• Enrolments have increased from 36 students in 2005 to 53 students in 2013, including the transition of Prep

show the school is needed now and into the future Year into primary school.

• Significant growth in high density housing, including • The proposed purchase of the additional Queensland Health facility adjacent Brisbane Central SS as well as

affordable housing that may see an increase in the potential expansion of other neighbouring schools will meet the in-catchment growth anticipated for the

families population that are likely to need state school area.

provision (quoted conservative estimate in 6,085 units • 1,582 new dwellings approved for construction in the Fortitude Valley/ Newstead- Bowen Hills SA2s (2011-

in the FVSS catchment by 2017). The community uses 13)

a "conservative" estimate of 5% ratio of students per • 800 additional dwellings (2014-2017)- Government Statistician projections

dwelling. • Ratio primary school students to dwellings was approx. 4% (2011)

• Issues raised relating to out of catchment enrolments

addressed throughout other categories

• Council promotes higher density residential development

• Bowen Hills PDA promotes liveable communities and affordable housing options (attractiveness to families

requires more research).

• 10 affordable housing projects are located in and around Fortitude Valley (six of which lie within FVSS

catchment)

Capacity (including Flying 2013 2021 2031

Start (projected)

91 53 68 88

Brisbane Central State School 254 220 288 280

Kelvin Grove State College (P-12) 2,389 2027 2519 2566

New Farm State School 361 362 386 461

Windsor State School 592 597 737 912

• RSN - 48 -very small catchment in a metropolitan centre

• RSN attend- only 18 of the 48 state school students living in the Fortitude Valley SS catchment attend the

school, which demonstrates local families are already electing to bypass this school for an alternative state

school.

• 43 RSN in 2005, peaked at 56 in 2009, and has since decreased to 48 in 2013

• The attending RSN was 4 in 2005 (out of a total48 RSN) and has increased to 18 in 2013 (out of a total 48

RSN).

• Approx. 68% of students enrolled at Fortitude Valley SS are from outside the school's catchment area.



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2.2 Transport

3. Curriculum .1 Extent of

Curriculum I ability to

access

resources



• Convenience to local and not-so-local students (CBD

workers)

• Parents of students who work close to the school

(OoC?) will find alternate school locations difficult to

find.

• From FVSS:

o Brisbane Central 55 -1.4km

o New Farm 55- 1.4km

o Windsor 55- 3.1km

• Many local students walk or ride to school, proximity • Individual student transition plans will assist with addressing issues

to train station/public transport • Travel allowances would be available to eligible students (where applicable) through the DTMR School

• Alleged no bus service between Bowen Hills and New Transport Assistance Scheme (STAS). Financially disadvantaged students (who live within these distances) may

Farm and Brisbane Central is difficult to get to. Cited also be eligible for further STAS allowances.

traffic congestion for M/v travel in morning and • Translink website identifies public transport available between FVSS- New Farm and FVSS- Brisbane Central

afternoon.

• Cost and time increases to get to alternate locations

•

•

•

C2C curriculum and Talent Development Program in •

place. •

Individual student transition plans will assist with addressing issues

DETE has focused strongly on supporting schools to implement the Australian Curriculum. The C2C units are

available for all state schools to use. Curriculum enrichment is a focus for alternative local schools, as

evidenced through high achievers, young scholars, STEM, debating, chess and Writers Festival programs.

Multi-age classroom, higher individual tailored

curriculum learning approach

Tailored stream and science extension program,

music, excursions, German, choir, sports, bicycle

safety and riding, active reading

• Available Teaching and Learning Audit reports from schools in the area show overwhelmingly high to

outstanding results, notably with strong results in differentiation, ensuring individual student learning needs

are effectively supported.

•

•

Additional programs to effectively meet the interests and skills of students implemented in local schools

include artists-in-residence programs, choirs and instrumental music opportunities.

Environmentally sustainable school practices implemented in alternative local schools include opportunities

to use biodiversity, water, waste reduction and energy efficiency. There is also a strong commitment to

gardening and the diverse learning opportunities this creates.

• Multi-age/grade classes are explored in John Hattie's comprehensive meta-analysis of what makes a

difference to student learning, with an effect-size of 0.04 (elements with over 0.40 effect size are considered

to have a beneficial influence on learningL and therefore the effects are not compelling.

!4.1 Cost per • Cost per student considered on par with other schools • Cost/student/year at Fortitude Valley 55- $9,221

student per such as BCSS and NFSS • Cost/student/year at Windsor 55- $7,158

annum • Capacity on the grounds to build more GLAs to

accommodate future growth


• Cost/student/year at Fortitude Valley 55 is 31% higher, or one-third more, than the Qld average.



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• With minor renovation, school capacity could increase

to 140 (up from 91); potential capacity (anecdotal) for

school to grow to 200/250 (latter claimed as news

article in 1950)

4.2 Comparison • DETE recent spend of $150k on painting and • Maintenance costs over the past 5 years was $131k . to other maintenance work, including recarpeting • BER funding- $250k for relocatable buildings- can be relocated to nearby school schools • BER funding of library and teaching area for younger

students

Other Performance • Anecdotal comments about improved behaviour and • All schools have a responsible behaviour plan for students. of Students attendance of children experiencing difficulty with • Individual student transition plans will assist with addressing issues

academic achievement. Potential impact on students

if the school closes, due to traumatic experiences of

students at other schools.

Outside • Facilities operated by the PCYC is onsite • OSHC facilities are located at closest schools {NFSS and BCSS). There are current vacancies at neighbouring School Hours schools. Care (OSHC) Prefer Small • Many families prefer small schools like FVSS • New Farm SS and Brisbane Central SS are also part of inner city precinct

Schools • Closure is seen as a loss to the community/ "Liveable" • Brisbane Central SS considered to be a small school -220 enrolments

research and evidence world-wide points to the vital

importance of core social institutions continuing to

exist in inner cities.

Employment • Impact on DETE staff who lose jobs, also mentioned • Necessary communications and procedures would be put in place to assist school principals and teachers issues loss of employment by PCYC staff due to closure. through the provision of additional HR support in any school approved for closure, including additional

guidance officer hours and Teacher Relief Scheme (TRS).

• Regional Human Resource staff would work individually with all staff members regarding relocation/transfer

and other staffing issues.

• The Employee Assistance Service {EAS) would also be available to staff .

P&C provided • P&C has invested over $195,000 in extending • Resources will transfer to schools where students transition facilities &/or resources for the school. resources Options • Community proposed alternative options: • DETE could explore "Economic Development Act 2012, section 158- establish Local Representative

0 Redraw catchment boundaries to increase Committee to consider options proposed

catchment

0 Partial land sale

0 New development to incorporate school and



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childcare facility

o Remain open for next 3 to 5 years, then review



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Hon John-Paul Langbroek MP ~~~:,~~l~:,~ Minister for Education, Training and Employment

- - -··············-- .. -- ............ ········---

3 0 SEP Z013

Mr Tony Holcroft President Parents and Citizens' Association Fortitude Valley State School 85 Brookes Street FORTITUDE VALLEY QLD 4006

Dear Mr Holcroft

Level 22 Education House 30 Mary Street Brisba ne 4000 PO Box 15033 City East Qul:'ens!and 4002 Australia Telephone +61 7 3237 1ooo facsimile +61 7 3211 8011 Email educat!on@m in isteriaLqld .gov.au

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Fortitude Valley State School will permanently close at the end of Term 4, 2013.





Yours sincerely

ter for Education, Training and Employment

Ref: 13/265149


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Hon John-Paul Langbroek MP ~~-~::~-~~~;~ Minister for Education, Training and Employment

------------------------ -·-·----·-

3 0 SEP Z013


Dea~h ~)

..... -----.. ······--·····------

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queenstand 4002 Australia Telephone +61 7 3237 1ooo Facsimile •61 7 3211 8011 Email [email protected]





Should you require any further information, I invite you to contact Mr Chris Rider, Regional Director, Metropolitan Region by email at [email protected],gov.au or on telephone 3422 8666.

Yours sincerely

N-.- · ........,r-r'J1rl'U~GBROEK MP ster for cation, Training and Employment

3/265149


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H'on John-Paul Langbroek MP Queensland Gcve r~:n e rr: Minister for Education, Training and Employment

___ ...... ----·····----··--·· .. ···• .. ··-··-····---.. _____ _____ .............. -... - ---·- · .. ... _, __ ,,, ... --.. -·-----·-"'""" ___ , ...... -....... __ ____ ,_ .... ____ , ,,,_ .. __

3 0 SEP 2013

Mr Robert Cavallucci MP Assistant Minister for Multicultural Affairs Member for Brisbane Central Unit 2/ Hill House 541 Boundary Street SPRING HILL QLD 4006

Dear Assi~ister fl,Jo )

Level 22 Education House

30 Marv Street Brisbane 4000 PO Box 15033 Cty East Queensland 4002 Australia Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email education@ministeri al.qld. gov.au





Should you require any further infonnation, I invite you to contact my Chief of Staff, Ms Fiona Crawford on telephone 3237 1000.

Yours sincerely

.fLt HN-PAUL LANGBROEK MP


Ref: 131265149


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Hon John-Paul Langbroek MP g~;:~~~~~e~~~ Minister for Education, Training and Employment

---------- .............................................................................................................. _____ .

3 0 SEP 2013

Councillor Vicki Howard Councillor for Central Ward Brisbane City Council Central Ward Office Shop 11 31 Duncan Street FORTITUDE VALLEY OLD 4006

Dear co.unc11for v\; 'dt;_ )

········----·-··-··························-·······-·--------······-······-····-····-··-


30 Mary Street Brisbane 4000

PO Box 15033 City East Queensland '•002 Australia Telephone +61 7 3237 1000


t am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Fortitude Valley State School will permanently close at the end of Term 4, 2013.





Yours sincerely .·· . ~

. L·fU&v . ~ • inister for Education, Training and Employment

Ref: 13/265149


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Page 1 of 5 I Department File Ref: 13t265o5o I

~----------------------------------------------------------------~


Critical - in order to meet the Minister's commitment to inform the community of the outcome of his decision regarding this proposed school closure, in a timely manner.

SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF NYANDA STATE HIGH SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Nyanda State High School (SHS) has been compiled by independent consultants, JTA Australia, for the Minister's consideration (Attachment 1).

• The Department has reviewed the consultant's report regarding the viability of Nyanda SHS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Nyanda SHS.

Key issues






6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of seven consultation meetings held in the Nyanda SHS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected]), or to the consultant's designated email address (submissions@jtaa .com .au) .

8. A total o ritten submissions were received as part of the consultation process for Nyanda S

9. The majority of written submissions expressed opposition to the proposed closure of Nyanda SHS.


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of 5 l Department File Ref: __ j ____ 1_312?SO]Qj

10. JTA Australia submitted a consultation report regarding Nyanda SHS to the Department for the Minister's consideration on 2 August 2013.

11 . As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during the consultation were:

• Demographic changes indicate future enrolment growth ;

• Concern of increased "drop out" rate if school closes;

• Range of individual support and curriculum programs Nyanda SHS provides for full range of students;

• Travel distance to neighbouring schools.


• Only a small portion of the Nyanda SHS catchment is zoned for residential use, with no Brisbane City Council plans to increase residential zoning;

• Individual student transition plans for each student will assist with transitioning to a new school. Additional Guidance Officer and support staff will be allocated to Nyanda SHS to support student transition ;

• Alternative local schools offer comprehensive support and curriculum programs, with students selecting from a diverse range of academic and vocational subjects, which will meet the needs and talents of students from Nyanda SHS to provide a wide range of pathways;

• Public transport options exist for students within the Nyanda SHS catchment to access nearby state high schools.

13. On 6 August 2013 an e-petition by Mr Carl Judge MP, containing 141 signatures was tabled with the Clerk of Parliament opposing the proposed closure of Nyanda SHS. As this petition was received after 26 July, it has not been considered in the Consultant's Report. However, issues raised within the petition have been identified through other submissions that did form part of the consultant's report.

Communications

14. If a decision is made to close Nyanda SHS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



16. Should the Minister approve Nyanda SHS for closure, all current students at the time of the announcement (excluding students completing Year 12) would be eligible for a one-off uniform allowance of $550 for their new school.

17. The Department would support current students and families, if required, by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination school's fees are higher than their current school.




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. Page 3 of 5 ! Department File Ref: _____ L ____ ...... 1.~!26~Q_@]




20. Under this scheme, state secondary students who live more than 4.8km from their nearest secondary school, are eligible for a distanceMbased transport subsidy . Financially disadvantaged students (who live within these distances) may also be eligible for further STAS allowances.







26. It is anticipated that in most cases, the student will be able to enrol in their neighbouring school of choice. However, due to individual student schooling history, there may be a small number of students who will not be able to be accommodated at the school of their choice. In these cases, school staff will work with the student/family to negotiate enrolment in an alternative school.




Other

29. Should the Minister determine that Nyanda SHS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal , P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

30. If the Minister approves the closure of Nyanda SHS, the majority of neighbouring schools are underutilised so it is anticipated in these cases, no further facilities will be required. However, there will be a need to monitor student relocation enrolment choices as one neighbouring high school (Corinda SHS) has a limited building platform and could require


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the provision of hire and/or relocatable facilities. The funding requirement is unknown at this time.

31. Should there be a requirement for additional facilities at Corinda SHS, relocatable or hire buildings could be delivered in time for the start of Term 1, 2014.

32. The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation, on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.


Background

34. On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Nyanda SHS.


36. Nyanda SHS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

37. Yeronga SHS is located 5.3km from Nyanda SHS.


38. The consultation report identified a strong community commitment to Nyanda SHS and a strong desire to keep the school open .


40. On balance, having regard for the criteria set out in the School Viability Assessment procedure~ it is recommended that Nyanda SHS be approved for closure.




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Recommendation

That the Minister:


131265o5o I

approve the closure of Nyanda State High School from the end of Term 4, 2013; and


NOTED


t6, 0 I /3 0 Copy to Assistant Minister

~NOT APPROVED


Minister's comments .--------~--------------------------------

Action Officer Endorsed by: Endorsed by: Lee Callum DDG DG

~ Executive Director Jeff Hunt Patrea Walton Dr. Jim Watterston

Infrastructure Strategy, Corporate Services Education Queensland Research and Performance

Tel: 3237 0950 Tel : 3405 6329 Tel : 3237 0619 Tel : 3237 1070

Mob: Mob: Mob: Mob: Date: 21/08/2013 Date: 22/08/13 Date Date:l,' ~I\'

JJJ!1r~



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Nyanda State High School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Nyanda State High School ............................................................................. 5


4.0 Nyanda State High School Issues ................................................................. 6


4. 6. 1 Small schools ................................................................................................................ 12 4.6.2 Quality education ........................................................................................................... 13 4.6.3 Quality of teaching staff ................................................................................................. 14 4.6.4 Cultural diversity ............................................................................................................ 15 4.6.5 Closing the Gap ............................................................................................................. 15 4. 6. 6 Nurturing, safe and supportive environment ................................................................. 16 4. 6. 7 Impact on students ........................................................................................................ 17 4. 6. 8 Financial impact ............................................................................................................ 18 4. 6. 9 Community impact. ........................................................................................................ 19 4.6.10 Other ............................................................................................................................. 19

4.7 Options ........................................................................................................ 20

5.0 Conclusion .................................................................................................... 22

APPENDIX 1 -Consultation Plan, Nyanda State High School ........................... 23




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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Nyanda State High School (NSHS).

NSHS was identified by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools against the criteria in the DETE School Viability Assessment procedure. It was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school the Minister must publish a notice about the proposal in the Queensland Government Gazette, and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.

JT A Australia was selected to provide independent consultancy services to facilitate the consultation regarding the proposed closure and assume responsibility for assisting the school community to develop appropriate consultation approaches with each community. JTA's role included co-ordinating and facilitating community meetings and the collation of information presented during the meetings and through written submissions. Its role did not include the formulation of recommendations. The recommendations will be determined on the information provided to the Minister via the School Viability Assessment criteria and this consultation report which outlines the quantitative and qualitative issues submitted to JT A through the consultation process.




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2.0 Methodology



closure of NSHS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school









• three avenues for NSHS stakeholders and community to express their views

o Via meetings: a minimum two public/community meetings were recommended; attendees included stakeholders such as students, teachers, P & C Association, parents, and former students and staff. Jan Taylor, JTA Principal, participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of points raised during community meetings.





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o Via DETE and Ministerial correspondence: when views were expressed about the potential closure of Nyanda State High School.












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Nyanda State High School

Profile

Nyanda State High School was established in 1998 following the merger of Acacia Ridge and Salisbury High Schools on the Salisbury State High School site. The name 'Nyanda' is the aboriginal word for 'waterholes'. The school is located on Fairlie Terrace, Salisbury and is close to train and bus services.

NSHS has the capacity to take 696 students. However, on Day 8 of 2013 there were 297 students enrolled, giving the school a current utilisation rate of 43 per cent.

NSHS has a range of academic, cultural and sporting programs that have been designed to assist students to reach their potential. This takes place on a ten hectare native bushland setting.

Consultation plan and activities


Jan Taylor attended and facilitated those meetings to which she was invited (seven in total); Melissa Salisbury from JTA attended three meetings to ensure a record was kept of questions and comments.


Table 1: List of NSHS Meetings



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4.0 Nyanda State High School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Jan Taylor or Melissa Salisbury at each of the seven meetings and from the collation and summary of 133 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school and other community members including former students and their families. In relation to the following outline of issues raised in submissions by the NSHS community JTA has generally not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached as Appendix 2. A summary of those matters follows to provide an indication of the strength of views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment (SVA) criteria.

4.2 Enrolments DETE's SVA enrolments criteria includes enrolment history (especially the past five years) and forecasts for the next five years and the number of students attending the school who do not live in the school catchment area.

Community members involved in the consultation process stated that closing the school due to low enrolment numbers is short-sighted because the area is undergoing a demographic change in which young families are moving in and the older population is move out. The following points were made to support this:

• the area is moving through what has become a regular cycle because Salisbury's post-war residential development and rapid growth of the 1950's and 1960's was followed by population decline in the 1980's

• younger families are now moving into the school catchment area • inner (established) suburbs do not grow at the same rate as new lower-priced 'outer'

suburbs.

Comments were made about the changing density of the area with subsequent growth in the population. Demographic and development claims included:

• Salisbury has been identified by government and independent bodies as being a future growth hot spot; it is currently undergoing significant urban renewal

• high density development has been proposed under Brisbane's Draft New City Plan (and already evidenced in construction works) for the suburbs of Salisbury, Rocklea, Moorooka, Coopers Plains, Acacia Ridge, Yeronga and Fairfield

• under Brisbane City Council's proposed new City Plan, Salisbury has been identified as one of Brisbane's future growth nodes as part of the south rail transport corridor

• the adjoining suburbs of Moorooka, Rocklea, Salisbury and Coopers Plains represent a transport-oriented development site under current BCC development plans

• applications for subdivisions and multi-unit developments at Rocklea, Salisbury, Coopers Plains and Acacia Ridge are consistent with the in-fill development anticipated to occur in these areas; this will apparently incorporate medium density residential areas with pockets of higher density residential areas

• as the suburbs of Salisbury, Moorooka, Rocklea, Acacia Ridge and Coopers Plains continue to grow Salisbury is undergoing growth as blocks are split and new houses built subsequent to older residents selling to younger families or downsizing



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It was said that the change may take a number of years but the idea of closing the school based on current figures or the five year projection is short sighted.

Community members inferred from the previous information that given the changing demographics and high density residential development incorporated in the new City Plan, these changes are likely to bring into the area an increased number of families who will need local education facilities. It was said that for the community to lose another school as the area is being flagged for further residential development and an increased number of dwellings did not make sense. It was thought future projections of growth in the catchment support an expectation of increased enrolments in the medium to longer term.

The changing demographic was believed to be evidenced by the increase in lower grades at feeder schools, such as Moorooka, Rocklea and Salisbury State Schools. Comments on this trend included:

• Salisbury SS enrolments continue to increase, reflecting an increased younger population and growth of the local area

• increased numbers in Prep classes indicate that in only six years those same children will require a local high school

• with Salisbury SS being the primary feeder school and its numbers growing significantly Nyanda should be set for further growth

• currently around 70°/o of Salisbury SS students choose Nyanda as their high school, and it will continue to have Salisbury's support.

It was considered that Nyanda enrolments have been adversely affected in a number of ways such as:

• enrolments have been falling because for the last four years the Courier Mail has been writing that the school is closing so it becomes a self-fulfilling prophecy

• leaks about the future of the school seemed to peak around 201 0; student enrolment data showed there was a definite impact on enrolments in 2011

• Courier Mail articles published in Second Term 2012 targeting a number of schools on a supposed 'hit list' for closure further eroded community confidence in Nyanda's future

• outdated negative perceptions of the school which unfortunately have been perpetuated by influential stakeholders such as some feeder school principals and Year 7 teachers.

• the name 'Nyanda' has constricted the school's growth due to its lack of geographic connection to the suburb in which it is located and people unaware of its existence.

While it was acknowledged that NSHS is currently suffering a lull in enrolment figures, the school community believes that the next five years will see it bounce back on the basis of projected population growth; within the next five years there will be 500 plus students at the school as young families move into the area and within approximately ten years the statistics and infrastructure plans indicate the school may be at (or over) capacity.

It was observed that although enrolments at NSHS may have been static for a number of years the commencement of Year 7 at high schools in 2015 will mean an increase in enrolments then; it was therefore seen as counter-productive to close down the school. Concerns were raised that DETE enrolment figures do not appear to incorporate Year 7s, therefore its forecasts are incorrect.

Comments were made about the capacity of other schools to take NSHS students because of the Enrolment Management Plans (EMPs) of those schools. The following comments were offered on this topic:



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• Corinda, Holland Park, and MacGregor SHSs and Calamvale Community College are already at more than 70°/o utilisation, up to 1 04o/o at Corinda SHS

• some schools will not take students if they are already at, or close to, capacity • nearby schools cannot take all the local catchment Year 7 students which will force

NSHS families in having to make their children travel much further to access education.

• Corinda and MacGregor SHSs and Calamvale Community College already have EMPs in place

• other alternative high schools may have EMP restrictions, making it more difficult to get into them.

Comments on the catchment area advised that NSHS services not only local suburbs, but the needs of young people from out of the catchment area. It was said that these students and their families choose to come to NSHS because it specialises in providing a supportive network for their young people. It was claimed that a high percentage of students (41 °/o), as evidenced in the Resident Student data prepared by DETE, vote with their feet and choose to attend NSHS from outside the school catchment area. For example, one former student claimed that she believed NSHS was a great school and was more than willing to travel, despite other high schools such as Kingston College, Woodridge and Loganlea being much closer in proximity.

It was thought that because NSHS services a specific population with defined needs this may contribute to a lower utilisation rate by high school aged students within the area. However, it was noted that according to the 2011 Census 45.5°/o of the catchment would send their children to state schools, but that this percentage differs from catchment to catchment (from as low as 15/20°/o to as high as 75°/o). It was said that currently only 22o/o of potential SHS students in the catchment attend NSHS but similar decisions are made elsewhere in Brisbane (for over 20 years people have exercised their right to choose) and is evidenced by the out-of-catchment students that attend NSHS.

4.3 Accessibility


If the school closes community members expressed concern at both the distance and number of public transport options available to schools surrounding the Salisbury/Acacia Ridge area. Views about accessibility included the following:

• NSHS is in a convenient location; it is the only high school within walking distance for students in the local catchment

• the proximity to NSHS encourages students to walk or cycle to school • there are four high schools within five kilometres of NSHS 'as the crow flies';

however, none of them are within five kilometres in terms of driving distance • Yeronga SHS is 3.8 km 'as the crow flies' from Nyanda, but is actually 5.3 km by

road. Holland Park SHS is 4.2 km away but 7.2 km by road. Sunnybank SHS is 6.8 km by road while Glenala SHS is 6 km away but 8.5 km by road

• all these schools are at least 15 minutes driving time away in good traffic • students will be forced to spend upwards of 40 minutes to an hour a day on public

transport if the school closes • NSHS is the only high school within the area that has a direct public transport

service (rail and bus) available without having a specialised service for the school; this makes it ideal for students who travel from other suburbs.



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• the ability to walk to school, or access direct public transport, was seen as crucial for when Year 7 students start at high schools in 2015

• if the school closes this will mean younger children (i.e. Year 7) will have to travel greater distances on public transport

• a lack of connectivity in the public transport network will have significant impacts on the time taken by students to travel to and from school

• closure of the school will force students to travel further, meaning students are facing longer days to get to school by public transport so less time for jobs, homework or sport

• the additional distance to travel will often mean a changeover of two buses or bus/train and for some a walk of up to 900 metres may be involved

• most children would refuse to do this every day, leading to increased truancy and lateness

• a significant number of the Indigenous population who will be required to travel the largest distance to access Indigenous programs will disengage from school so widening the gap in their attendance and academic outcomes

• travelling by car will result in changes to personal and work routines and create obstacles to extra-curricular activities

• schools located further away will make it more difficult for parents to volunteer at the school, attend events and deal with any medical issues that arise

• increased travel will mean a further financial burden on low income families • to go further afield means more disadvantage to an already disadvantaged

population.

Particular concern was raised about students attending the Special Education Unit (SEU) at NSHS and their ability to access surrounding schools. NSHS has a unique location which, unlike other mainstream high schools, is not located on busy or main roads, but is in very close proximity to public transport services which offer a safer, direct path to the school. The following comments were made:

• alternative schools within 5 km can become quite onerous for special needs children relying on public transport due to actual travel times and transfers

• asking children in the SEU to travel half an hour on a bus, even without interchanges, is impossible in many cases

• if they have to catch a second form of transport, whether another bus or train is out of the question

• expecting them to cross roads (like Beaudesert or Ipswich Roads) is potentially dangerous

• the closest school with an SEU is Sunnybank which is nearly 7 km away • there are no schools on the train line that offer the services needed for special

needs children • this will force many of the SEU children from school and into home-schooling (if

parents have the capacity and ability) or out of the school system altogether.

Another point raised with respect to accessibility was access to education for young mothers. NSHS is in the unique position (in the metropolitan school region) of having an attached childcare centre and early childhood unit. It was claimed that having the childcare centre assists in maintaining attendance rates for students who become parents, further supporting them in their goal of attaining a senior certificate or OP ...

4.4 Curriculum




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It was claimed that NSHS offers a viable curriculum which meets all Queensland Studies Authority (QSA), DETE and Australian Skills Quality Authority (ASQA) requirements and provides for multiple pathways for students. Nyanda's curriculum is said to be designed to target the interests and needs of a diverse range of students and to maximise available resources. An example given was Oxley Creek and the community garden which are used as an educational resource for curriculum and extra-curricular activities. It was suggested that the school is well positioned to develop sustainability science and other emerging environmentally-based subjects. Parents expressed concern about the potential for a change in subjects that might be offered at alternative schools.

Indigenous families advised that they had moved their children from the Aboriginal and Islander Independent Community School (Murri school) to NSHS because it offered a broader curriculum and supports all students. They said NSHS gives their children the chance to gain an OP score and go on to university; the Murri school can only offer TAFE.

Nyanda's SEU provides a safe learning environment for children with special needs and has a work experience program especially for the Special Education Program (SEP) students. It was stated that the school has unusually high expectations of special education students. NSHS expects these students to attend classes, complete their work, and improve developmentally. Concerns were raised that it will be difficult for these families to find another school that has the necessary equipment, teacher willingness and funds to assist children with learning difficulties.

It was claimed that one of the attributes of the Nyanda curriculum is the career pathway on offer to students; the school provides access to numerous academic and vocational pathways. The following information was provided on these pathways:

• the school frequently adjusts the curriculum (in line with QSA guidelines) to cater for the unique needs of students) and offers academic subjects (for university- bound students) as well as various certificate courses and school-based traineeships to cater for students going along more vocational pathways

• Nyanda is a Griffith University and University of Queensland Partnership School; students have the opportunity to do university subjects during Year 12 (at no cost, and with guaranteed entry into the university course if they pass the subject)

• students can do a one week holiday workshop at Griffith (the Logan campus is accessible by train and the Nathan campus is convenient enough to allow students to attend lectures and then return to the school)

• the school has positive links with industry and local businesses; over the years they have worked with staff and students to secure school based traineeships and lead students into alternative pathways to university

• approximately 45%) of senior students decide to undertake a school-based traineeship; this initiative was said to support student workplace training, provide students at risk or disengaged with opportunities to re-engage with school, provide post-school pathways and paid employment to support student schooling costs

• NSHS collaborates in public-private partnerships such as the existing partnership with the Construction Skills Training Centre (CSTC) which has been working with disadvantaged and disengaged 'at risk' youth for the past 8 years

• many students benefit from the relationship between the CSTC and NSHS • Nyanda is next to a TAFE college so when students gain apprenticeships the

proximity to the college makes it easier to access extra learning programs • students can get job/work experience through the school; Nyanda students have a

solid reputation with employers both for part time work during their school years and as school graduates



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There was great concern that students would no longer have access to these career pathways if they change schools, and that those who had started their university studies or school-based traineeship may not be able to complete them. It was noted that other high schools are much further away which could make participation in the university programs more difficult as it would require more time out of class to attend the program. However, it was thought non-OP students will be most affected as they will have difficulty finding another school with the same vocational education training (VET) programs and certificate courses.

Submissions stated that in addition to the subjects on offer, NSHS is involved with a range of programs to assist the educational and social outcomes of students; many of these apparently are not offered at other local high schools and include:

• the YMCA Mentoring Program (unique within the Queensland education system) facilitates a strong relationship between local adult community members and young people who have a wide range of problems; it supports them in developing a repertoire of appropriate behaviours

• the National Partnership for Low Socio-Economic Status School Communities; this engages with disadvantaged students to enable implementation of programs for improvement of student learning outcomes

• specialist support staff and programs for Indigenous students • Beacon Foundation involvement which aims to expand student aspirations, skills

and opportunities through linking schools with business and community • WildStars Partnership Program beneficiaries (Environmental Projects) • Early Childhood Studies (practical playgroup activities) • International Students Program which allows for exposure to different cultures • after-school-hours tutoring service (without charge) by the school staff and

community • Senior Schooling Mentor • Senior Saturday Study Group • Project Ability, a joint initiative of DETE, Old Police Service and University of

Queensland case managing students most at risk due to attendance issues • the 48's program.



It was acknowledged that the school does cost more per head ($17,000) compared to schools such as Corinda SHS at $12,000 per student but costs less per student than Yeronga SHS at $17,300 per student. However, it was claimed the additional cost when compared to Corinda was attributed to the employment of an Indigenous Studies officer as well as the emphasis on the TAFE sector and the need to cater for itinerant students. It was noted that the net recurrent income provided per student at Nyanda State High School is not an unreasonable figure given the extremely low socio-economic nature of the clientele, and is in line with similar schools.

The community commented that when NSHS was created in 1998 by merging Acacia Ridge and Salisbury SHSs into a single school on the Salisbury site $10 million was spent rebuilding and refurbishing the school. It was advised that since then the school has undergone further infrastructure improvements and refurbishing (including $100,000 worth of renovations and maintenance from the state government to re recarpet and paint). It was claimed that as a result buildings are up to date and well equipped to cater for a range of technical and academic subjects, The school apparently has just been successful in meeting the demands of the VET audit to maintain its scope of registration. Refurbished and



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upgraded buildings include Administration, Science, Home Economics, Assembly Hall and the Music, Performing Arts and Humanities blocks. It was claimed that the buildings and land value of the school were estimated to be approximately $27 million dollars.

The community said the school was well-resourced and providing the following as examples: • $2 million upgrade of the science blocks • Performing Arts building complete with music recording studio and drama room with

inbuilt theatre lighting and multipurpose hall • Manual Arts Department which is fully equipped for subjects ranging from

engineering to construction with many students completing Certificate-based subjects

• photography darkroom • science sustainability centre and laboratory facilities • TAFE-standard hospitality facilities including a fully functioning kitchen and home

economics building which allows students to put on large scale catering and entertaining

• school art department has two fully functional classrooms with an adjoining courtyard that houses two kilns approximately five years old

• laptop rental program for Years 8 and 9 along with wireless capacity covering the school

• Resource Centre • early childhood centre • special education centre • two staff blocks • high standard canteen facility with good food choices • two tennis courts • two netball courts • two ovals • multi-purpose undercover basketball court • large and well maintained grounds.

The school community expressed concern at alleged remarks by the Minister that students are studying in dilapidated conditions given the recent work on the school and the fact that there is no maintenance backlog. Comments were made that it does not make sense to sell the school when the government has already spent considerable money in the recent past.

It was advised that the Brisbane Saints Cricket Club has invested a significant amount of money, time and effort into the second ground at NSHS over the last two years to bolster the home ground status. The school in return ensures the club's future in terms of players and supporting parents, logistical support and ground maintenance, as well as significant infrastructure. According to the community, representatives of the club have said that if the school closes it will lose the significant amount of money invested in the ground, along with the support mentioned above.

4.6 Local issues


4.6.1 Small schools

Parents said they felt a small school offered particular benefits for their children including: • individualised approach offered by a small school facilitates the education of young

people ((with a wide range of problems e.g. academic, economic, psychological)



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• staff and students all know each other • there is little conflict between students • more advantageous for students with English as their Second Language and for

immigrants with traumatic backgrounds • truancy is almost non-existent • students are able to access support services where needed and cater to not just their

academic needs but also their social & emotional needs • safe and secure learning environment • fewer distractions • leadership opportunities unavailable at larger schools • all students have the chance (and encouragement) to participate in sporting

activities.

Conversely, comments were made that if students are forced to attend a larger school they have a greater chance of being lost in the system, falling through the cracks or being bullied; they will not get the support they need, leading to disengagement and non-attendance. Some parents indicated their unwillingness to return their children to schools where they had previously been bullied and indicated that home schooling might be their only option.

It was advised that NSHS has a special education unit (SEU) which caters for the needs of 25 verified students through smaller classes, abilities/interests-based lessons, teacher aide access and specialist teachers. The SEU apparently supports students with verified disabilities of Autistic Spectrum Disorder (ASD), intellectual, speech, language and physical impairment and are awaiting verification of a student for vision impairment. The following information was provided about the SEU:

• the maximum number of students is 12 in each class with teacher aide support in SEU classes and enabling students to access classes in the mainstream

• the SEU provides modified timetables to allow for flexible delivery, alternative programs, access to kitchenette and food supplies to support students who struggle to bring food from home, and alternative lunchtime programs such as access to a 'safe place' (games room) during breaks

• the SEU staff also liaise with external agencies to provide students with post-school options and work experience opportunities; they work with the YMCA mentors program to support students in developing social skills, work on individual education plan goals and assist them to interact with others in the community

It was claimed that as a smaller school, NSHS is well placed to meet the needs of students with ASD through its educational setting, teaching of functional skills, communication and social skills; it was said this is why a number of parents of children with ASD specifically chose NSHS. The school apparently offers a smaller Special Education Program than most other high schools in the area. These students were said to thrive as they need to learn in a safe and supportive environment. Moving these students to a larger SEU was considered to be detrimental; there were claims that quite a number of the students in the SEU have said they will not enrol in any other school or continue their education. For example, it was claimed that a small unit in a small school is the only option for children who cannot block out background noise or get sensory overload when they can become a danger to other children. It was advised that at NSHS they have places to go to find peace and quiet to calm down, and the teachers have more opportunity to help the children on a one-to-one basis and devise the best ways to teach them.

4.6.2 Quality education

It was argued that NSHS provides a good education, with strong academic and completion results and is overcoming recognised learning barriers such as language background other than English, Indigenous heritage, and economic and social status to achieve positive and



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comparable results. NSHS is part of the National Partnerships Program and has used its funding to support students and staff in lifting results and increasing student support with extra staffing. It was said that positive outcomes under current resourcing include improved student attendance, great improvement in NAP LAN results in the upper two bands for writing and spelling, with Year 12 data showing improvement in all areas.

The community advised there was improved student performance as a result of successful strategies such as:

• in 2013 all Year 8 and 9 students were timetabled for a literacy and numeracy block every morning of the week; Year 10 students have had English and Maths lessons scheduled during the morning lesson block. It was claimed the impact of this improvement strategy on achievement levels in Year 8 to 10 has been significant.

• ongoing monitoring of student progress in literacy and numeracy & ongoing professional development of Maths teachers through implementation of the XLR8 program to provide numeracy support for students at risk

• extra study/ assessment support groups after school and Saturdays (free of charge) • textbook hire scheme.

The results of the work undertaken by NSHS were said to include: • 1 OOo/o of Year 12 QT AC applicants received an offer of placement at a university or

other education and training provider • 87.5°/o of Year 12s received a Queensland Certificate of Education (QCE), an

increase of nearly 30o/o over 2011 • in 2012 75°/o of OP students received an OP between 1-15 • for the last two years, 1 00°/o of NSHS Year 12 students have gained successful

pathways to UQ, QUT, Griffith University or TAFE or have achieved various VET qualifications by the end of Year 12

• for the last two years 1 00% of all OP students went on to university.

It was mentioned that the school is a hub for the QUT pre-service teacher program for disadvantaged schools and has recently been recognised as a leader in pre-service education by being selected as an Australian Institute for Teaching and School Leadership (AITSL) Lighthouse school for pre-service mentor teacher professional development programs. This apparently earns $10,000 for the school and recognises the commitment of Nyanda to quality development of pre-service teachers.

4.6.3 Quality of teaching staff

The school community praised teaching and school staff for their dedication and willingness to 'go the extra mile' for students and offered the following comments:

• teachers know every student by name as well as their cultural background • teaching and administration staff are all committed to ongoing improvement, high

standards and the best outcomes; they provide support to their families • there are staff who give their time and energy to help students find something good in

themselves • school staff put in extra hours beyond the normal, to both tutor and mentor the

students • the school opens its doors on Saturdays to allow senior students a safe and peaceful

working environment for their assessment work • the attention and tutoring received from NSHS teachers is extremely beneficial and

ensures that all students who attend pass their subjects • the Indigenous Support Officer is a great asset . • free tutoring is available to any Year 12 student who requires it.



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4.6.4 Cultural diversity

The community expressed pride in the cultural diversity of the school which was contributed to by such groups as Aboriginal and Torres Strait Islanders and Pacifica students. It was also noted that 28°/o of the student population came from language backgrounds other than English and the student population was comprised of over 30 nationalities. The school was said to have a growing number of African refugee students.

The cultural programs were said to be very inclusive, supporting and encouraging different cultures to mix together. There was pride in the belief that the diverse student population works cohesively, unlike a large number of other schools that experience racial tension and conflict. Students were said to be celebrated for their differences rather than encouraged to conform to a one size fits all approach.

4.6.5 Closing the Gap

Many comments were made about the contribution NSHS is making to 'closing the gap' on education and bringing about equity for local Indigenous students. It was claimed that NSHS has an Indigenous population of 15°/o, meaning the school has a significantly higher than average number of Indigenous Students. As mentioned earlier, many of the Indigenous families at the school advised they chose NSHS over the local Murri School at Acacia Ridge because they felt NSHS gives their children better education, support and opportunities. The following comments were made about the work that NSHS does with Indigenous students:

• NSHS employs a full time Indigenous Support Officer (ISO), who is the only full time ISO in the region

• the Indigenous Student Support room features comfortable chairs, bright colours, an Indigenous mural, a learning and tutoring area and a fully stocked fridge; the room is a safe and open space for all students.

• at any and every break time, at least ten to fifteen of the Indigenous students are using the space, and some have commented that the room and NSHS is a home away from home.

• the number of Indigenous students has apparently doubled and this was considered to be due to the school's support of Indigenous students and the development of real and meaningful connections and goals within the Indigenous community

• plans aid both the student and teacher in forming meaningful connections to cultural and employment/tertiary connections

• all 'Closing the Gap' funds are spent on the students e.g. free uniforms are provided to Indigenous and 'at risk' students as well as free breakfast and lunch, free tutoring and financial assistance

• in 2013 Broncos Mentoring joined the Indigenous Student Support team and is proving to be a huge success in improving attendance and outcomes in the short time it has been at the school

• other support systems for Year 12 transitioning students are the constant support offered by Gallang Place (counselling services to Aboriginal and Torres Strait Islanders) and Community Education Counsellors

• access to activities or programs are offered to Indigenous students to provide more diverse career opportunities including the Former Origin Greats (FOGs) Indigenous Employment and Careers Expos, Griffith University's Uni-Reach program to showcase career opportunities, and the Australian Government's Learn Earn Legends program which advocates the importance of education, training and employment.

The success of the work done with Indigenous students was outlined via the following assertions:

• Indigenous students in Year 12 (2012) all achieved a QCE



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• 90% of Year 12 Indigenous students are studying or in work within three months of finishing school

• the 2012 Closing the Gap Report showed a marked improvement in the literacy and numeracy gap between Indigenous and non-Indigenous students at NSHS

• students are performing significantly above the national benchmark in Literacy and Numeracy which means NSHS has a literacy and numeracy gap lower than the state average

• overall NSHS's gap in literacy and numeracy for Indigenous students is significantly smaller than the regional average in Year 8s and 9s

• from First Term 2012 to First Term 1 2013, attendance of Indigenous students rose from 78.9°/o to 83.6o/o, higher than the state average

• Indigenous student retention from Year 10 to12 increased from 33°/o in 2009 to 66% in 2012, higher than the state average

Concerns were expressed that if the school closes, many of the Indigenous students may either drop out of secondary school altogether or end up at the very small and 'culturally isolating' Murri school. Parents were particularly concerned that student results at the Murri school are low and the only career pathway offered there is TAFE.

Parents questioned the Queensland Government's commitment to closing the gap when closure of NSHS would be highly detrimental to outcomes for local Indigenous children and their families. It was considered that closing NSHS would leave an entire community at risk and vulnerable. It was said it is far less expensive to the Queensland community to intervene successfully in these young people's lives now through education rather than have them end up in jail, mental health facilities, youth detention centres, homeless shelters or live lives dependent on welfare.

4.6.6 Nurturing, safe and supportive environment

Many parents commented on the safe and nurturing environment that NSHS provides for its students and the benefits it has for both the school and wider community. It was said that Nyanda's unique 'family' environment removes the isolation factor and is highly conducive to improving engagement and positive outcomes in terms of education and behaviour.

As a result of the environment created at NSHS it was asserted that: • students have a strong sense of belonging, they feel part of a close school 'family'

where they are respected and nurtured • in a random student survey 92°/o of students said they are happy at NSHS and 90o/o

feel that it is a family not just a school • NSHS has a rare incidence of fights and minor incidents and very low incidence of

bullying and drugs • if bullying or other negativity develops it is quickly dealt with by appropriate staff • student problems are identified quickly because students feel safe, they openly talk

to teachers, students are then quickly passed on to counsellors or other authorities for help

• attendance data in 2012 revealed rates above 90°/o.

Past students spoke of the support they obtained from Nyanda when they received none from their families, and the positive impact the school has had on their lives. These students claimed they would not be where they are today without the support they received from the school community.



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4.6.7 Impact on students

It was noted that while the student population is diverse, it is predominantly characterised by students who come from disadvantaged backgrounds and families. It was claimed that over 50o/o of the students are minorities, or are disadvantaged in some way (e.g. over 40% are from single parent families), and that an additional 25% (approximately) of the students are considered 'itinerant' and either have no permanent home, are students who move home often, or are students who have been in abusive home situations and have been uprooted, often violently or very quickly, and need to be eased into a new school. Concern was expressed that the school's closure would have an adverse impact on some of the most vulnerable and least resourced local families.

The school community believes the poverty, disadvantage, and chaos these children are said to experience creates significant emotional and physical trauma which manifests in different ways (e.g. panic attacks, fear, eating disorders, anxiety, inability to concentrate, self-doubt, depression, aggression, acting up in class, arguing with teachers).

It was claimed a significant number of students at NSHS have been exposed to adverse childhood experiences (ACEs) which can include physical and sexual abuse, physical and emotional neglect, household dysfunction, divorce, death, separated parents, family members incarcerated, family members mentally ill or addicted. It was alleged that recent studies show that the correlation between ACEs and negative outcomes is very strong, the worse the ACEs, the worse the behaviour which then affects how they perform at school. It was asserted that the impact childhood trauma has on the development of children's brains and their 'cognitive control system', makes it harder for them to concentrate or sit still, to be resilient, or follow directions/control themselves, and conversely they are more impulsive.

Comments were made that as a result of the disadvantage many of these students live with, some NSHS students were characterised as being extremely vulnerable in the domains of social competence, physical health and well-being, emotional maturity, communication skills, and language and cognitive skills (school-based). A submission indicated that according to results from the Australian Early Development Index (AEDI) students in the NSHS catchment areas (especially Acacia Ridge and Rocklea) developmentally are extremely vulnerable as they have much lower than average (state and national) ability in all the developmental competencies/domains. The submission further claimed that these students are in the lowest 1 0°/o of the national AEDI population and as such are said to be highly vulnerable in two or more domains. While the AEDI measures children in their first year of school, it was believed this vulnerability continues through to high school, placing these students at greater risk of disengaging and failing to complete their schooling.

It was claimed the supportive and encouraging environment described in section 4.6.2 is seen to be of great benefit for disadvantaged students because they need to receive substantial nurturing, and to feel safe and valued (within the school environment) by teachers who understand the disadvantages of poverty. It was claimed that the close nurturing relationships in the school community significantly offset the impact of adverse childhood experiences on student learning. Nurturing was said to bring about significant behavioural differences in students; they are less aggressive, and are likely to become better socialised.

It was noted that staff foster positive values and instil self-worth into students to enable them to reach their potential and fulfil their dreams. The success of NSHS at working with these disadvantaged students was said to be in the data which shows the improvement in academic results (see section 4.6.2), particularly given that NSHS is engaging these



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disadvantaged students more so than surrounding Brisbane Southside schools which the students will have to attend if the school is closed down.

It was said the school provides a significant social and educational service to the local community in such ways as:

• positively impacting on the social structure of the Acacia Ridge/Salisbury local areas • students generally are no longer content to live on welfare or remain uneducated • minimising crime and welfare dependency • lifting students and families out of the cycle of welfare and poverty.

Parents advised that the threat of closure was already causing acute levels of anxiety for staff and students due to the nature of the student body and the specific environment established to support the education of students at NSHS. Parents of SEU students also expressed concern; it was claimed that some students have been so affected they are or have been on suicide watch as they have threatened self-harm if NSHS closes.

The following concerns were raised with regard to the school closure and the need for children to start at another school:

• the process of accommodating students and teachers (at a new school) may negatively impact on student learning for current students

• not only will students who live in the Salisbury area face the disruption of having to change schools, they will also face much greater travel difficulties when getting to other local high schools

• many students will not cope with the change and will drop out • emotional problems for students who suffer from anxiety and/or depression; it will

take time to settle into a new school and feel confident with the teachers. • Year 1 Os will have to find another school quickly in order to do their senior block at

the one school • many of the students have little self-worth and closing their school is only reinforcing

negative opinion that their life has little value and is of no significance • alienation, bullying, truancy and disengagement if forced to change schools • some students are not coping in smaller classes now so they have no hope in a

larger school with increased class sizes • single parent students wishing to complete their education will not have access to the

childcare centre.

It was claimed the potential dangers to disadvantaged students and families should be the primary reason to keep NSHS open.

4.6.8 Financial impact

Community members raised the issue of the financial impact on families if NSHS closes. The comment was made that there are a lot of lower socio-economic families in the Salisbury and Acacia Ridge areas who are already struggling to meet basic costs and needs, and they will be impacted by the increased costs of getting their children to and from school if NSHS closes. It was claimed that 45, or 15%, of NSHS students rely on free transport services. The cost of travel in going to a new school was said to be up to $20 a week per child for public transport compared to either free (walking or being dropped off) or lower costs for public transport to school in the local area; this will not be able to be claimed from the special benefit promised to all students having to change schools.

It was commented that the $500 suggested for uniforms would not cover their cost, and not all schools in the surrounding areas have the book hire scheme so this will add to yearly and monthly budgets. It was claimed that families are already talking about being forced to move



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out of Acacia Ridge (if Nyanda closes) to be closer to whatever the new school may be. Reference was made to the potential loss of the Indigenous student uniform program which provides students with uniforms upon commencement of school, and throughout their schooling life as required.

Concern was expressed that an alternative school like MacGregor SHS requested a $50 fee for students wanting to attend that school (the fee was apparently to cover the cost of a preliminary exam). It was suggested that some families may prefer to find an alternative educational facility (that is not the closest school) that is able to produce the same quality outcomes that are available now in this smaller school environment and that this will be a significant financial burden.

4.6.9 Community impact

Parents claimed that closing the school will have an impact on the community. One of the main impacts was seen to be the loss of the Community Gardens which were opened in mid-2011. The Community Gardens have been maintained in association with Oxley Creek Catchment Association (OCCA) and the P&C. It was advised that the garden is very well utilised (there are currently no vacant garden beds), and it forms a vibrant community hub, particularly early Saturday afternoon when there are often crowds of people gathered, cooking up produce grown in the gardens and enjoying lunch together. The school also works with OCCA to maintain a community nursery which provides ten thousand seedlings per year to various community groups, a worm farm, compost bins and mini orchard.

In the case of a natural disaster, it was noted the school is a natural gathering point for support and redirection, particularly during flooding, for people leaving from Rocklea as the only route out of Rocklea is through the Nyanda railway crossing. There were concerns that this natural gathering point will be taken away if Nyanda is closed and sold particularly in the case of residential redevelopment.

Other community impacts from the potential closure of the school included the following: • loss of public space and social connections • deterrent to families staying in the area or moving into it • impact on property values • financial impact on local businesses • impact on community viability • loss of the playgroup for both the parents/children involved, and for the students who

receive valuable early childhood interactions and training every week • close relationship with Regis Aged Care facility through an annual Easter Egg Drop

and through hosting Christmas-in-July lunch function • loss of student involvement in raising funds for charities • loss of community education (e.g. computer education for adults) • loss of school music and theatre productions • close relationship with local sporting clubs who have long-standing agreements for

use of the facilities (cricket oval, basketball courts and tennis courts) • relationship with Salisbury Rotary Club through the Interact Club where each term it

sets fundraising targets for various charities e.g. Kids in Cambodia, Heart Foundation.

4.6.1 0 Other

Many community members saw the proposed closure of the school as a way for the government to make money for short-term financial relief. It was said that to close NSHS now, and then in future years come to realise a new school is required, would cost the state far more in the future than it will gain by its sale today. The community felt that a short-term



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monetary gain now could lead to loss of quality of life and community well-being in the future, as well as the individual detriment to students and families. Others commented the closure is a foregone conclusion and was perhaps being done to punish the local MP, Carl Judge, who defected from the LNP.

Questions were asked about the considerable art collection housed at the school. It was claimed that the art collection was bought by the school community for the school community, and belongs to the school and Salisbury community so should be retained on the Southside as an intact collection.

The community frequently mentioned that when the two schools were amalgamated 15 years ago, the school community was promised that it would never undergo such an upheaval again. There was anger that this LNP Government has not honoured the then National Party Government's promise.

It was stated that the whole of the Nyanda campus has a 'Significant Native Vegetation' preservation order over it, while the riparian corridor is covered by a 'waterway vegetation' order; these protection orders mean that no native vegetation can be removed from the site. There was also concern expressed that platypus had been sighted in the Creek along with some threatened species of turtles; allowing a high density multi-story residential development in the area would devastate native fauna and flora.

To maintain the community garden and garden nursery, a proposal was suggested to establish the OCCA's Community and Education Centre on a section of the NSHS site if a land tenure agreement can be created with DETE.

Finally, parents believe the P&C will not survive into next year if there are only Year 12 students at the school.

4.7 Options

The community presented a number of ideas as alternatives to closing the school. One option was to merge NSHS with one or more feeder primary schools (e.g. Salisbury, Rocklea, Acacia Ridge and/or Watson Rd State Schools) and turn it into a P-12 campus. This could incorporate the existing kindergarten as well as childcare services and special education programs. It was noted if such a re-development was to occur in 2014 the new campus would have an enrolment of approximately 800 students. (and room for a possible 200 extra students as well as land for expansion).As a variation of this it was suggested that a separate primary school be placed on the same campus instead of merging the schools.

Another suggestion was to assist NSHS in forging partnerships to attract new students to the school. Partnership suggestions included:

• environmental program in association with Griffith University • T AFE hospitality pathway with T AFE-standard kitchen facilities • Trades and Technical pathways in association with CSTC at Acacia Ridge • work experience and apprenticeships in partnership with local industry • utilise school facilities for T AFE • separate and/or shared current secondary education services and facilities with a

private provider of Special Assistance Schools (SAS) such as YMCA; focus on lifeskill education and a work-focussed curriculum to offer options for the more disengaged students.

It was suggested that the excess space in schools should not be seen as a cost but an opportunity for other educational and community uses, and even complementary private uses, which would strengthen the role of the neighbourhood school and public education.



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Another option suggested was to combine existing secondary education services or proposed P-12 services with private vocational education providers leasing and utilising facilities, sharing staff resources and providing a unique education facility, or a combination of these options.

It was suggested that DETE should look at other schools for closure, including: • the Murri school because it has fewer (and declining) numbers than NSHS • MacGregor or Sunnybank State High Schools because they have not been

renovated recently and it is not too far for students to transition from one of these schools to the other

• closure of one of the four primary schools in Acacia Ridge and combining two others • Rocklea State School because it has a low number of students, costs $31,000 per

student and is expensive to retain because it is flood-prone • lnnisfail State High School which no longer has students and costs money in terms of

security for the building .

It was suggested DETE should promote the school; it was thought that if it were to reassure the wider community Nyanda had a future, this would not only encourage more families to enrol but it would signal to the community that DETE had confidence in Nyanda. It was advised that the school is attempting various marketing initiatives including visiting feeder schools and talking to prospective students about attending NSHS.

It was thought that the name 'Nyanda' had negatively impacted the school's growth due to its lack of geographic connection to the suburb in which it is located and people not knowing it existed. It was suggested the school be renamed to promote public awareness of the physical location of the school; this would deliver an immediate and low cost strategy for the government and strengthen the sense of connection with its local community.

Another suggestion included turning Rocklea SS into an alternative education site managed by the Nyanda campus; this could cater for the increasing number of suspended and excluded students in the area and offer them a viable alternative to mainstream learning while maintaining strong links with a State High School. This option was seen to maximise the use of the excellent VET facilities at Nyanda from 2pm to 5pm each day thus reducing the cost of supporting these high need students.

Other options included: • partial sale option -the school's land assets could be re-configured and part of its

land offered for sale, possibly for urban development. • some part of NSHS land could be retained for community use (e.g. existing

community garden area in association with OCCA) and some retained or sold for environmental sustainability purposes.

• a range of Adult Education Programs to service a community (primarily Acacia Ridge) experiencing significant unemployment and a high level of early school leavers.



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5.0 Conclusion

Community consultation regarding the proposed closure of Nyanda State High School resulted in a total of 133 submissions and seven meetings facilitated by the Principal of JTA Australia, Jan Taylor, who was responsible for coordinating the consultation process and activities.

Submissions and comments made during consultation emphasised that Nyanda State High School educates young Queenslanders from a mix of backgrounds including Aboriginal and Torres Strait Islander students, refugees, teenagers for whom English is a second language, students with learning and social difficulties, Pacifica students and a comparatively high proportion of families from lower socio-economic levels.

The school community has energetically engaged in the consultation process and worked together to devise strategies to ensure the school is retained. There is strong concern that if the school closes a significant number of Nyanda's students will drop out of education or become disengaged. Submissions and consultation indicate that the school has had remarkable success in educational outcomes, ensuring that students have a pathway to employment and the social skills to survive the real world.

Submissions state that a significant number of students live below the poverty line and do not have a supportive or stable home environment. It was repeatedly stated that school staff have successfully provided a substitute in offering such amenities as free tutoring, supervised educational spaces on the school grounds on Saturdays to ensure senior students have somewhere to do their assignments, free breakfast and lunches for Indigenous and at risk children, and home cooked meals when senior students are at the school on Saturdays.

Parents and the wider community are concerned that if Nyanda is closed, alternative schools may not provide the same facilities, teacher support, safety and nurturing that have ensured students not only stay at school but are engaged and productive members of the school community.

The community consultation process engaged and involved a broad range of community members, including staff, students, parents, local groups and businesses and local and state government elected representatives. Common to all submissions was the support and effort Nyanda SHS provides to maximise the education, employment opportunities and social skills of its students, and the willingness of parents and carers to become active and passionate members of the wider school community wanting the school to remain open.



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APPENDIX 1 -Consultation Plan, Nyanda State High School



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Consultation Plan Nyanda State High School

Introduction The Department of Education, Training and Employment has identified Nyanda State High School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Nyanda State High School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • school staff • P&C • Council representatives • local Member of Parliament • student representatives - school captains and leaders

Community groups that will be invited to the community meetings will include: • indigenous community • Beacon Foundation • lnala PCYC • Rotary Club of Salisbury • Oxley Creek Catchment Association (OCCA) -Community Garden • Wild Mob • YMCA Mentors Program • Universities: QUT (XLR8 Program), Griffith University (Uni-Reach), UQ (High Achievers) • Sporting groups (Tennis, basketball, cricket) • Nyanda High Playgroup parents • local Chaplaincy Committee • local business owners

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Special newsletter

Meeting with Principal and P&C President

Special P&C meeting

Staff consultative meeting, led by independent consultant

Initial community meeting & BBQ, led by independent consultant

Second community meeting, led by independent consultant

Friday 3 May 2013


Wednesday 8 May 2013, 5.30pm-7 .OOpm

Monday 20 May 2013, 3:00pm-4:30pm

Monday 20 May 2013, 5:00pm-7.00pm

Tuesday 28 May 2013, 5:30pm-7:30pm

Meeting with leadership group, Wednesday 29 May led by independent consultant 2013, 12.30pm-1.30pm

Meeting with school students Wednesday 29 May 2013, 1.30pm-2.30pm

P&C consultative meeting Tuesday 18 June 2013, 5:3 m-7:30 m

Seek written submissions from Ongoing until COB 9 community members via email August 2013

Provide initial advice to school families on consultation regarding potential school closure. Provide an explanation of the Schools Viability Assessment process and consultation, including the development of a consultation lan. Provide an explanation of the Schools Viability Assessment process and consultation, including the consultation plan and how the P&C can play a role. Opportunities for questions and initial feedback will be ca red. A meeting with staff will be held to provide an opportunity for staff to make comment in an '!:llnn.rnnriate forum. Provide an explanation of the School Viability Assessment process and consultation. Opportunities for questions and initial feedback will be ca ured. A second meeting will provide a formal opportunity for feedback and submissions on the closure to be made. A meeting with the School Leadership Consultative Committee will provide the opportunity to ask questions and provide feedback on the potential closure of the school. A meeting with the students will be held to provide an opportunity for student voices to be heard. Opportunity for the P&C to feed into the consultation .... ,.1"\,,..0t~~ Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in the re ort.

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Advertise consultation activities at special P&C Meeting Wednesday 8 May Advertise consultation activities at school assembly Friday 10 May Monthly school newsletter item Week beginning 13 May Advertise consultation activities on school website Week beginning 13 May Advertise consultation activities in local feeder primary school newsletters Week beginning 20 May Advertise consultation activities in local Quest newspaper Week beginning 20 May Principal's Update- special newsletters as required Week beginning 13 May Advertise consultation activities on websites and Facebook pages of local, Week beginning 20 May state and federal politicians Fl~er at local businesses Week beginning 20 May Other- as opportunities arise TBA


[email protected]



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like those who attend Nyanda (who have a wide range of problems e.g. academic, economic, psychological, social relationships and often from dysfunctional families) the individualised approach offered by a small school to their for their success. The level of personal support and the connection they fe-el to the school is hard to quantify in money terms. Research shows that students who feel connected to their school report higher levels of emotional well-

knows everyone and the school has a family atmosphere. The atmosphere makes you feel safe and secure. Students are learning in a happy place. The uniform policy is appropriate and makes students feel spedal. Students help other students

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39.6 road

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of Queensland (UQ) Young achievers program

Defence Force (ADF) Long Tan Leadership and Teamwork awards

lfuii·Biuo,.Cultural Achievement (Australian Youth Choir) IVoo:ationall>tudoont of the Year (sponsored by the Local state member)

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not a 150- 200+ newbies but 300- 400+ .. . ft will be traumatic for so many- crowding, just one of so many, enough facilities,

from my observations it already has the staff who care. who want he!lp every individual student reach their potentia l with class


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Issue No.

is th<! exam~•le rr•any chil•dren, are faced with. Nyanda

1 situations

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---lf--t-t--t--t-+--t--t---1.· _ student numbers have doubled In the three years and I can attribute this only to the Nyanda's unwavering support of Indigenous students and the development of real and meaningful connections and goals within our Indigenous community. three years since commendng as the Indigenous Students Support Officer I have seen a rapid and positive dlange in our Indigenous students. 90% of year 12 Indigenous students studying or in work. within 3 months of finishing school. The 20U

the Gap Report showed a marXed Improvement In the Hteracy and numeracy gap between Indigenous and Non-Indigenous students at Nyanda SHS. Overall our gap in literacy and numeracy Is significantly smaller than the regional average in

Every Indigenous student has a developed and ever evolving personalised learning plan. These plans are deve loped in both formal and Informal settings. Personalised learning plans focus on a student's weaknesses and strengths. They target a student's personal goals and aspirations and set in place strategies to help each and every student achieve their goals. Plans target those students who may require tutoring and extra educational support. They aid both the student and teacher in forming

---lf-t-t--t--1-+--t--t---lmeanlngful connections to cultural and employment/tertiary connections.

-f-t-t--t--t-+--t--t---+-+---lln 2012 Indigenous student retention rates were at 66%, this figure Is higher than the states average. In 2013 Broncos mentoring joined our Indigenous Student Support team and Is proving to be a huge success in Improving attendance and outcomes in the short time it has ~nat the school. Other support systems for our grade 12 transitioning students are the constant support offered by Gallang Place and our Community Education Counsellors. Along with PLP's and other additional support factors our Grade 12's have achieved high success rates since 2009. date 98% of All Indigenous students who have exited Nyanda (Since 2010) at the end of year 12 have had a positive employment or training pathway in place. AU students who have attended university upon exiting grade 12 have acquired a scholarship for their chosen field or

-f-t-t--t--t-+--t--t---+-+---l~~~:~:'~~s::: ;Y:::,:;~:=e~~n::';~ t:;~e=~~ 0

B~~~a;n:~~~::~~d~g:~~:s Boys} and that this data could be improved further over time and key targets with Indigenous males improved vastly.

data at 26/7/2013 showed Indigenous student attendance rates are at 85.22% and Non-Indigenous sd'lool populations attendance was at 87.1%. Data shows a significant closing of the gap between Indigenous and Non-Indigenous student

. Proud of the improvement in attendance. In 2012 an Indigenous Student Support room was developed- room features comfy chai rs, bright colours, an Indigenous mural, a teaming and tutoring area and a fully stocked fridge. We provide lunch to our lndigl!nous (and some Non-Indigenous) students. The room is a safe place and is an open space for all students. At any and every break time, at least 10-15 of our Indigenous students are using the space. Some have

---''--'--' .. ... ... . that the room and Nyanda Is a home away from home. IThe·lndi.geno,us student uniform program, established In 2010 ... provlding students with uniforms upon commencement of school, and throughout their schooling life as required, means students feel a sense of place and pride within the school

__., .. ... . . .. . , . Parents and carers feels they are respected and cared for within our school community and have showed great appreciation for the program as it relieves a huge financial burden.

IGallang pro11ides a vital service to our Indigenous students and their families. New and meaningful community connections have also been formed since 2010. Some of these being; Australia Post traineeships, P Plate program involvement, Broncos ___. . . ... . .. _ Kyabra,lnala Elders and many more.

the dance group is the largest of any schools In the region and consists of 23 members. Our Indigenous student show pride In their culture and are actively engaged in culturally appropriate activities. In 2013 the dance group Is the largest of any

t-----11--'=--+---1---lf--t-f--t-+--t--+,-,+--t--t---+-l--+--+---l---lf-t-t--t-+--+-+--t--t---+-+--+---lf--f-l--- __ In the region and consists of23 members. Our Indigenous student show pride In their culture and are actively engaged in culturally appropriate activities.

llrlllllllllit,~~lu~;~~~l;f;~edar~::r:::~~d~:~::~~~~tgl~:~n: ~;r~an~::~:~:~~~:7~~~~:~~~nt~:~~::::~~ :~~e;~~~~;::::~:sa::::;:if:~j and Torres Strait Islander people but the removal of this v~al resource, Nyanda State High Sdlool, for the local

54.5

54.6

community and their children would be highly detrimental to the outcomes of the local Indigenous children and their families. Closing the Gap was developed to bring about social and educational equity between Indigenous and Non-

lt-t-111111-ti;;;,:~;~·;,;~~AI;u;~s~t.r~l~:~~:~~n~:~e~~~:t~~:~aal~~:~gac:,:~~:~::~oui:~r:~~sg\~:dli:~~n:~:b:.ucational outcomes of Aboriginal and Torres Strait Islander people but the removal of this v~al resource, Nyanda State High Sd'lool, for the local

11naogenouscommurmy and their children would be highly detrimental to the outcomes of the local indigenous children and their families. Closing the Gap was developed to bring about social and educationali!quity between Indigenous and Non-

leaves an

at Nyanda (approx. 300) flourish and build positive relations inside and out of the school community. The small nature of this school provides a safe and secure learning environment where every teacher knows every student by name. I

---lf-f-t-+-+--+-+--t--t---+-+--+,.,!-f-l--·-. _ this provides better opportunities to fadlitate learning. Many of the students that excel in the close knit community of Nyanda would most likely fall through the cracks in these larger schools. government were indeed taking responsibility for this school wouldn't they come up with ways to in fact ensure Nyanda SHS were operating at capacity?

effective way of managing the situation of low numbers below. Amalgamate with several local primary schools as a P-12 state school. Nanda SHS has more than enough room for, and capacity to hold more students than the current population.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-~~=:~~~~=~:::~~:::=~~~=:~=~:.fu~re~Mh~-L~b~~~~~~~~s~h~~~~a~~tr~~~~~D~o~~~~~~w~~~·~~ ~~~~+-~~~-+--i~aceful suburb with reasonable house prices, Is flood free and was unaff~ed during the floods of 1973 and 2011.

Government promotes their agenda of 'dosing the gap' between Indigenous students and th@ wider Australian population. I along with many believe that Nyanda SHS is doing a great job at encouraging this agenda, yet this proposed dosure seems

~~~~+-~~~-+-;··though it is in fact doing just the opposite. In the case of the school closing. many of these Indigenous students who thrive at Nyanda may either drop out of Sl!condary school altogether or end up at the very small and culturally isolating murri school.

school grounds and facilities of Nyanda SHS are contemporary and in fantastic condition. Nyanda had 10 million dollars invested on to this site 15 years ago. John Paul Langbroek says he wants to reinvest the money the government makes from

school sites. Seems silly waste of money when they have already spent considerable money In the recent past. The school was completely redeveloped only 15 years ago means all the buildings up to date and don't require maintenance that many schools need. Just this year NSHS also received $100,CXX> worth of renovations and maintenance from the State Government In the form of recarpeting and painting. The school art department has two fully functional classrooms (plumbing for

benches} with an adjoining courtyard that houses two kilns that are approximately five years old. These kilns are top of the range t~nd are used on a regular basis. The school recently rKeived a $2 m upgrade of the science blocks, houses a

---1---lf-t-t--t--t--t--t--t--t--+--4--+---lf---t-t-r. . .. .. . _ kitchen for the use of hospitality students, has a purpose built performing arts block complete with multipurpose hall and recording studio.

Nyanda SHS has a large and very important Sped a I education unit that caters for students with differing abilities and levels of Autism spectrum disorder. These studl!nts have the opportunity at Nyanda to learn In a safe and supportive environment that many Brisbane schools cannot provide. These students thrive In this small community, as if most of these students were to attend a larger school would not cope. Many students that suffer from some form of learning disability do not cope well with

. In the case of i would I and therefore become isolated and diversity of the school cannot be understated; a diversity of student population which actually works cohesively unlike a large number of other schools . Students are celebrated for their differences rather than encouraged to conform to a one size

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environment Is conducive to the kind of focused teaching needed for many of the children at the school. Coming from a lower socioeconomic status many of these children will be lost in a bigger school such as Yeronga or Sunnybank or

community school in a community that Is rejuvenating itself. Many of the older residents are being replaced by younger families and these families deserve a school that they can be proud of. Currently the school operates a community garden and

care facility that provides a tangible link with the rest of the local community.

--11-1--+-+--1-+--+--1--+--+-+~--ll' ~- · from my family life, Salisbury SHS and It's dedicated students and teachers have taught me some wonderful values, such as being a hard worker and respecting everyone. These values, I have passed on to my children (all teenagers). the younger people move back to Salisbury, they are going to need to be educated. Also, with the amount of NSW and vrctorian families, heading up to Qld (by the thousands), they are going to need to be educated also. New schools are hard

and expensive to build.

since it is on the Train line.

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are occurring In ~ery street as older residents sell up to younger families or downsize. Moorooka State School, Rocklea State School and Salisbury State School are all experiencing significant growth in their younger years. I have this "'baby bubble'" coming through in local sporting and community clubs. The feeder numbers for Nyanda are assured for many years to come. As the suburb of Salisbury and surrounding area are experlendng significant regrowth i

that there will be a need for a high school. The closest state high sdlools are too far away, I.e . Yeronga, Glenala, Holland Park. Sunnybank and Calamvale College. Brisbane Gty Council's proposed new City Plan, Salisbury has been I I I local education fadllties.

The welfare of ~ery

I I

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impc·essive array of new c>rrefurb,lshed fa<:iliti<es. ~lew buildings indude a Resource Centre, Art, Manual Arts, two General Arts and Humanities blocks.

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three years, enrolments have stabilised. 2013 enrolments were adversely affected by Courier·Mail articles published in Term 2 2012 targeting a number of schools on a supposed •hrt lis~ for closure. Such media speculation obviously eroded confidence In the future of the sdlool. Enrolments were possibly adversely affected by out-dated negative perceptions of the school which unfortunately have been perpetuated by some Influential stakeholders such as some feeder school

Year 7 teachers. Alleged leaks about the future of the school seemed to peak around 2010. These leaks were relayed to administration team members from various sources. As a result, student enrolment data shows there was a definfte enrolments in 2011. Future projections of growth In our catchment, support an expectation of lnaeased enrolments in the medium to longer term. The adjoining suburbs of Moorooka, Rocklea, Salisbury and Coopers Plains represent a

1 decrease In the

I urban renewal

to sensory stimuli.

challenge wl1ichmay' be !harder tcosatisfyln larger schc>ol settings. Implemented a

bus and motor vehide# as well iiS bicycle and foot for locally residing students. For many students from the local area, we are currently the most accessible school for them and the next dosest of our indigenous population who will be required to travel the largest distance to access indigenous programs to disengage from school due to travel boundaries. Hence, widening the gap In their

viable curriculum which meets all QSA, om and ASQA requirements and provides for multiple pathways for students. 100% of Year 12 QTAC applicants received an offer of placement at a university or other education and training provider. of Year 12s received a QCE {an Increase of nearly 30% over 2011.) 98% of Year 12 s received an OP or VET qualification. The creek, along with our community garden provides a unique educational resource. Our school is well positioned to develop

and other emerging environmentally based curriculum. In 2013, all students in Years 8 and 9 were tim eta bled for a literacy and numeracy block every morning of the week. Year 10 students have also had English and Maths lessons ltirrletal>leddurlng the morning lesson block. The impact of this improvement strategy on acj,h~vement levels in Year 8 to 10 has been significant. Ongoing monitoring of student progress in literacy and numeracy & ongoing professional development of

through implementation of the XLRS program to provide numeracy support for students at risk. A comparison of National Partnership performance levels and student population complexities to our regional National Partnership School MySchool similar school for comparison purposes, Red bank Plains State High School, we can determine that our students are both reveals our students are both out performing and equally performing in a variety of areas to

lour· laro,ers<:hool partners. We are overcoming recognised barriers to learning such as language background other than English, indigenous heritage and economic and social status to achieve positive and comparable results. Taking the four criteria into

School offers a I viable service to its clientele and should not be closec:t. timetable line other than English and Maths. In we participated (with 3 other selected high

in Project Job Ready, a partnership between OETE and Boystown. This project supported selected Year 12 students at risk to keep them engaged in school and transition successfully from school to a viable post-school pathway.ln 2012, 80% of received a Certificate I in Hospitality, Business, Furnishings, ICT, and/or Work Education. 46.5% of Year 12s earned a Certificate I lin Hospitality and/or other areas. 45% of our senior students choose to undertake a school-based

This initiative greatly supports student workplace training, provides students at risk or who are disengaged with opportunities to re-engage with school, provides post-school pathways and paid employment to support student schootrng

High quality facilities and resources to support this curriculum. E.g. the school is a registered RTO and has Just been successful in meeting the demands of the VET audit to maintain its scope of registration- we are one of the few schools who have successfully completed the new VET audit process for ASQA. 45% of our senior students are well-supported to take up School-Based Apprenticeships and Traineeships (SATs). A significant number of students (54 in 2012) choose to undertake a schoolbased tralneeship. Our SATs Coordinator has worked hard to develop successful industry links to provide such opportunities to our students. Relatively new school with ex:cellent resources. It is estfmated that over the past five years the Government has invested over 2 million dollars in the school's physical infrastructure. our school is set on a beautiful site which lndudes two tennis courts# two netball courts, two ovals and a multi-purpose undercover basketball court. The Rocky Waterhole creek whrch

with the OCCA and our school of a wildlife corridor.

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1 has established a number of long-standing partnerships and agreements with community organisations, including: long-standing (10-year) relationship with YMCA which has continually funded a Mentors' Program for stude nts at risk during

program has provided significant emotional, psychological and physical support for the students involved. 1 is iii long term provider of an iilccredited International Students' Program (lSP) !since 1998) and in 2CX>9, we hosted 181SP students. Successfully been re-accredited as either Levell or level 2 (dependln1 on student numbers) during this time.

learning strongly supported by an after-school tutorln1 program orsanised by the schoors Guidance Officer over many years. Partnership with Griffith University Reach program, and GU Business School scholarships program. Been a pilot school Early Childhood Studies program and is due to celebrate 25 years of running this program in 2014. The school has developed a close relationship with the Salisbury c&K in operating this program. The school operates its own play group

II"O>eKOng nc>rse1twice a week which is fully subscribed and highly regarded by the participating parents. Oose relationship with Regis Aged Care fadlity through an annual Easter Egg Drop and through hosting Christmas in July lunch funct ion for many relationship with local sporting clubs who have long-standing agreements for use of our facilities (cricket oval. basketball courts and tennis courts). long-standing agreement with Brisbane City Council on the joint maintenance of our second Became a Beacon Foundation school in 2012-established strong links with business entities, inc. SKM and Holcim, providing career education opportunities. Since this partnership began, school based traineeships have risen from 19 to 54

or 45% of the cohort. Relationship with Salisbury Rotary Club and successfully Installed an Interact Oub in 2010- involve students in a range of rewarding community-based projects. The Community Gardens opened two years ago and have In assodation with Oxley Creek Catchment Association (OCCA) and the P&C. The school also works with OCCA to maintain a community nursery which provides ten thousand seedlings per year to various community groups. The school is

for the QUT pre-service teacher program for disadvantaged schools and has recently been recognised as a leader in pre-servfce education by being selected as an AITSllighthouse school for pre-service mentor teacher professional development This attracts $10 00) for our school and recognises our teachers' commitment to the quality development of pre-service teachers for our profession. Student leadership development involves calendar of school camps which have involved our

staff in the wider community. Having a National Partnership Agreement (low SES) recognizes the social and economic dlsadvantase of the majorjty of our students and provides the school with additional funds. The Partnership with the

IFecleral Governnnent ends In June 2015.

that the school undergo r~branding, along with some redevelopment or design as Salisbury State College (or similar), developed as a P-12 campus and marketed as a new school. This would provide the site with a fresh start in order to gain

lifting Its reputation and performance In the local community. This option would obviously require consideration of the viability of closure of one or more of our feeder primary schools such as Salisbury SS and Rock.lea SS. The redeveloped

then have an enrolment In the vicinity of 550 to 600 students. This would increase the school's use of Its capacity (which we assume Is about 700 students) from 43% currently to about 85%. It terms of resourdng equity, greater use of lcap .. c~11 obllioul;lylowers the resourdng cost per student. This enrolment could be increased further if other small feeder primary schools were also amalgamated.

I could offer a range of Adult Education Programs in order to service directly a community (primarily Acacia Ridge) experiencing significant unemployment and a high level of early school h!avers. Combining P~12 or current secondary services with Adult Education services and facilities to meet the literacy and numeracy needs of our local community, could Include partnerships with Griffith University for adult university readinl!ss programs. This may boost enrolments in

100students.

possibilities to reconfigure land and buildings. The options indude: Separate and/or share current secondary education services and facilities with a private provider of Special Assistance Schools (SAS) such as YMCA and focus on life-skill and a work-focussed curriculum to offer options for the more disengaged students. Another option could be to combine existing secondary education services or proposed P-12 services with private vocational education providers to lease and

!utilise f'acilil ties, share staffing resources and provide a unique education facility, or a combination of these options. Partial Sale Option- the school's land assets would be re-configured and part of its land offered for sale, possibly for urban development. of NSHS land could be retained for community use (e.g. existing community sarden area in association with the Oxley Creek catchment Association) and some retained or sold for environmental sustalnablllty purposes.

Students and a very high percentage of LOTE students. This school should be receivlns awards for their participation levels of these students. Communities

lne•~rbywltl> slrr1llarlevels of' cull:ural div••rs i~f ha•.-e to!rrible pr·obiE!mS •with feuods •••d street violence as seen in the media earlier this year. That community is now working on ways to help these families and cultural communities get along and work numbers.

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Told at Holland Park. State School, "We don't have the facilities for your son at this school!'"' I was given the strons impression that my son would not be

as h•• wc>uldbe ';>ulli1ng d•own the1ir exce ll••ncerecc>rd' RE!COIT1me11decl Ny<lnda, Sta'teHigh School, and I found out about all their computing programmes for Ben, and met Mr Tony O'Keefe who works with all children in Special Unit

consultation process. The process involved a minimal number of meetings. There were no representatives of lNP government in attendance. Failure to gather info from 79.02% of the eligible secondary students within the catchment as to chose to enrol elsewhere and what would influence them to enrol at Nyanda is an obvious oversight and fundamenta l flaw. Government has failed to fulfil its legislative consultative obligations under the Education (G~nero/ Provisions) Act 2006

3, Part 3 ~ctions 18 to 20. School community should not be limited to existing students. Should be everyone residing in the catchment area.

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Issue No.

to Intervene to reverse the trend such as action to improve the school 1s Image and to develop a curriculum which met the needs of a broader range of administration of a significant state asset. Government also failed to assist school with attempts to raise enrolments in the face of media ooverage and

in the SEU to travel even half an hour on a bus, even without Interchanges, is Impossible in many cases. Having a situation where they must catch a second form of transport, whether another bus, or a train, is out of the question. Asking

(like Seaudesert or Ipswich Roads) Is downright dangerous. This will force many of the SEU children out of schooling and into home-school (only where parents have the capacity and ability) or simply out of the school system

education for young mothers. Our school is in the unique position (in the metropolitan school region) of having an attached childcare centre and early chndhood unit ... ottendor>ce r-.tes for students who become parents, further supporting them in their attaining goal of their senior certificate. This valuable facility serves to assist them in furthering their

a special education unit comprising 10% of our student cohort {more than twice the state average). This lndudes a high percentage of Indigenous students (15% of Aboriginai(Torres strait islander, but also another 20% Pacifica students who for of Identity can also be included in the 'Indigenous' pool), making our total35% indigenous students- 4.2 times the state average of 8.3%.1n addition, Nyanda has a high percentage of LOTE students (26%) and finally a very low ICSEA value at Is the main reason why our "per student net recurrent income", or "cost" is $17,408. We are still less than others In the area, such as Yeronga with $17,709 per student, and they don't have an SEU, and a very low Indigenous enrolment at only

LOTE students.

the Indigenous parents at Nyanda this week It is evident that in many cases all that stands between these young people and poor decisions to the juvenile justice system is the care and understanding they receive at school is unique in It's ability to take a genuine interest in these young people. They would simply not get the same consideration In other schools. Pore•nts lhove soid as much, and in fact when students have been moved from Nyanda for

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89.38

89.39

the research literature on school size and student achievement has overlooked the possibility that school size may be associated with different outcomes for students from different backgrounds. A new stream of studies conducted In the United the mid-1990s show that small schools mitigate the effects of low soda-economic status (SES) on education outcomes.

rch into the relative merits of large schools is consistent in its findings in favour of smaller schools. The review of research undertaken by Cotton showed that: Academic achievement in small schools is at least equal to that in larger schools; attitudes and their social behaviour (as measured by truancy, discipline problems, violence, theft. substance abuse and gang participation) are more positive in smaller schools; Levels of extracurricular participation are much higher and more

small schools; Student attendance is better In small schools; A smaller percentage of students drop out of small schools; Students have a greater sense of belonging in small schools; Students from low sodo-economic backgrounds and from ethnic minorities are more adversely affected by attending large schools that are other students; and Interpersonal relations between and among students teachers and administrators are more positive in smaller schools.

neighbourhood school Is often the only public facility in a local neighbourhood. It provides public space for recreational and leisure activities in the community. It can also serve as a meeting place for the local community. This resource is lost by the of the school buildings and grounds. It leads to a reduction of green space and recreation areas in local communities. It means that school buildings are not available to meet future needs when the demographic cycle turns and a new generation of

things I love about Nyanda State High School are the students, teachers, education and a lot of the programs Nyanda puts together. The students are the best thing about it. They are caring and they make me feel wanted. The teachers are teaching

me the stuff I missed out on. I chose to come to Nyanda as It has a great educational name.! am in wa lking distance so I do not have to worry about transport and because of the wonderful students. I do not know what I would do if Nyanda closes because of the trouble to find something better. Nyanda is a magnificent school. This school is like my family now.llove the students and teachers. The school has allowed me to expand my talents. Nyanda shouldn't dose down

fact that all the teactlers are nice. Because the school is multicultural it is quite fun and easy to meet new people. There are many opportunities to participate in many other events and activities. I came to Nyanda because it was my dosest high my sister seemed to like it. I really don' t want the school to close. If Nyanda closes, I would have to go to Macgregor SHS which Is much further away. Nyanda definitely should never close lit is the best school ever

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Issue No.

i in turn changes families associated with the school. The school is positively impacting on the social

soclc>-ecconorr•icand /low sodo-educational background but in the last two school environment. Most students now want to I

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big problem that has always faced our disadvantaged kids is 'undermatching" where students whose parents had not gone to university did not aspire to do so themselves. But Nyanda SHS has been reversing this pattern in recent years (see results for 12 students) lfXJ% of students aiming at unWersity courses have gained access to their preferred choice of course for the last 2 years. And, the uni-reach link· up courses (and partnership with Griffith University are specifically tailored to enable our

I ~·

dysfunction, 6) Divorce, 7) Death, 8) Separated parents, 9) Family members between ACE's and negative outcome Is very strong, the worse the ACE's, the worse

sc:nc<>cwc"• '"nome, .,,., feel they can get success from well in the dassroom

be learnt from how Nyanda SHS builds resilience, character and a level success with students. otho!r schoolls on' Sri!:~ne's southside. This dearly shows that Nyanda SHS is unique and a success story in its achievements

gain the trust of the kids iaind find out the ACE's affecting them, this intervention then helps kids cope with The close, nurturing in the school community significantly offset ACE's. THIS IS HOW NYANOA SHS IS AG11EVING

ISUcCCE!>S. NlurtLcrlng brlrcgs about signfficant behavioural differences in students, they are less aggressive, students t>Kome more social. Not only does nurturing positively affect hormones and brain chemicals but it also affects gene expression (DNA) of methylation (is what controls stress). Is now understood that children who were exposed to high levels of ACE's in childhood have methylated effects on brains which turns off heafthy stress response function. However, Nyanda's

the school is have found that inner strength and resilience can be improved in adolescence with close

the 'family' environment that students and parents are so proud of and whfch is so conducive to

I I

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increases In density to these suburbs

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students is 12 in each class, plus teacher aide support In Spedal Ed dasses; teacher aide support for students to access classes In the mainstream; modified timetables to allow for flexible delivery ie student Interest and needs based lessons; laltemate pro>gra,ms ie shopping, cooking and gardening programs; access to kitchenette and food supplies to support students who struggle to bring food from home; technologies regularly used In SEP dasses: 1-1 computer/laptop ratios. projectors and

whiteboardsl iPads (to come) and multimedia used regularly In classes; alternate lunchtime programs: access to 'safe place' {games room) during breaks; lia ise with external agencies to provide students wtth post school options and work

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In the community and those studying early childhood and development. Also those In the hospitality unit use the TAFE standard facilities not only

TUncrral~erSE!.g . (;hrlstmaSin .1u1yrorthe elderly. There is also the work done in preserving the environment e.g. the school and community gardens and the care of the lower


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History

Resident Student Numbers (RSN)

Nyanda State High School- Summary of consultation findings and DETE response


• Year 8 Day 8 (2013) enrolments- 52

• Total enrolments were 578 in 2005 and since then enrolments have declined to 297 students in

2013.

• Demographic change- younger families moving into area • Although the Nyanda SHS catchment is physically large, only a small portion of the catchment is

• Salisbury and surrounding suburbs identified as future zoned for residential use. There are no current plans by Brisbane City Council to promote additional

growth hot spots or higher density development within the catchment. Of the suburbs listed, only Salisbury, Rocklea,

• Capacity of other schools to accommodate Nyanda SHS Moorooka and Acacia Ridge fall within the Nyanda SHS catchment. Salisbury and Rocklea contain

students only Low Density residential in the draft City Plan mapping. The areas of Low-Medium Density

residential in Moorooka and Acacia Ridge remain unchanged from the current City Plan. There are

no areas zoned as Medium or High Density residential within the catchment.

• Families from outside the catchment choose Nyanda SHS

due to its supportive and inclusive network

• Enrolments at Nyanda SHS are forecast to decline from 297 in 2013 to 289 in 2031.

Nyanda State High School 696

2013 (enrolled)

297

2021 2031 (projected) (projected)

252 289

• Capacity and projected enrolments (not assuming a closure of NSHS) are included below. There is

significant available capacity at these schools, which can easily accommodate current and future

enrolments from Nyanda SHS should it close.

2013 2021 2031 (enrolled) (projected) (projected)

Sunnybank SHS 1403 517 531 566

Glenala SHS 927 547 875 899

Yeronga SHS 1328 565 629 676

Corinda SHS 1920 1637 2103 2167

• RSN -834

• RSN attend- only 175 of the 834 state school students living in the Nyanda SHS catchment attend the school which demonstrates families are already electing to bypass this school for an alternative state school.



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2Transport

3. Curriculum


• 901 RSN in 2005, which peaked at 999 in 2007, has declined to 834 in 2013. • A rox. 41% of students currently enrolled at Nyanda SHS are from outside the catchment.

• Indigenous population, who will be required to travel the o Yeronga SHS- 5.3km

largest distance to access Indigenous programs, will • Individual transition plans will assist students with individual needs to identify most appropriate

disengage from school, thereby widening the gap in their alternative school.

attendance and academic outcomes. • 4 neighbouring schools have indigenous support programs

• Limited public transport options available

• Increased travel time to destination school

• Travel allowances would be available to eligible students {where applicable) through the DTMR School Transport Assistance Scheme {STAS) allowances. Financially disadvantaged students (who live within these distances) may also be eligible for further STAS allowances.

• BCC Public transport sample travel times from Nyanda SHS:

o Yeronga SHS- approx. 25-30min

o Macgregor SHS- approx. 35-40min

o Sunnybank SHS- approx. 25-30min

13.1 Extent of • Multiple pathways and changes in subjects • Individual student transition plans will assist with addressing issues.

Curriculum/ • Access to special education programs will be limited at

Ability to access other schools

resources • Special Education Unit provides a safe learning

environment

• Support for Indigenous families

• Environmental-based subjects

• Access to education programs for young mothers

• Concerns regarding the potential impact of changing subjects is noted, however, the Department is committed to ensuring continuity of education and will work to ensure students can continue current subject offerings. Further student support mechanisms, such as transition plans, will be implemented to support individualised case management.

• Alternative local schools offer comprehensive curricula, with students selecting from a diverse range of academic and vocational subjects, which will meet the needs and talents of students from Nyanda SHS to provide a wide range of pathways. This includes supporting students to enrol in TAFE based programs or undertake traineeships to enhance their studies.

• DETE acknowledges the role Nyanda SHS plays in catering specifically for students with a disability and Indigenous students. Individual support plans can be developed and implemented to ensure these students continue to receive a quality education. As evidenced through the Inclusive Education Policy, all state schools have a strong commitment to inclusive education and will implement any required educational adjustments to ensure the needs of the students are met. SWD entitlements (funds and staffing allocation) would transfer with student.

• The environmental interests of Nyanda SHS can also be captured by alternative schools who note a broad range of sustainable practices, such as growing produce, solar panels, com posting, etc.



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4.1 Cost per • Acknowledged that school does cost more per head

student per ($17,000), but costs less per student than Yeronga SHS

annum ($17,300).


• High cost not unreasonable given low socio-economic

nature of clientele

• No maintenance backlog

• Building and land value estimated at approximately

$27 million

• Cost/student/year Nyanda SHS- $16,274

• Cost/student/year at Yeronga SHS- $14,888


• Cost/student/year at Nyanda SHS is 95% higher than, or almost double, the Qld average.

• Total maintenance costs over the last 5 years- $618,180

• BER funding- New Centre for Sustainability, Science and Technology $1.2m

• BER funding- Refurbish Block E- $140,000

• Home Economics Block rebuilt in 2007 after it burnt down- $1.067m

• Entire school was refurbished and/or rebuilt in 1997 when the school changed from Salisbury SHS

to Nyanda SHS- $7.4m


- -- ----


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Hon John-Paul Langbroek M.P Queensland Gov-an: !YH~Tit Minister for Education, Training and Employment

27 SEP Z013

Ms Fiona McKenna Principal Nyanda State High School Fairlie Terrace SALISBURY QLD 4107

Dear Ms McKenna

------------ -·---·--···--- -

Level 22 Education House 30 Mary Street Brisbane 1;000 PO Box 1 5033 City East Queensland 4002 Australia Telephone +61 7 3237 1000

facsimile +61 7 3211 8011 Email [email protected]

I am writing to formally advise you that following careful consideration of the results of the school viability assessment and consultation process, I have determined that Nyanda State High School will permanently close at the end of Term 4, 2013.





Yours sincerely

Ref: 13/265155


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Hon John-Paul Langbroek MP ~~~:r~~~ae~')~ Minister for Education, Training and Employment

2 7 SEP 2013

Ms Mary-Anne Burns President Parents and Citizens' Association Nyanda State High School Fairlie Terrace SALISBURY QLD 4107

Dear Ms Burns

-------·--··---

Level 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 tooo Facsimile +61 7 3211 8011 Email [email protected]






Yours sincerely


Ref: 13/265155


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Hon John-Paul Langbroek MP ~~::~,~~~e0n~ Minister for Education, Trainin.g and Employment

2 7 SEP 2013

Mr Carl Judge MP Member for Yeerongpilly PO Box 412 MOOROOKA OLD 4105

Dear Mr Judge

---------····---·--·--·-······-··--···-·--·-------·-·-----·----

Level 22 Education House 30 Mary Street Brisbane 1;000 PO Box 15033 City East Queensland 4002 Australia Telephone +61 7 3237 1ooo facsimile +61 7 3211 8011 Email [email protected]






Yours sincerely

p I J HN-PAUL ANGBROEK MP

nister for Education, Training and Employment

Ref: 13/265155


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Hon John-Paul Langbroek MP g~::~~~ae~'l~ Minister for Education, Training and Employment

------·--·-- -···············-----·---········ ... -····-···-·-····-···················· ···-·--····-... --··-···-·····-·-········---·--·----·-----------·······--·-----··-·---···-·---- ······- ·-----

2 7 SEP Z013

Councillor Steve Griffiths Councillor for Moorooka Ward Brisbane City Council Moorooka Ward Office Shop 2 122 Beaudesert Road MOOROOKA QLD 4105

Dear Councillor

Level 22 Education House 30 Mary Street Brisbane 11000 PO Box 1503 3 City East Queen sland 4002 Australia Telephone +61 7 3237 1000

Facsimile +61 7 3211 801 1 Email [email protected]




I appreciate the important role the Principal and Parents and Citizens· Association will play over the coming months to ensure that students make a smooth transition to their new schools for 2014.

Should you require any further information, I invite you to contact Ms Lee Callum, Executive Director, Infrastructure Strategy, Research and Performance within my Department on telephone 3237 0950 or by email at [email protected] .gov.au.

Yours sincerely

·PAUL L~ · GBROEK MP · ter for Education, Training and Employment

Ref: 13/265155


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Page 1 of 5 I Department File Ref: 13/265021 I


SUBJECT: CONSULTATION FINDINGS REGARDING VIABILITY OF EVERTON PARK STATE HIGH SCHOOL


• A report detailing the findings of the community consultation regarding the proposed closure of Everton Park State High School (SHS) has been compiled by independent consultants, JTA Australia , for the Minister's consideration (Attachment 1).

• The Department has reviewed the consultant's report regarding the viability of Everton Park SHS, prepared a summary of the findings and made a recommendation regarding the future of the school for the Minister's consideration (Attachment 2).

• The Minister is required to make a determination regarding the proposed closure of Everton Park SHS.

Key issues


2. These schools were Charlton State School, Everton Park State High School, Fortitude Valley State School, Nyanda State High School , Old Yarranlea State School, Stuart State School, Toowoomba South State School and Wyreema State School.




6. The consultation period ran from 3 May 2013 until 26 July 2013, with a total of nine consultation meetings held in the Everton Park SHS community with key stakeholders and interest groups.

7. Community members were also invited to submit written submissions to a departmental email address ([email protected] .gov.au), or to the consultanfs designated email address ([email protected]).

8. A total of 5~fwritten submissions were received as part of the consultation process for Everton Park SHS.

9. The majority of written submissions expressed opposition to the proposed closure of Everton Park SHS.


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I Department Fife Ref: Page 2 of 5

1312eso21 I

10. JTA Australia submitted a consultation report regarding Everton Park SHS to the Department for the Minister's consideration on 2 August 2013.

11. As per the attached Summary of Consultation Findings (Attachment 2), the key issues identified during the consultation were:

• Projected enrolment growth due to changing demographics;

• Access to nearby schools - transport and capacity of nearby schools to accommodate Everton Park SHS students;

• Loss of individual support programs for students at risk;

• Proposed options to increase enrolments/reduce footprint and overall operational costs.

12. The Department considers that these issues can be addressed as outlined below and in Attachment 2:

• Analysis shows limited enrolment growth. Students within the Everton Park SHS catchment choose to bypass the school to attend alternate state high schools. Long term enrolment projections for the main feeder primary schools of Everton Park SHS do not provide evidence of growth, with all projected to decline between 2013 and 2031;

• Public transport options exist for access to neighbouring schools;

• Individual student transition plans will be developed for each student to identify the best school to meet support needs;

• The community's proposed options do not improve long term viability of Everton Park SHS due to its low five year average enrolments of 258 and ongoing low forecast enrolments.

Communications

13. If a decision is made to close Everton Park SHS a range of resources, including Guidance Officers, will be made available to support students, parents and staff.



15. Should the Minister approve Everton Park SHS for closure, all current students at the time of the announcement (excluding students completing Year 12) would be eligible for a one-off uniform allowance of $550 for their new school.

16. The Department would support current students and families if required by subsidising the difference in Student Resource Hire Scheme fees for a one-year period, in cases where the destination school's fees are higher than their current school.

17. The Assistant Director~General Finance and Chief Finance Officer will develop an appropriate internal process to facilitate:




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of 5 I Department File Ref: 1312sso21 I



19. Under this scheme, state secondary students who live more than 4.8km from their nearest secondary school, are eligible for a distance-based transport subsidy. Financially disadvantaged students (who live within these distances) may also be eligible for further STAS allowances.











Other

28. Should the Minister determine that Everton Park SHS will close, it is recommended the Minister write letters to key stakeholders to formally advise them of his decision, including the Principal, P&C Association President, State MP and local Councillor/Mayor. Draft template letters have been prepared for this purpose (Attachment 3).

29. If the Minister approves the closure of Everton Park SHS, there will be a need to monitor student relocation enrolment choices as some of the neighbouring high schools have limited building platforms and could require redevelopment and the provision of hire a·nd or relocatable facilities. The funding requirement is unknown at this time.



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1312eso21 I

31. The Department has met the requirements of Chapter 2, Part 3 of the Education (General Provisions) Act 2006 to publish a notice about this proposed school closure in the Government Gazette and carry out adequate consultation , on behalf of the Minister, with the school community. Furthermore, should the school be approved for closure, it will occur more than six months from the publication of the proposed closure in the Government Gazette.


Background

33. On 3 May 2013, the Minister for Education, Training and Employment announced that consultation would occur regarding the proposed closure of eight state schools, including Everton Park SHS.


35. Everton Park SHS has experienced low and declining enrolments for at least the past five years and relatively low enrolment numbers are anticipated in the medium to long term.

36. There are two other state schools within five kilometres, with the ability to accommodate (or expand to accommodate) the enrolments of existing in-catchment students of Everton Park SHS.


37. The consultation report identified a strong community commitment to Everton Park SHS and a strong desire to keep the school open.

38. On balance, having regard for the criteria set out in the School Viability Assessment procedure, it is recommended that Everton Park SHS be approved for closure.




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Recommendation

That the Minister

I Department File Ref: Page 5 of5

131265021 I

approve the closure Everton Park State High School from the end of Term 4, 2013; and


NOTED


tl / c, 1 '3 D Copy to Assistant Minister

Minister's comments


Infrastructure Strategy, Corporate Services Research and Performance

Tel: 3237 0950 Tel: 3405 6329

Mob: Mob: Date: 21/0812013 Date: 22/08113


{~ ! ~ , lj

~ ~ade: 3ed by: Endorsed by: A/DOG OG

Patrea Walton Dr. Jim Watterston t Education Queensland

Tel: 3237 0619 Tel: 3237 1070

Mob: Mob: Date: I I Dateir/ g I \ ~

d) d;h/113



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Everton Park State High School Consultation Report


2.0 Methodology ................................................................................................... 3

3.0 Everton Park State High School .................................................................... 5


4.0 Everton Park State High School Issues ........................................................ 7


4. 6. 1 Quality education ........................................................................................................... 11 4.6.2 Strength of small schools .............................................................................................. 12 4. 6. 3 Quality of teaching staff ................................................................................................. 12 4. 6. 4 Positive environment ..................................................................................................... 13 4. 6. 5 Impact on students .............................................................. .......................................... 13 4. 6. 6 Other issues .................................................................................................................. 14

4. 7 P&C submission & endorsements ............................................................... 14 4.8 Options ........................................................................................................ 15

5.0 Conclusion .................................................................................................... 17

APPENDIX 1 - Consultation Plan, Everton Park State High School .................. 18




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1.0 Introduction

The purpose of this report is to detail the findings of the community consultation regarding the Queensland Government's proposed closure of Everton Park State High School (EPSHS).

EPSHS was identified for closure by the Department of Education, Training and Employment (DETE) as part of an annual review to assess the viability of state schools using the School Viability Assessment criteria; it was subsequently referred to the Minister for Education, Training and Employment for consideration as a potential school for closure. Under the Education (General Provisions) Act 2006, if the Minister proposes closing a state school, the Minister must publish a notice about the proposal in the Queensland Government Gazette and the closure must not happen earlier than six months after the publication. Consultation must occur with the community as part of the viability process.





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2.0 Methodology


The methodology had as its objectives: • advice to the school communities re the Minister's statement about the potential

closure of EPSHS • clear understanding of the timeframe and the purpose of the consultation • identification of all stakeholders and ample provision of opportunities for school








o This was facilitated through early completion of the consultation plan, including a list of communication media to be used. Supported by JTA the consultation plan was developed and owned by the school community and then communicated to the wider school community to ensure optimal involvement by all stakeholders

• three avenues for EPSHS stakeholders and community to express their views

o Via meetings (minimum two public/community meetings) as well as meetings of other designated stakeholders such as students, teachers, P & C Associations, community groups, local businesses etc. Jan Taylor participated in and/or facilitated all meetings listed in section 3.2 and notes were kept to ensure inclusion of all points raised during the meetings. There were other meetings held within the school but these have not been listed in this report.

o Via submissions (to be lodged by 26 July 1). A total of 59 submissions were received. DETE provided an email address for the consultation exercise but JTA also asked for the addition of another address (an independent JTA email one) which guaranteed the anonymity of the submission author if required.

1 Initially the closing date for submissions was identified as 9 August. However during the consultation process the Minister indicated his desire to provide the earliest possible advice to communities regarding the outcome of the proposed school closure consultation process. Accordingly the consultation period close was amended to Friday 26 July 2013 (by which time all submissions must have been received by JTA). The amended timeframe meant JTA could collate submissions earlier and bring forward the completion of the report to enable the Minister to fully consider the feedback and make an earlier determination.



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o Via DETE and Ministerial correspondence: when views were expressed on the potential closure of Everton Park State High School

• reference to the four criteria in DETE's School Viability Assessment 2 procedure o This four page document is on DETE's website. JTA downloaded the








2 The School Viability Assessment criteria procedure ensures DETE has a formal process in place to meet its obligations under the Education (General Provisions) Act 2006 around school closures and amalgamations. The procedure was developed in consultation with key education stakeholders, including P&C Queensland, Isolated Children's Parents' Association and the Queensland Teachers' Union.



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3.0 Everton Park State High School

3.1 Profile

Everton Park State High School was established in 1961, and celebrated its soth anniversary in 2011. It is located on Stafford Rd in the north western suburb of Everton Park and is serviced by a number of bus routes in the area.

EPSHS has the capacity to take 1 ,084 students; on Day 8 of 2013 there were 230 students enrolled, giving the school a current utilisation rate of 21 per cent.

Junior secondary school students study the Australian National Curriculum in English, Mathematics, History, and Science and Queensland Curriculum Assessment Reporting (QCAR) programs in The Arts, Chinese, Health and Physical Education and Technology. The Year 10 curriculum is underpinned by the Australian National Curriculum and QCAR with students also commencing a three year course of EPSHS Leadership and Futures (ELF) program which includes Certificate II in Workplace Practices. Year 10 commences the senior phase of learning and students are guided towards career pathways through a rigorous Senior Education and Training (SET) planning process. The Senior Curriculum is diverse to meet the needs of students preparing for university, TAFE programs or the world of work.

EPSHS has established links with the business and tertiary learning community ensuring that all students study real life learning.



Jan Taylor attended and facilitated those meetings to which she was invited (nine in total), with the exception of the one attended by the Minister; Melissa Salisbury from JTA also attended a meeting to ensure a record was kept of questions and comments.


Table 1: List of EPSHS Meetings



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4.0 Everton Park State High School Issues

4.1 Preamble

The discussion of issues identified below is the result of notes taken by Jan Taylor or Melissa Salisbury at each of the meetings and the collation of 59 submissions. The submissions came from a mix of parents, students, staff, unions, groups involved with the school or community members including former students and families of the school. In relation to the information provided at meetings or in submissions by the EPSHS community JTA has not attempted to verify the accuracy of the data provided; if subsequently disputed DETE is in a much better position to establish the validity of issues raised.

To keep this report as succinct as possible a spread sheet indicating the number of times certain matters were raised via submissions has been attached as Appendix 2. A qualitative summary of those matters follows to provide an indication of the strength of the views held on issues by some parts of the community. The first four headings are those identified in DETE's School Viability Assessment criteria.

In addition to submissions and meetings, the Student Representative Council (SRC) also initiated a survey of students in order to establish their individual perception and opinion of the school and to indicate the reasons why students thought it important the school should remain open. Approximately half of all students responded and a summary of the issues raised in their survey can be found in section 4.6.5.

4.2 Enrolments DETE's SVA enrolments criteria includes enrolment history (especially the past five years) and forecasts for the next five years and the number of students attending the school who do not live in the school catchment area.

Many community members commented on the changing demographics of Everton Park with young families moving into the area and the older population moving out. Evidence of this was provided via demographic data, enrolment numbers in younger years at feeder schools, and anecdotal evidence such as real estate sales. It was believed that the increase in young families and the related need for educational facilities meant there will be a demand for a locally based high school, leading to potential for growth in enrolments in the coming years. It was claimed the area is undergoing rejuvenation of the business and local community. Comments on the changing demographics and the implications for the school included the following:

• primary schools in the local area have had a 50°/o increase in the Prep to Year 4 enrolments compared to current Year 5 to Year 7

• Everton Park has a disproportionately large percentage of people in the 20 to 30 year age bracket, and a birth rate that was higher than the state average in 2011

• an established high school along with a range of educational facilities is considered imperative when young families decide to move to an area

• shortly EPSHS won't just be an option for some families in the area; in the future it will become essential due to the 'lag' effect of a young population reproducing

• increasing population and the further development of the catchment area's business community means a secondary school in the area would be advantageous

• the real estate market has seen increased interest in Everton Park since the tunnels opened. It was said the area has good amenities and the potential for growth and there has been an upturn in sales

• given the current demographics of surrounding primary schools EPSHS will pass 500 students in the next ten years



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• EPSHS is in an area of Brisbane that will experience significant population increases in the medium to long term; to close it for short-term reasons would be short-sighted.

The community made reference to proposed neighbourhood plans and population projections. It was claimed the predicted growth in both density and population indicated there will be a greater demand for places at EPSHS as the population grows. The following information was provided:

• the 'Everton Park Neighbourhood Plan' in the Brisbane City Council Draft City Plan was cited as identifying a high density (up to seven storeys) residential future for the sub-precinct which includes the former Woolworth's distribution centre

• mapping associated with this sub-precinct specifically includes the area's link with the SHS and it is believed that access to the school has been factored into the area's planned future

• Mitchelton is identified as a 'growth node' in the Draft City Plan, with Enoggera Road and the North-West rail transport corridor from Kelvin Grove to Mitchelton as a selected transport corridor

• Chermside is identified as a major centre and growth node to the east of Everton Park

• the government's Schools Infrastructure Demand Maps, developed for the Queensland Schools Planning Commission, show a projected annual average growth in secondary school-aged persons to 2021 of 2% or more in Chermside, Wavell Heights, Kedron, Gordon Park and Stafford.

It was claimed that enrolments will naturally increase with the introduction of Year 7 into high schools in 2015. Similarly there was a view that increases in the cost of living (including private school fees) may lead more families to access 'free' government education.

Comments were made about the capacity and size of surrounding high schools. It was claimed that most of the alternative high schools are nearing enrolment capacity; three have implemented Enrolment Management Plans (EMPs) which limits viable alternatives for EPSHS students if the school was to close. Other comments made regarding this issue were:

• Ked ron SHS (at 85°/o capacity), Wavell SHS (1 07%) capacity) and Kelvin Grove State College (1 03°/o) have implemented EMPs

• except for Mitchelton SHS, alternative schools have at leasUor close to 1,000 students each; closing EPSHS will further restrict the option of choosing a smaller school that offers an alternative' educational approach

• inclusion of Year 7 will further stretch resources of surrounding schools • development associated with BCC's Draft Chermside Centre Neighbourhood Plan

will only serve to increase pressure on the capacity of neighbouring schools • overcrowding (especially by removing ovals to create classrooms) places students at

risk.

The diverse student population of the school was noted in submissions and reasons given for the suitability of EPSHS as the best fit for the education of these students including:

• it is an inclusive school where Indigenous students, students from other ethnic backgrounds and students with disabilities (SWD) are all given equal opportunity to achieve

• data from the Index of Community Socio-Educational Advantage (ICSEA) shows students come from a wide range of backgrounds; compared to seven other high schools in the area EPSHS has a higher percentage of Indigenous students, lower and middle quarter rated family characteristics and the lowest ICSEA score (946)

• EPSHS has an Indigenous student population of 12% (state average 8.3%) and SWD 15°/o (state average 4.9°/o) .



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Parents commented that if students are forced to attend a school outside their local catchment, public schooling will no longer be a matter of choice for parents and will not suit the individual needs of their children. It was noted that families are currently travelling from all areas around Brisbane to attend EPSHS as it is a school of choice for their children's educational needs. Other comments with regard to enrolments included:

• the government should consider filtering students from the bigger schools to the smaller ones

• parents questioned the choice of EPSHS for potential closure (if enrolments were the major criterion) as there have been extremely low numbers for the local primary schools

• the threat or discussion of potential school closure will stop people enrolling • if DETE has been looking at declining numbers for years why has it taken so long to

do something about it.

4.3 Accessibility


The location of EPSHS on the north side of Brisbane, its accessibility for local residents and the ability to safely ride and walk to school was raised by a number of people. It was felt that closing a local high school runs counter to the contemporary urban planning principle of a more decentralised approach to development where communities are integrated and contain a suite of essential amenities and services (including schools).

A number of other concerns were raised about the accessibility of alternative schools and potential impact on the diverse range of students including:

• EPSHS is ideally located between its feeder schools • the only alternative high school within five kilometres of EPSHS is Craigslea SHS • the four closest high schools (Mitchelton, Craigslea, Kedron and Wavell Heights) are

not easily accessible by public transport with a number of bus changes required • re-location to a new school will mean public transport (if viable) or parents driving

students to and from school • student involvement with, and school support for, local businesses may not be able

to continue if students have to commute from other schools • low socio-economic families will have restricted access to other schools due to cost

of public transport • the additional cost of public transport to a new school equates to $656 to $722 per

student per year • travelling to a new school will place more cars on the road during peak travel times

exacerbating an already congested road network and increasing vehicle emissions • the increased fuel and wear and tear costs on vehicles will especially impact families

on lower incomes • increased travel pressures create difficulties for parents who work • students in the Enoggera, Newmarket, Everton Park and Stafford Heights areas will

not have a convenient local high school.

4.4 Curriculum

DETE's SVA curriculum criteria is about the extent of a school's curriculum and its ability to access suitable educational resources



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Comments made through meetings and submissions expressed the view that EPSHS offers a broad range of curriculum options including OP, vocational education and training (VET) and the Scholastic Aptitude Test (SAT) for all students. There was consensus that EPSHS has successfully built its curriculum on individual pathways and by creating community connections which differentiate it from other schools.

Parents were very positive about the quality of the school's social and academic education, claiming that EPSHS outperforms every other state high school in the northern metropolitan region. The ability of EPSHS to provide alternative or advanced options for all students (including those with learning or behavioural difficulties) was reinforced by the following comments:

• its distinctive curriculum offerings and extra-curricular activities make it stand apart from other schools

• it specialises in individual programs within a community setting • the school's curriculum is dynamic; as the needs of its students change, so do the

subject offerings. This year Science Technology Engineering and Mathematics (STEM) have been introduced as an elective

• all Year 10, 11 and 12 students complete Certificate II in Workplace Practices which ensures that every student leaving EPSHS, regardless of background, has a VET certificate as well as a Senior Statement, QCE/QCIA and/or an OP tailored pathway into university or vocational qualifications for employment

• EPSHS offers many advancement programs through its Academic Program of Excellence (APE) for more talented students

• it supports the Everton Park Leadership and Futures (ELF) program at each year level; ELF is designed to develop career education, leadership skills and resilience programs to support students' ability to access a successful future pathway

• the school runs the Alternative Education Curriculum (AEC) program in collaboration with the Salvation Army Youth Outreach Service to identify and support students at risk or disengaged from mainstream education; this program is unique to EPSHS

• 1 00°/o of students in the AEC program have shown improved social skills and educational engagement

• EPSHS received the Impact Award in the NAB Schools First National Awards in 2011 in recognition of the AEC program

• parents have chosen EPSHS specifically because of the VET program's outstanding reputation

• the school provides services to students which are unique and cannot be modelled in larger already established schools with cultures that demand excellence from entry

• EPSHS often takes on troubled and disenfranchised students (and turns them around) as well as those seeking refuge from bullying

• EPSHS is a coalition member of the Dare to Lead project which is committed to improving the educational outcomes of all Indigenous students

• enrolments in the Special Education Unit have steadily increased, indicating there is a need for this service which is not being met by other schools in the area.

Representatives of the wider community strongly endorsed EPSHS for its relationship with the community and local businesses. Many of the latter said they provide work experience and traineeships for students, including those with special needs, because of the interface with the school Principal and her staff as well as the management of the process by the school. It is believed that local business partnerships give students an opportunity to apply their skills in the real world and increase opportunities for securing employment. Businesses (many of whom had no children at the school) enthusiastically commended the school for its Community Partnerships (e.g. Meals on Wheels, Freehills Law Firm, Antipodeans Abroad and the local Everton Park Business Group) which were seen as enhancing the community and creating social capital.



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There was consensus across submissions that EPSHS provides an outstanding educational model of achievement which should not only be preserved and enhanced but also replicated.



It was generally agreed that EPSHS costs more per student because it is a smaller school and it caters to a high proportion of students with special needs. Additional funding is required to support the school's high levels of students from Indigenous and low socioeconomic backgrounds and students with special needs. The funding level of the students (with special needs) will follow the students to whatever school they go, so while the perstudent cost will be altered, the net cost to the state will not change. It is noted, however, that despite its proven results for students, the level of capital expenditure for EPSHS was the second lowest of all schools in the north of the Metropolitan Region during 2009 to 2011.

It was advised school facilities are used as a base for seven teachers and one teacher aide who work in surrounding schools and have no connection to EPSHS students. Some concern was expressed that there are rumours circulating re the school being overresourced.

4.6 Local issues

This category (and those that follow) is not included in DETE's viability assessment criteria. However, the Minister encouraged the community to participate in the consultation process and raise other local issues the community believed he needed to be aware of in making his decision.

4.6.1 Quality education

Many comments were made about the quality learning environment and education options at EPSHS. The following are some of the comments made about school and student performance:

• the school provides intensive programs that enable children to better themselves • EPSHS caters for students that other schools want to forget about as well as

providing top quality academic education • it is competitively superior to surrounding schools in terms of academic achievements

e.g. OP 1-15, 88°/o of OP students;98%>, of VET students; 22%> in SAT, and 1 00°/o QTAC offers in 2011

• EPSHS has the lowest ICSEA score (946) of any of the high schools in the northern metropolitan region yet is leading all of them in academic and vocational achievement for Year 12 students

• it provides students from lower ICSEA backgrounds with the ability to leave school with a QCE/QCIA, Senior Statement, VET certificate or a tailored pathway to university

• the school is performing better than Craigslea, Kedron and Wavell State High Schools and students graduating with a VET certificate are substantially higher than any of these other schools

• over the past five years EPSHS has developed a broad range of educational approaches such as whole child education, service learning, social-emotional learning, and civic education to help students become responsible, caring and contributing citizens

• the school's 2012 annual report lists 100% satisfaction from parents with all the surveyed performance measures



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• the academic and VET results of EPSHS should not be dismissed as unimportant as the cost to the government could be higher in the long run (e.g. through high unemployment or mental health issues) should these students not perform in other schools).

Some parents said they do not want growth of the school to be at the expense of the school's current impressive academic and vocational record nor do they want to see those students in the lowest ICSEA quartile get left behind in the new, larger EPSHS.

Parents were keen to express their view that success does not necessarily mean high NAPLAN results or a university place; they viewed success as being the very best an individual can be and choosing the pathway to achieve this.

4.6.2 Strength of small schools

A number of parents stated they were attracted to EPSHS because of its small size. They were adamant that such schools are better for some students so they should have the option of choosing a smaller school for their child, as opposed to being forced to attend a larger one. It was claimed that a variety of schools of different sizes catering for a range of learners is the best option to meet the needs of a diverse community. These parents believe that Everton Park SHS provides quality education and meets these needs. Comments and views on the benefits of small schools included the following:

• students do well because of the individualised attention • the smaller size of EPSHS has led to a highly integrated and personalised learning

program • other local high schools are already large and parents would prefer the choice of

sending their children to a school that is not overpopulated • large schools may not be as cost effective as assumed, especially if they lower

outcomes for significant groups of students and increase inequity in education • one size does not fit all; for some students the amount of individual care is the

difference between success and failure • a smaller school is better for students with special needs or social issues; they often

feel lost at larger schools • curriculum breadth does not equate to depth or quality outcomes.

4.6.3 Quality of teaching staff

Community members consistently praised the quality of the Principal and teaching staff and the lengths that staff go to in order to provide support for students and improve their educational and social outcomes. Comments include:

• EPSHS has a marvellous Principal, teachers and staff • staff are very friendly and supportive (e.g. the Principal knows sign language) • children have thrived because of the entire teaching staff at EPSHS; their grades are

better, their confidence is significantly improved and they like going to school • teachers are passionate and provide individualised learning programs that help each

student achieve their full potential • teachers and staff are valued professionals with knowledge, expertise and

commitment to education.

A local resident commented that over the last ten years he had seen the school go from strength to strength in terms of improvements at every level. He attributed this to the Principal and teaching staff who have worked hard to engender pride and respect in their students; he believes the results can be seen in the students' behaviour and demeanour out of school.



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4.6.4 Positive environment

The culture of EPSHS was considered important by the school community. It was noted the school provides a safe place to which students belong regardless of ethnicity, ability or background. Parents and students saw it as providing a community connection, often breaking the cycle of despair that life circumstances can bring. Particular mention was made of the school's culture of inclusiveness for vulnerable students. Submissions mentioned improvements seen in students' self-confidence and sense of belonging since attending EPSHS. Comments made on the school environment and culture included the following:

• students feel safe; there is no intimidation, violence, aggression or social isolation which can be found at some other schools

• EPSHS is known for its inclusiveness of students (e.g. special needs, Indigenous, ethnic backgrounds, learning and behavioural difficulties) who are vulnerable and need nurturing

• at-risk students feel comfortable and secure in the school environment • many students have transferred from other schools because they were unable to

achieve academically and cope socially in a large school environment e.g. children with autistic spectrum disorder, dysfunctional family backgrounds, poor academic skills and because of bullying.

4.6.5 Impact on students

Concerns were raised about the disruption to students' education and their connections to the school and the community. Particular concern was raised in relation to the impact on Year 11 students who may have to finish their education in a school that is closing.

Parents of children at risk expressed gratitude for the environment created at EPSHS, the support and care their children had received and the impact it has had on their children and subsequently the family. Children had often been the victims of bullying, been suspended and/or expelled for most of their school years, consistently poor performers academically with few aspirations or ambitions. These parents unanimously gave the credit to EPSHS both for changing the lives, and future prospects, of their children as well as restoring hope and some normalcy to the lives of parents and siblings.

The school community was concerned that the closure of the school would affect the progress these students had made since attending EPSHS. It was advised that the announcement of the proposed closure is already affecting students, particularly those with special needs or who are vulnerable. These parents raised concerns about the closure because they believe their children will be at risk of not completing school if they are integrated into larger schools and lose the connections they have made at EPSHS. They were concerned about the impacts on their children's emotional well-being and health. Several parents commented that their children would disengage from education as a result and/or would return to significant behavioural issues. They were concerned about the impact closure would have on vulnerable students where they would not have the hope, support and encouragement that EPSHS provides. It was also suggested that students from dysfunctional families would find it very hard to go to a larger school.

Students of EPSHS completed a survey initiated by the Student Representative Council and were asked questions pertaining to how they would describe the EPSHS community in one word, what they saw as some of the values of EPSHS that are important to them, why EPSHS should be kept open, and how they saw EPSHS contributing to the community.

There were a total of 121 surveys completed and a range of answers were given to the questions. In brief, they included the personalised help and support provided by the teachers and the 'passion' they bring to ensuring every student has a future after they leave high school. The students made mention of the improved grades they obtain at Everton Park



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compared with former schools they had attended; survey responses showed they feared being seen as a failure again if they had to transfer to another high school. Particular mention was made of the great Special Education Unit and the school's volunteering and fundraising programs. Finally, the responses clearly demonstrated the appreciation and awareness students had for the friendly and inclusive environment, and a belief that the school had given them values like self-respect, responsibility and the need to always do their best.

4.6.6 Other issues

Only one submission received supported the closure; it stated that EPSHS does not offer what is needed for mainstream children and is not a credible local high school. Government funds should not be expected to fund EPSHS students at such a high cost when there are other schools in the area the students could attend.

However, across the many meetings held and submissions received, the impact the school closure might have on the children, parents and wider community was seen as negative. Most impacts were discussed in the preceding sections but some fall outside those broad headings. Other issues include:

• closure will devalue land prices as many people buy in the area for the option of affordable schooling

• the school is like a family • the decision should not be made on numbers and statistics alone • other schools in the area which are considered more viable have reputations for

bullying and violence • money from sale of the land will be negligible compared to the overall education

budget; school should be a long-term investment through good times and bad • closing the school is a short-term fix without thinking about long term issues and

ramifications • EPSHS is a valuable community resource providing leadership and professional

development for surrounding primary schools • problems associated with closing EPSHS will be exacerbated by the introduction of

Year 7 into high school in 2015 • there has been a 'cloud of closure' over EPSHS for the past 15 years. The current

consultation process has allowed the community to reconnect with the school, highlight achievements and bond together

• closure will significantly impact on teacher aides and school cleaners who will find it difficult to find alternative employment. There has been no consultation or advice for these staff

• feeder schools, community groups and small business will lose access to the school's facilities and their activities will suffer

• union concerns in regard to the rights and concerns of their members.

The social cost of the closure was raised right across meetings and submissions and it was said that closing the school would slow current growth and development, affecting all areas of business and the community at large. However, the greater consequence was seen as the impact on students who may drop out of the education system leading to a greater economic and social cost.

4.7 P&C submission and endorsements

In addition to the submission made by the P&C Association, provision was made for endorsement by community members. Endorsements were received either through a signed form or via an email advising of endorsement of the P&C submission. Many people who signed the endorsement form did so as an alternative to making their own submission.



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In total, 28 endorsements were received including those received from Hon Tim Mander MP, Queensland Rugby Union, Meals on Wheels, Endeavour Foundation, Salvation Army, local businesses and residents, Everton Park Business Club, local real estate agents, parents, staff and students.

The P&C submission detailed the issues the school community has with the proposed closure of EPSHS and listed a number of strategies to address each of DETE's viability concerns. In addition, the submission included a detailed rationalisation proposal for EPSHS campus.

4.8 Options

A large number of submissions were received in relation to closure alternatives. The EPSHS community recognised the school could not continue to operate in its current form; the preferred alternative was downsizing or the rationalisation of physical resources. Community members believed rationalisation provided an opportunity to create a system for smaller, efficient, high quality education provisions.

It was also noted that well over 30°/o of Queensland secondary schools are similarly underutilised. It was claimed that the current approach of closing eight schools represents 0.65°/o of current schools and offers minimal savings. The community saw closure as ignoring the larger issues across all underutilised schools including rationalisation of resources, processes and procedures. It was also suggested that to ensure the future viability of all schools the concept that a school must be big to be efficient needs to be challenged and that EPSHS should become the model for rationalisation.

The main proposal put forward was a combination of a 'reduced footprint' option together with a 'co-location partner' option. This approach was seen as allowing EPSHS to operate on a sustainable basis, share facilities and ensure the precinct remains devoted to education or education and community service.

Under the reduced footprint proposal, K Block (Science), G Block (Mathematics) and C Block (the Administration building) would be leased to complementary entities such as other education providers and/or non-government organisations (NGOs). Subject to negotiation, the assembly hall and library could be jointly utilised on a shared cost basis. The playing fields would remain as part of the school but could be shared with other entities.

It was claimed that based on a 75°/o occupancy rate, the partial lease option could potentially save the school's operating budget $260,000 p.a. and reduce the cost per student by $1,130 p.a. Should long term leases be secured (i.e. 1 00°/o occupancy rate is achieved) the partial lease option was suggested to potentially save the operating budget $346,671 p.a. and reduce the cost per student by $1 ,507 p.a. at current enrolment numbers.

Under the co-location partner option, expressions of interest would be sought from parties who have an interest in leasing that portion of EPSHS no longer required. These could include other education providers and/or NGOs. This option would be progressed upon acceptance of the 'reduced footprint' proposal.

The rationalisation proposal was seen as better utilisation of the precinct and grounds, lowering cost of operation and providing community solutions. It was endorsed by parents, community, feeder schools and EPSHS staff.

A number of other alternatives to closure were also submitted and some of these include: • look for sporting grants to raise an interest in enrolling e.g. it could become a school

of excellence in tennis, AFL, cricket



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• model EPSHS as an industry-focussed college e.g. Mining High or Service High. The school can focus on subjects that the industry requires e.g. engineering, science, mechanical & electrical trades, ITS, hospitality and business. Industry can supply sponsorship and scholarships and students can be paired up with an employer

• create a school of excellence in areas such as drama, business, art or science • partner with Griffith University School of Environment or TAFE for electives and

course credit and create a school of excellence in Environmental Studies • use the land available to offer a certificate in horticulture; e.g. either a joint venture

with Ithaca TAFE or a stand-alone course offered by EPSHS • close the larger schools and filter the students to smaller schools that are supportive,

disciplined and respectful to stop gangs, racism and deviant behaviour • open up enrolments to international students • EPSHS could become the northern campus of BSHS.

Amalgamating local schools to create a Prep-12 campus was also a popular alternative. Suggestions included:

• develop EPSHS into a P-12 college and close local primary schools which have declining numbers

• link EPSHS with local primary schools (e.g. Enoggera or Stafford Heights) to share facilities

• join EPSHS with Everton Park State School at the high school site, re-naming it Everton Park State College.

• create a P-12 college and close Stafford Heights State School (SHSS). Introduce bus services from SHSS to EPSHS and from EPSS and Somerset State School (SSS). The existing SSS site could become the Northside Christian College campus. The pool and assembly hall at SHSS could be leased to PCYC and the remaining land sold off as affordable housing. The sale revenue would help to fund transport services and equip the new college with additional resources

• EPSHS becomes the junior secondary campus (Years 7-9) for Kedron State High School.

There was agreement from participants that greater support was required from DETE for EPSHS, including increasing capital investment and ensuring the school's results were promoted more in the local community and primary schools. One submission suggested that a survey should be done by DETE to understand why local children were not attending EPSHS.

Overwhelmingly however, the EPSHS P&C and parents welcomed the opportunity to work with the Minister, DETE, the school leadership team and staff on increasing enrolments for EPSHS.



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5.0 Conclusion

Community consultation regarding the proposed closure of Everton Park SHS involved a total of 59 submissions and 11 meetings facilitated by Jan Taylor, Principal of JTA, as the consultant who facilitated and managed the consultation process and activities. Other meetings were held by the wider community.

Every effort was made by the consultant to ensure all views were represented and everyone had an opportunity to make a submission. The dominant theme that emerged was of the regard that parents, students, staff and community members had for the educational and social outcomes the school was providing.

In relation to the School Viability Assessment criteria the Everton Park school community accepted the validity of the data. The focus of many submissions concerned very specific options for the long term future of the school; these included reduction of the school footprint, co-location options, a P-12 campus and a specialised school approach. These options were prepared by a supportive community group which took a very realistic view of the school and its future. There was a view that the Queensland Government legitimately required additional revenue sources as well as better utilisation of assets such as schools which were declining in student numbers.

Other issues which dominated included accessibility to alternative schools if Everton Park closed as well as potential population growth in the area which it was said indicated a short to medium term need for high school places.

While the community emphasised the need for a sustainable future for the school, its current operational and social pluses were clearly articulated. Submissions emphasised the school's success in re-engaging students with formal education and attributed this achievement to the school Principal, staff and the school ethos.

The Everton Park State High School consultation process engaged and involved a broad range of community members, including staff, students, parents, businesses, and local and state government elected representatives. It was evident through the submissions and consultation meetings that the community is proud of its school and united in its desire to remain open.



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APPENDIX 1 -Consultation Plan, Everton Park State High School



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Consultation I an Everton Park State High School

Introduction The Department of Education, Training and Employment has identified Everton Park State High School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JT A, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Everton Park State High School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




Local Group Contact Name Phone Number Email Brisbane Irish Rugby Terry Donaghue 0427308303 [email protected] Club Local Businesses and David Brock 0410610729 [email protected] school partners Youth Outreach Service Sherene Staines 0409355715 [email protected] SU Chaplaincy and Tim Byron Adams 0407368794 [email protected] Mander Primary Principals and Sue Wallace 33540222 [email protected] P&C representatives EPSHS P&C Sue Ellis 33540205 [email protected] Representatives Everton Park SHS staff Sue Wallace Everton Park SHS Sue Wallace students

Page 11


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Consultati n I an Everton Park State High School


commun Initial meeting with Metropolitan North Regional Director, Principal and P&C President led by independent consultant P&C petition organised by a Year 9/11 arent Meeting with P&C, all members of the community welcome

Meeting with small group of 5-7 parent representatives

Meeting with students (15-20)

Meeting with school staff

Meeting with Brisbane Irish Rugby Club and local business resentatives Meeting with Sheree Staines, Youth Outreach Service, Bryon Adams and members of the Chaplaincy Committee and Tim Mander Meeting with primary schools Principals and P&C re ntatives Second Community Consultation Meeting

Written submission via email


Thursday 9 May 2013


Friday 17 May 2013, 9.30am-1 0.30am

Monday 20 May 2013, 1.15pm-1.55pm


Friday 24 May 2013, 11.00am-12.00pm

Friday 24 May 2013, 12.30pm-1.30pm

Friday 24 May 2013, 1.30pm-2.30pm

Tuesday 11 June 2013, 6:30pm-8.30pm

Ongoing until 5.00pm 9 August 2013

Provide initial advice on consultation regarding otential school closure.

Discuss development of consultation plan.

Gather signatures in support of the school

Provide an explanation of the School Viability Assessment process and consultation, including the consultation plan and how the P&C can play a role. Opportunities for questions and initial feedback will be red. This meeting will provide parents with the opportunity to ask questions and provide feedback on the ntial closure of the school. A meeting with the student body will be held to provide an opportunity for student voices to be heard. A meeting with staff will be held to provide an opportunity for staff to make comment in an ~n..,.,.,.,.nriate forum. This meeting will provide businesses with the opportunity to ask questions and provide feedback on the tial closure of the school. This meeting will provide outreach and chaplaincy representatives with the opportunity to ask questions and provide feedback on the potential closure of the school.

A meeting with primary school representatives will provide them with the opportunity to have in ut into the consultation re A second meeting with the Everton Park SHS community will provide a formal opportunity for feedback and submissions on the closure to be made. Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in there

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Consultation Plan Everton Park State High School


The following communication methods will be used to share information with the school community: • regular communications through school newsletters • advertise consultation activities on school website • advertise consultation activities on local community group websites • consultation on parent Facebook page- Loren Millard • local newspaper - by parents • flyer at local businesses/streets - parents to lead


[email protected]

[email protected] .au

The issues raised in submissions to either of these emails will be included in the report sent to the Minister; contributors can ask that their names be withheld.

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schools with that demand excellence from entry; it often takes on the equity to students. Academic record shows growth for these students and how the school has excelled

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EPSHS42

42.2

to a massive growth in the number of young I in Everton Park and surrounding regions. Primary schools in the local area to current Year 5 - Year 7. Local state high schools are at or near capacity and will have enrolments of over 1000 students once Year

Everton Park is a key central part of the Northern transport corridor and developments. However urban growth in th is region has outstripped infrastructure, creating heavy demand on our roads and public transport system. To remove EPSHS from this large urban area would leave a massive void in the area. It also runs counter to the contemporary urban planning principle of a more

decentralised and contain a and services

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41.14

41.15

Wave II and Kelvin Grove State High Schools have implemented Enrolment Management Plans due to reaching near capacity. This problem will be exacerbated by the introduction of Year 7

school in 2015 . One concern is that the Enrolment Plans of schools will limit the of alternative education if EPSHS is closed.

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(ICSEA) score (946) of any of the High Schools in the north of Metropolitan Region yet is leading all of them in academic and tremendous value and importance of this school to the local community. EPSHS"s distinctive curriculum offerings and extra curricula


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i centre,

Jde•velopm•ents; of 1up to SE!Ven' sto•reys. The majppirlg O!ssoc:iate!d w•ith this su1b-p1re<:irlct specifically includes the area's link with Everton Park SHS; clearly access to the school has been factored in to

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1.1 Enrolment History

1.2 Forecasts

Everton Park State High School- Summary of consultation findings and DETE response

• Changing demographics of area- older population • Five year average enrolments- 258

moving out and younger population (with young

families) moving in

• Capacity and size of surrounding alternative

secondary schools- no room or can't enrol due to

School EMP

• Inclusive school- indigenous, ethnic backgrounds,

SWD.

• Mapping for the draft City Plan does not show any significant change to the residential density

within the Everton Park SHS catchment. Most of the catchment is zoned for low density

residential, with pockets of low-medium density along South pine Rd and Samford Rd. There is an

area zoned for high-density residential adjacent to the school site- this has been approved for

mixed uses, including a 100-unit residential component.

• Long term enrolment projections for the main feeder primary schools (Everton Park SS, Enoggera

SS, Stafford Heights SS and Stafford SS) do not provide evidence of significant growth at Everton

Park SHS, with all projected to decline between 2013 and 2031. Enrolments at Everton Park SHS

are projected to increase to a peak of 275 in 2022 and then decrease to 248 by 2031.

• Students will be able to choose which neighbouring school they wish to attend, despite the

existence of a School EMP.

• Additional capacity will be provided at neighbouring schools, if required.

• Individual Student Transition Plans will assist in identifying most appropriate school to meet

individual needs

• Many community members commented on the •

changing demographics of Everton Park with

Long term enrolment projections for the main feeder primary schools (Everton Park SS, Enoggera

SS, Stafford Heights SS and Stafford SS) do not provide evidence of flow-on growth to Everton

Park SHS, with all schools projected to increase slightly in 2018-2022 but to then decline to 2031.

Enrolments at Everton Park SHS are projected to increase to a peak of 275 in 2022 and then

decrease to 248 by 2031.

young families moving into the area and the older

population moving out. Evidence of this was given •

via demographic data, enrolment numbers in

younger grades at feeder schools

• Comments were made about the capacity and size

of surrounding high schools. It was claimed that

most of the alternative high schools are nearing

enrolment capacity, three have implemented

Enrolment Management Plans (EMPs) which limits

viable alternatives for EPSHS students if the school

was to close.

•

======~------~------~--------.-------~ Capacity

including Flying

Start

Capacity and projected enrolments (not assuming a closure of EPSHS) are included below .

Enrolment forecasts do not include the long term impact of implementation of EMPs at

neighbouring schools, which will allow for in-catchment growth to be accommodated in the

future.


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1.3 Resident Student

Numbers (RSN)


• Everton Park Neighbourhood Plan, as part of BCC

Draft City Plan identifies high density residential

future

Capacity including

Flying Start

1191

2032

385

1676 1665

2519 2566

426 381

Wavell State School 1668 1318 1829 1743

• While the closure of EPSHS would increase pressure on neighbouring schools, this can be

managed through enrolment management plans and expansion where required.

• The demographics of the area have not changed significantly between the 2006 census and the

2011 census. For example, In the Everton Park SA2 from 2006 to 2011, there has been a slight

increase in the 0-4 year cohort from 5.9% to 6.3%, a decrease in the 5-14 year cohort from 10.8%

to 9.8% and growth in the 15-24 year cohort from 12.7% to 14.1%. Alderley SA2 has seen a

decrease in the 0-4 year cohort from 7.5% to 7%, a slight increase in the 5-14 year cohort from

9.7% to 10.5%, while the 15-24 year cohort has decreased from 15.3% to 14.7%. The Stafford SA2

had an increase in the 0-4 year cohort from 7% to 7.6%, a decrease in the 5-14 year cohort from

10.4 to 10%, and an increase in the 15-24 year cohort from 12.9% to 13.8%.

• The Mitchelton and Chermside "growth nodes" are not within the Everton Park SHS catchment.

• RSN- 741

• RSN attend- only 110 of the 741 state school students living in the Everton Park SS catchment

attend the school, which demonstrates the majority of local students are already opting to bypass

this school for an alternative state school.

• 795 RSN in 2005, with a peak of 826 in 2008, which declined to 763 in 2011 and is now at 741 in

2013.

• At the same time, the attending RSN has decreased from 158 in 2005 (out of a total 795 RSN} to

110 in 2013 (out of a total 741 RSN}. During the past eight years the attending RSN peaked at 171

in 2007 (out of a total 826 RSN}.

• Approx. 50% of students enrolled at Everton Park SS are from outside of the catchment.



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Everton Park State High School - Summary of consultation findings and DETE response

2. Accessibility

2.1 Distance • Location is easy for local community to walk and

access school

• Access to alternative local high schools in the

surrounding area is difficult

• Students in Enoggera, Newmarket, Everton Park

and Stafford Heights will not have a convenient

high school

2.2 Transport • Increase in transport costs

3. Curriculum -

3.1 Extent of Curriculum •

I Ability to access

Broad range of curriculum options, including OP

and VET pathways

resources • EPSHS outperforms every other state high school

in the northern metropolitan region

• Special Education Unit enrolments increasing

• Individual, advancement and supportive at-risk

programs for students

• •

• •

85% of catchment already attend an alternate school

Most neighbouring high schools are located within Skm of EPSHS

o Craigslea SHS- 4.5km

o Ked ron SHS- 4.8km

o Mitchelton SHS- 5.4km

o Wavell SHS- 5.7km

o Kelvin Grove SC -7.1km

Surrounding suburbs will be located within a nearby high school catchment

Travel allowances would be available to eligible students (where applicable) through the DTMR

School Transport Assistance Scheme (STAS). Financially disadvantaged students (who live within

these distances) may also be eligible for further STAS allowances.

• BCC Public transport sample travel times from Everton Park SHS:

• •

o Ked ron SHS- approx.20-25 min

o Mitchelton SHS- approx. 35-35min

o Kelvin Grove SC- approx. 35-40min

o Wavell SHS- approx. 50-SSmin

o Craigslea SHS- approx.30-35 min

Individual student transition plans will assist with addressing issues

Alternative local schools offer a balanced range of programs to provide all students with suitable

post-school pathways, including into further education, training or employment. Additional

support such as chaplains, youth support coordinators, school based youth health nurses and

guidance officers are available at alternative schools, ensuring that students at risk of

disengaging from their education will be able to access effective support mechanisms.

• Special education programs are accessible in other schools in the area, supporting the specific

needs of young people.

• Available Teaching and Learning Audit reports from schools in the area show overwhelmingly

high to outstanding results, notably with strong results in differentiation, ensuring individual

student learning needs are effectively supported.

• Extension programs, as well as assisted learning for those students who may require a modified


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4. Resource Equity

4.1 Cost per student per • High cost related to high proportion of students

annum with special needs

4.2 Comparison to other • Nil issues raised

schools

Other

Other • EPSHS provides a quality education

• Strength of a small school

• Quality of teaching staff

• Negative impact on students, particularly Year 11

students

• Alternative options to closure:

o Reduce footprint

o Shared facilities with other organisations

o Specialised school of excellence to increase

curriculum, supported classes of 10 students, individual student learning plans and Indigenous

tutorial programs are strong features of local schools.

• It should be noted that Professor John Hattie's comprehensive meta-analysis of what makes a

difference to student learning acknowledges that anything with over 0.40 effect size is

considered to have a beneficial influence on learning. School composition, including school size,

is shown to have 0.43 effect size, with optimal size of secondary schools being between 600 to

900 students. Positive effects include better personal and social interactions among students and

faculty, more leadership experience for students, and strong core curriculum offerings. DETE

released a Parent and Community Engagement Framework at the beginning of the year. This is a

focus for all state schools to drive effective partnerships with parents and communities to work

together to maximise student learning outcomes.

• All financial resourcing for SWD and recognised programs would be transferrable to student

destination school.

• Cost/Student/year at Everton Park SHS- $18,344

• Cost/student/year at Craigslea SHS- $9,830

• Qld average cost/student/year - $8,361

• Cost/student/year at Everton Park SHS is 120% higher than, or more than double, the Qld

average.

• Total maintenance costs over the last 5 years- $997,130

• BER funding- minor room upgrade- $100,000

• Impact on students would be addressed through Individual Student Transition Plans

• Surrounding schools provide quality curriculum programs and teachers

• Mitchelton SHS is an alternative for those who prefer a small school approach (385 students)

• Each option contains risks and does not fundamentally address the long-term viability issues of

EPSHS


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enrolments



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Hon John-Paul.Langbroek MP g~-~:~s~e~~ Minister for Education, Training and Employment

2 7 SEP 2013

Ms Susan Wallace Principal

-----·---··-----····--------- ----·

Everton Park State High School PO Box 33 EVERTON PARK OLD 4053

Dear M~e JAA >


facsimile +61 7 3211 801 1 Email education@min isterial.qld.gov.au

I am writing to formally advise you that following careful consideration of the school viability assessment and consultation process, I have determined that Everton Park State High School will remain open.

I understand that this decision will be welcomed throughout your school community. I would like to take this opportunity to sincerely thank your school community members for their participation in the recent community consultation process and for their efforts in preparing submissions.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with not only you as Principal, but also the staff and broader community to implement strategies to ensure the future viability of the school.

I encourage you as Principal to continue to work with your staff, student and parent communities in promoting a successful future for your school.


Yours sincerely

,(M . HN-PAUL LANGBROEK MP

M nister for Education, Training and Employment

Ref: 13/265137


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Hon John-Paul Langbroek M'P Queensland Government Minister for Education, Training and Employment

2 7 SEP 2013


Dear~ D~ 1


30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Aust ralia

Telephone +61 7 3237 1ooo facsimile +61 7 321 1 8011 Email education@min isteria!.q!d .gov.au


I understand that this decision will be welcomed throughout your school community. I would like to take this opportunity to sincerely thank the Parents and Citizens' Association (P&C) and school community members for participating in the recent community consultation process and for their efforts in preparing submissions.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with not only the P&C, but also the Principal, the staff and broader community to implement strategies to ensure the future viability of the school.

I encourage you as P&C President, to continue to work with the Principal, parents, staff and students in promoting a successful future for your school.


Yours sincerely

N-PAUL LANGBROEK MP · ister for Education, Training and Employment

Ref: 131265137


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Han John-Paul Langbroe.k MP ~~::.~,~:~~;~ M.inister for Education, Training and Employment

------------- -----

2 7 SEP 2013

The Honourable Tim Mander MP Minister for Housing and Public Works Member for Everton PO Box 656 EVERTON PARK OLD 4053

Dear M~r CJ ~ J

- -------------·· ---·-------- ·---

Leve l 22 Education House 30 Mary Street Brisbane 4000 PO Box 15033 City East Queensland 4002 Australia

Telephone +61 7 3237 1000

Facsimile +61 7 3211 8011 Email educa tion @min ist.eri al.qtd.gov.au


I understand that this decision will be welcomed throughout the school community. I would like to take this opportunity to sincerely thank you for your representations on behalf of the school community during the recent community consultation process.

Submissions received during the consultation process demonstrated the commitment of the school community to work in partnership with the Principal, school staff, the Parents and Citizens' Association and broader community to implement strategies to ensure the future viability of the school.

I encourage you as the local Member, to continue to work with the Principal, parents, staff and students in promoting a successful future for Everton Park State High School.


Yours sincerely

N-PAUL LANGBROEK MP · ister for Education, Training and Employment

Ref: 13/265137


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H.on John-Paul Langbroek M~P Queensland Goven":m~nr ·Minister for Education, Training and Em.ployment

---·---------·-·----·---·--~---· --------------·-·-·-·--·------·---·-·--·-····--·------- -----

2 7 SEP 2013

Councillor Norm Wyndham Councillor for McDowall Ward Brisbane City Council McDowall Ward Office Shops 5 and 6 Rode Shopping Centre 271 Appleby Road STAFFORD HEIGHTS QLD 4053

Dear~r ~J

Leve! 22 Education House 30 Mary Street Brisbane 4000 PO Box 1.5033 City East Queensland 1~002 Australia

Telephone +61 7 3237 1000

Facsimile +61 l 3211 8011 Email [email protected]


I understand that this decision will be welcomed throughout the school community. I would like to take this opportunity to sincerely thank you for your representations on behalf of the school community during the recent community consultation process.


I encourage you as the local Councillor, to continue to work with the Principal, parents, staff and students in promoting a successful future for Everton Park State High School.


Yours sincerely

.(W

Ref: 13/265137


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ultation I an Brisbane State High School

Introduction The Department of Education, Training and Employment has identified Brisbane State High School (BSHS) and Coorparoo Secondary College (CSC) for community consultation regarding proposed amalgamation as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of BSHS to ensure all interested stakeholders are able to participate and have their say on the proposed amalgamation.




• parents • students • staff • BSHS P&C • West End State School and Dutton Park State School • Past Students' Association (PSA) • QUT (Dr Judy Smeed)


Special email Thursday 2 May 2013

Seek written submissions from Thursday 2 May 2013 commun · members via email Meeting with Principal and Deputy Principal, BSHS and P & C 'dent Student researchers group

ntation Meeting with Enrolment Officer & Deputy Principal

nrolme Meeting with P&C President and School Coundl

Friday 10 May 2013, 9.30am-10.30am

Monday 13 ay 2013, 2.30 3.0 Monday 13 May 2013, 3.15pm-4.00pm

Provide information on proposal to amal amate BSHS and CSC. Request school community involvement in commentin on sed amal amation. Discuss development of consultation plan

Discuss work done on BSHS development by students. Meeting with consutant to nominate issues.

Meeting with consutant to nominate issues

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n u n n Brisbane State High School

representatives Meeting with Principal & P&C Monday 13 May 2013, Discuss proposed amalgamation and Executive 5.30pm-6.30pm consultation. Initial community meeting led Monday 13 May 2013, Parents and community members will be by independent consultant 7.00pm-8.30pm invited to ask questions and provide initial

views on the amalgamation of BSHS and esc.

Meeting with West End State Wednesday 15 May Provide feeder school stakeholders with the School P&C 2013, 12.00pm-2.00pm opportunity to comment on the

amalgamation. Meeting with staff Friday 17 May 2013, Staff will be provided with the opportunity to

8.15am-9.00am raise issues about the proposed amalgamation.

Submission from P&C Prior to 10 June 2013 Submission to outline views of P&C Association (including Year Association 6/7 enrolments) Meeting with Past Students' Prior to 1 0 June Meeting with consulant to nominate issues Association) Written submissions from Ongoing until COB Written submissions will be accepted in school community via email Monday 10 June 2013 addition to the information collected at other

consultation activities. The submissions will be included in the report.


The following communication methods will be used to share information with the school community: • Fortnightly school nevvsletter item on Friday 10 May and Friday 24 May • Advertise consultation activity on school website, Thursday 2 May • Advertise consultation activity on BSHS twitter accounts, Monday 13 May


[email protected]

[email protected]


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u n I Fortitude Valley State School

Introduction The Department of Education, Training and Employment has identified Fortitude Valley State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Fortitude Valley State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure .




• school staff • P&C • Metro North Behaviour Service • PCYC FVSS Before School Care • Brisbane Central State School • New Farm State School • The Royal National Agricultural and Industrial Association of Queensland • Woolworths Newstead • Queensland Rail • community members, past students and parents


commun Initial meeting with Principal and P&C President led by ind ndent consultant Meeting with P&C

Initial community meeting led by independent consultant

Wednesday 1 0 May 2013 11.00am-12.00 Thursday 23 May 2013 5:30 m Thursday 23 May 2013 6: OOpm-8. OOpm

Meeting to discuss the P&C approach to consultation and maki submissions. Provide an explanation of the Schools Viability Assessment process and associated consultation. Opportunities for questions and initial feedback will be ca red .

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u n Fortitude VaHey State Schoo!

Second community meeting Wednesday 29 May A second community meeting will provide an 2013 opportunity for the parents and school 6:00pm-7.30pm community members to make their views on

the school closure known. Written submissions via email Ongoing until COB Written submissions will be accepted in

Friday 9 August 2013 addition to the information collected at other consultation activities. The submissions will be included in the report.

Community event: Movie on TBA the Oval


The following communication methods will be used to share information with the school community: • fortnightly school newsletter item beginning 17 May • advertise school consultation activities beginning 31 May • community invite to lodge submissions.


[email protected]

[email protected]

The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister; contributors can ask that their names be withheld .

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u Pia Toowoomba South State Schoo!

Introduction The Department of Education, Training and Employment has identified Toowoomba South State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Toowoomba South State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • students past and present • staff • community members • businesses • elected representatives • Toowoomba Regional Council-councillors and relevant departments • community support groups • educationalists


commun Initial meeting with Regional Director, Principal Advisor, Toowoomba South SS Principal, BSM, P&C President and inde dent consultant


Provide further information and discuss development of consultation plan.

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n u I n Toowoomba South State Schoo!

EQ HR consultants meeting Tuesday 7 May 2013 Discussion of options if the proposed closure with School Staff of T oowoomba South SS went ahead at end

of 2013. Meeting with T oowoomba Wednesday 8 May 2013, Meet with the whole P&C committee and South SS Principal, BSM, P&C 12.00pm-1.00pm discuss how they can play a role in the and independent consultant consultation process. Initial community meeting- all Thursday 16 May 2013, Provide an explanation of the Schools community members welcome 6.30pm-8.30pm Viability Assessment process and inform (Regional Director and Staff, P&C, school and wider community of independent consultant to processes involved in this consultation, provide information) including the consultation plan and how they


Meetings with P&C- am May 2013 To discuss ideas about trying to save the independent consultant will 13th May 2013 school and divide up areas for the P&C and attend on occasions if 22nd May 2013 principal to action. requested 2ih May 2013

3rd June 2013 Give feedback to one another about a:tions 1oth June 2013 that have been completed. 1ih June 2013

TRC meeting with Friday 31 May 2013, Council will engage with, advise and support representatives from three 9.00am-12.00pm the schools- providing assistance and regional schools that have information. been proposed for closure. Student Consultation Week of 27 May 2013 Engage with students in classroom activities

and discuss their concerns re the proposed school closure.

Independent C'A>nsultant to May- July 2013 Provide key stakeholders with the opportunity hold one on one meetings with to make comment and have input into the key stakeholders as identified consultation report. Staff Meetings Every week Continue to update and review consultation

process re proposed school closure. Final Community Meeting TBA- July/ August 2013 To inform and update the community on the

progress of Toowoomba South SS consultation process.

Written submissions via email Ongoing until 9th August Written submissions supporting the school's 2013,5pm viability will be accepted in addition to the

information collected at other consultation activities. The submissions will be included in the report.

Communication Options Communication with stakeholders about upcoming activities and the progress of the project is integral to a succes&ful consultation process.


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0 0 n Toowoomba South State School

• fortnightly school newsletter item • school website • dedicated website • school street signs • facebook page • flyers sent out to the public • word of mouth • media releases • email • twitter • on line petition


[email protected]

submissions@jtaa .com.au (for those would prefer their submission remain confidential and not go through the Department of Education, Training and Employment)


Contact details Name Name Phone Email Principal David Gordon 07 4631 8222 [email protected] President, P&C Caroline Bennett 0421 734 516 toowoomba@netspace. net. au Association Independent Consultant Barrie Spring 07 3268 6665 [email protected]

0418 746 116

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u n Stuart State School

Introduction The Department of Education, Training and Employment has identified Stuart State School for community consultation regarding proposed closure as part of the Department's School Viabilly Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Stuart State School to ensure all interested stakeholders are able to r:erticipate and have their say on the proposed closure.




• parents • school staff • P&C • Rosemary Men kens MP, Member for Burdekin • Cr Les Walker, Townsville City Council • representative of Townsville Correctional Centre • representatives of the bus company • other community members identified as consultation progresses


Newsletter to school community

Initial meeting with Principal and P&C

Meeting with P&C

Friday 3 May 2013


Thursday 16 May 2013, 2.00pm-3.15pm

Provide initial advice on consultation regarding potential school closure

Discuss development of consultation plan

Provide an explanation of the School Viability Assessment process and consultation, a discussion of the School Viability criteria and how the criteria apply to Stuart State School. Opportunities for questions and initia l feedback will be captured, the consultation plan reviewed and the key stakeholder list updated if necessary.

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ultati n I Stuart State Schoo!

Meeting with school staff Thursday 16 A meeting with Staff of the Stuart State School will be May 2013, held to provide an opportunity for staff to make 3.15pm-4.15pm comment in an appropriate forum. Feedback from the

meeting will be collated and recorded as part of the submission process.

Meeting with school Friday 24 May The first meeting with the Stuart State School community 2013, 6.30pm- Community will be held in conjunction with the movie

8.30pm night at Stuart State School, to provide parents with the opportunity to attend . This meeting will discuss the School Viability Assessment and consultation process, and the School's Viability criteria . Parents and community members will be invited to ask questions and provide initial views on the gazettal of Stuart State School and opportunities to provide submissions on the closure.

Meeting with key TBC Key Stakeholders including the Local Member, the local stakeholders Councillor, bus company representatives, a

representative of the local prison and other stakeholders identified by the Principal and P&C President will be invited to attend a meeting to discuss the School Viability Assessment program.

Meeting with student TBC A Student Council meeting will be held to provide an council /leaders opportunity for the student voices to be heard.

One-on-one meetings 12 June 2013, Opportunity for one-on-one meetings with the all day independent consultant.

Second community Proposed A second meeting with the Stuart State School meeting 12 June 2013, Community will provide an opportunity for the parents

6.30 pm and school community members to make their views on (TBC) the school closure known. This will provide an

opportunity for school community members to provide oral submissions to the consultation report.

Second meeting with TBC A second meeting with the Stuart State School P&C will P&C (June 2013) provide a formal opportunity for feedback and

submissions on the program to be made. At this meeting a review of the consultation process will be undertaken, and any outstanding consultation matters can be addressed.

Written submissions Ongoing until Written submissions will be accepted in addition to the taken by email 9 August 2013 information collected at other consultation activities. A

summary of the submissions will be included in the report to the Minister


The following communication methods will be used to share information with the school community: • regular communications through school ne\NSietters • regular communications through the local Alligator Creek newsletter • regular communications via the noticeboards at Oak Valley • updates on school website

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on u n I Stuart State School


[email protected] .gov.au


The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister; ho\Never contributors can ask that their names be withheld.

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ons ltation I n WYREEMA STATE SCHOOL

Introduction The Department of Education, Training and Employment has identified Wyreema State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Wyreema State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • staff • students • P&C with support from P&Cs Qld • Toowoomba Regional Council- councillors and relevant departments • State Members of Parliament • QTU and Together Union Representatives • local business groups • local community groups • past students and parents and potential students and parents.


community To inform the parents and school community of the proposed closure of Wyreema SS and provide initial advice on the consultation

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ons ltation I an WYREEMA STATE SCHOOL

Initial meeting with Regional Monday 6 May 2013, To introduce concerned parties, define roles, Director, Principal Advisor, 11.30am-1.00pm provide further information and discuss Wyreema SS Principal, P&C development of consultation plan President and independent consultant Information meeting with all Monday 6 May 2013 To accurately and sensitively inform and students discuss with students the consultative

process and concerns they may have. EQ HR consultants meeting Monday 6 May 2013 Discussion of options if the proposed closure with School Staff ofWyreema SS went ahead at end of 2013. Initial Community Meeting- all Wednesday 8 May 2013, Provide an explanation of the Schools community members welcome 6.30pm-8.30pm Viability Assessment process and inform (Regional Director and Staff, P&C, school and wider community of independent consultant to processes involved in this consultation, provide information) including the consultation plan and how they


Teacher Meeting with QTU Thursday 9 May 2013 Informing teachers of support from QTU. Representative Zeb Sugden Teacher Meeting with QTU Thursday 9 May 2013 Informing teachers of support from QTU and Representative Kevin Bates contributing ideas towards oonsultation

process. Community Meeting- all Wednesday 15 May Inform community of events that are being community members welcome 2013, 6.30pm-8.30pm planned and how they can be involved in the (Organised by the P&C) consultation process.


Meeting with P&C TBA Discuss progress of Wyreema SS consultation process

Independent Consultant to May- July 2013 Provide key stakeholders with the hold one on one meetings with opportunity to make comment and have input key stakeholders as identified into the consultation report Principal meeting with Thursday 23 May 2013 Advice regarding consultative process and Principal Advisor (Regional). information requiring collation. Walk Safely to School Friday 24 May 2013 Show support for worthy cause and to

showcase the ease with which students from Wyreema SS are able to walk to school (safe environment etc)

Meeting with Upper Pod Monday 27 May 2013 To discuss and review any concerns they students (Grades 3-7) may have regarding the proposed school

closure. TRC meeting with Friday 31 May 2013, Council will engage with, advise and support representatives from three 9.00am-12.00pm the schools- providing assistance and regional schools that have information been proposed for closure. Frequent informal meetings Ongoing Event management and job tasking. between the P & C members

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0 u on n WYREEMA STATE SCHOOL

Informal phone calls, emails, On-going Information sharing and updating. meetings etc between all stakeholders including EQ staff. Council Community Wednesday 29 May The proposed school closure will be a high Engagement Tour 2013 priority topic on the agenda for this evening

meeting at Wyreema Hall. Information and ideas sharing.


Working Party meetings Sunday afternoons Update and inform each other of progress by task managers, plan for future events.

Family Fun Day- Come and Sunday 2 June 2013 Showcase our school and invite prospective See Our School students and families to see Wyreema SS in

person, fill in "Intention to Enrol" paperwork. Staff Meeting Thursday 6 June 2013 To review and discuss information re

proposed closure. Final Community Meeting TBA- July/ August 2013 To inform and update the community on the

progress of Wyreema SS consultation process.

Written submissions via email Ongoing until 9 August Written submissions will be accepted in 2013, 5pm addition to the information collected at other

consultation activities. The submissions will be included in the reQort



• Weekly/fortnightly school newsletter item • Advertise consultation activities on school website • Advertise consultation activities on local community group websites • Advertise consultation activities on departmental Facebook • Local newspapers • Radio and television free advertising and news stories. • Frequent emails • Information notes to School community as need arises • Letter box drops in the local community • Flyers at local businesses • Other

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ns n WYREEMA STATE


[email protected]


The issues raised in submissions made to either of these email addresses will be included in 1he report sent to the Minister; contributors can ask that their names be withheld.

Contact details Name Phone Email Sandy Tetzlaff- Principal 07 4696 2130 stetz1 @ea.edu.au Alex Charlesworth - President, 0427 958 547 [email protected] P&C Association Barrie Spring - Consultant 0418 746 116 [email protected]

07 3268 6665 Alana Ashby- Working Group 0421 828 734 allyleon@iinet. net. au Co-ordinator Karen Lewis- Working Group 07 4696 2971 kb [email protected] Correspondence Officer

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onsu n Everton Park State High School

Introduction The Department of Education, Training and Employment has identified Everton Park State High School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Everton Park State High School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




Local Group Contact Name Phone Number Email Brisbane Irish Rugby Terry Donaghue 0427308303 terry [email protected] .au Club Local Businesses and David Brock 0410610729 [email protected] school partners Youth Outreach Service Sherene Staines 0409355715 [email protected]_.org SU Chaplaincy and Tim Byron Adams 0407368794 [email protected] Mander Primary Principals and Sue Wallace 33540222 [email protected] P&C representatives EPSHS P&C Sue Ellis 33540205 [email protected] Representatives Everton Park SHS staff Sue Wallace Everton Park SHS Sue Wallace students

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u on PI Everton Park State School


commun Initial meeting with Metropolitan North Regional Director, Principal and P&C President led by independent consultant P&C petition organised by a Year 9/11 nt Meeting with P&C, all members of the community welcome

Meeting with small group of 5-7 parent representatives

Meeting with students (15-20)

Meeting with school staff

Meeting with Brisbane lriffi Rugby Club and local business renr.c.co lnt-::~'tiu;:::~.c

Meeting with Sheree Staines, Youth Outreach Service, Bryon Adams and members of the Chaplaincy Committee and Tim Mander


Thursday 9 May 2013


Friday 17 May 2013, 9.30am-1 0.30am

Monday 20 May 2013, 1.15pm-1.55pm


Friday 24 May 2013, 11.00am-12.00pm

Friday 24 May 2013, 12.30pm-1.30pm

Meeting with primary schools Friday 24 May 2013, Principals and P&C 1.30pm-2.30pm

Second Community Consultation Meeting

Written submission via email

Tuesday 11 June 2013, 6:30pm-8.30pm

Ongoing until 5.00pm 9 August 2013

Provide initial advice on consultation regarding otential school closure.

Discuss development of consultation plan.

Gather signatures in support of the school n.

Provide an explanation of the School Viability Assessment process and consultation, including the consultation plan and how the P&C can play a role. Opportunities for questions and initial feedback will be ca red. This meeting will provide parents with the opportunity to ask questions and provide feedback on the ntial closure of the school. A meeting with the student body will be held to provide an opportunity for student voices to be heard. A meeting with staff will be held to provide an opportunity for staff to make comment in an -::~nr\ri"H\r•'ate forum. This meeting will provide businesses with the opportunity to ask questions and provide feedback on the ntial closure of the school. This meeting will provide outreach and chaplaincy representatives with the opportunity to ask questions and provide feedback on the potential closure of the school.

A meeting with primary school representatives will provide them with the opportunity to have

into the consultation re A second meeting with the Everton Park SHS community will provide a formal opportunity for feedback and submissions on the closure to be made. Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in the rt.

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onsultation I an Everton Park State High School


The following communication methods will be used to share information with the school community: • regular communications through school newsletters • advertise consultation activities on school website • advertise consultation activities on local community group websites • consultation on parent Facebook page- Loren Millard • local newspaper- by parents • flyer at local businesses/streets- parents to lead


[email protected]


The issues raised in submissions to either of these emails will be included in the report sent to the Minister; contributors can ask that their names be withheld.

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Introduction The Department of Education, Training and Employment has identified Charlton State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Charlton State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • school staff • regional Office Staff (Human Resources, Infrastructure, Leadership team) • P&C with support from P&Cs Qld • Toowoomba Regional Council- councillors and relevant departments • State Members of Parliament • QTU Representatives • local business representatives • local community groups • past students and parents • potential students and parents

Consultation activit ies To give stakeholders the opportunity to have their say, a range of consultation activities have been identified by the Principal and President of the P&C Association. The following provides a list of the consultation activities to take place, and the nominated schedule for these activities.

Newsletter to school commun

Friday 3 May 2013 Give initial notification to parents of possible closure

Initial meeting with Regional Director, Principal Advisor, Charlton SS Principal, P&C President and independent consultant

Monday 6 May 2013, 9.00am-1 0.30am

To provide further information and discuss development of consultation plan

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u n t n t t

EQ HR consultants meeting Wednesday 8 May 2013 with School Staff Initial Community Meeting- all Friday 10 May 2013, community members welcome 8.00am-9.30am (Regional Director and independent consultant to provide information)

Meeting n Prindpal and Monday 13 May 2013 Princi Advisor Follow up community meeting Wednesday 22 May

Meeting with P&C

TRC meeting with representatives from three regional schools that have been for closure.

ue Final Community Meeting

Written submissions via email, handwritten

201 3.15 5.00 22 May 2013, 6.30pm-7. Friday 31 May 2013, 9.00am-12.00pm

Ongoing until 21st June 2013 May- July 2013

Week of 20 May 2013

TBA- July/ August 2013

Ongoing until 9 August 2013, 5pm

Communication Options

Discussion of options if the proposed closure of Charlton SS went ahead at end of 2013. Provide an explanation of the Schools Viability Assessment process and inform Staff, P&C, school and wider community of processes involved in this consultation, including the consultation plan and how they can participate in the process. Opportunities for questions and initial feedback will be ca red. Assist principal with outline of Viability Plan data collection Develop strategic plan for collecting information over the next month Clarify plan

Council will engage with, advise and support the schools- providing assistance and information

To inform and update the community on the progress of Charlton SS consultation

rocess. Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in the

Communication with stakeholders about upcoming activities and the progress of the project is integral to a successful consultation process.


• Weekly school newsletter item • Advertise consultation activities on school website • Local newsletter • Flyer at local businesses • Meeting dates on sign at the front of the school

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o ultation ha t n tat

I an ch


charltonss@dete .q ld .gov .au


The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister, hoVIIever confidentiality will be maintained.

Contact details Name Name Phone Email Principal Cathy Lavelle 07 4614 3333 clave1 @eq.edu.au President, P&C Allan Calvert 07 4642 0928 [email protected] Association Consultant Barrie Spring 07 3268 6665 [email protected]

0418 746 116

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0 ultation Ia Nyanda State High School

Introduction The Department of Education, Training and Employment has identified Nyanda State High School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JTA, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Nyanda State High School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • school staff • P&C • Council representatives • local Member of Parliament • student representatives - school captains and leaders

Community groups that will be invited to the community meetings will include: • indigenous community • Beacon Foundation • lnala PCYC • Rotary Club of Salisbury . • Oxley Creek Catchment Association (OCCA)- Community Garden • Wild Mob • YMCA Mentors Program • Universities: QUT (XLR8 Program), Griffith University (Uni-Reach), UQ (High Achievers) • Sporting groups (Tennis, basketball, cricket) • Nyanda High Playgroup parents • local Chaplaincy Committee • local business owners

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onsultation I an Nyanda State High Schoo!


Special ne'NSietter

Meeting with Principal and P&C President

Special P&C meeting

Staff consultative meeting, led by independent consultant

Initial community meeting & BBQ, led by independent consultant

Second community meeting, led by independent consultant

Friday 3 May 2013



Monday 20 May 2013, 3:OOpm-4:30pm

Monday 20 May 2013, 5 :OOpm-7. OOpm

Tuesday 28 May 2013, 5:30pm-7:30pm

Meeting with leadership group, Wednesday 29 May led by independent consultant 2013, 12.30pm-1.30pm

Meeting with school students Wednesday 29 May 2013, 1.30pm-2.30pm

P&C consultative meeting Tuesday 18 June 2013, 5: 7:30

Seek written submissions from Ongoing until COB 9 community members via email August 2013

Provide initial advice to school families on consultation regarding potential school closure. Provide an explanation of the Schools Viability Assessment process and consultation, including the development of a consultation lan. Provide an explanation of the Schools Viability Assessment process and consultation, including the consu~ation plan and how the P&C can play a role. Opportunities for questions and initial feedback will be ca red. A meeting with staff will be held to provide an opportunity for staff to make comment in an -:.n•,.,.rnnr•·· o::~f'a forum.

Provide an explanation of the School Viabiity Assessment process and consultation. Opportunities for questions and initial feedback will be ca red. A second meeting will provide a formal opportunity for feedback and submissions on the closure to be made. A meeting with the School Leadership Consultative Committee will provide the opportunity to ask questions and provide feedback on the potential closure of the school. A meeting with the students will be held to provide an opportunity for student voices to be heard. Opportunity for the P&C to feed into the consultation nrr\I"OC~C' Written submissions will be accepted in addition to the information collected at other consultation activities. The submissions will be included in the re ort.

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I Nyanda State High Schoo!



Advertise consultation activities at special P&C Meeting Wednesday 8 May Advertise consultation activities at school assembly Friday 10 May Monthly school ne\NSietter item Week beginning 13 May Advertise consultation activities on school website Week beginning 13 May Advertise consultation activities in local feeder primary school newsletters Week beginning 20 May Advertise consultation activities in local Quest newspaper Week beginning 20 May Principal's Update - special ne\NSietters as required Week beginning 13 May Advertise consultation activities on websites and Facebook pages of local, Week beginning 20 May state and federal politicians Flyer at local businesses Week beginning 20 May Other - as opportunities arise TBA


nyandashs@dete .q ld. gov. au

[email protected]


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u n I O!d Yarran!ea State Schoo!

Introduction The Department of Education, Training and Employment has identified Old Yarranlea State School for community consultation regarding proposed closure as part of the Department's School Viability Assessment process. JT A, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of Old Yarranlea State School to ensure all interested stakeholders are able to participate and have their say on the proposed closure.




• parents • staff • P&C Association • Council representatives • Local member of parliament • Griffith University- Professor Donna Pendergast, Dean of Education from Griffith University • I an Walker (LNP), Member for Mansfield


commun Initial meeting with Principal and P&C President led by inde dent consultant Initial community meeting led by independert consultant

Meeting with Donna Pendergast, Dean of Education from Griffith Unive

Monday 6 May 2013, Discuss development of consultation plan. 8.00am-9.00am



Provide an explanation of the School Viabiity Assessment process and consultation, including the consultation plan . Opportunities for questions and initial feedback will be ca Provide an opportunity for Griffith University to have input into the DETE consultation process.

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n u on I Old Yarran!ea State School

Second community meeting Wednesday 12 June A second meeting with the Old Yarranlea 2013, 6.30pm-8.30pm State School community will provide a formal

opportunity for feedback and submissions on the closure to be made.

Third community meeting (if Week 15-19 July A third meeting with the Old Yarranlea State requested by community) School community will provide a formal

opportunity for final feedback and submissions on the closure to be made.

Written submissions via email Ongoing until COB 9 August 2013


The following communication methods will be used to share information with the school community: • weekly/fortnightly school newsetter item week beginning 6 May • advertise consultation activities on school website week beginning 6 May


[email protected]

su bmissions@jtaa .com .au


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onsultation I an Coorparoo Secondary College

Introduction The Department of Education, Training and Employment has identified Coorparoo Secondary College (CSC) and Brisbane State High School (BSHS) for community consultation regarding proposed amalgamation as part of the Department's School Viability Assessment process. JT A, an independent consultant, will lead and manage the consultation process, and subsequently provide a written report to the Minister on the issues raised during the consultation process.

This consultation plan has been developed with the Principal and President of the P&C Association of CSC to ensure all interested stakeholders are able to participate and have their say on the proposed amalgamation.

The consultation plan outlines the opportunities for the school community to provide input into the discussion about the future educational needs and opportunities for students of the school. It is important the school community get involved to identify the range of factors that are relevant to the school community and that need to be considered by the Minister in the final determination about the future of the school.



• parents • esc students • esc staff • business stakeholders and partners using esc facilities(local businesses and those who use esc

facilities) • community environment groups • adult education staff and students • Brisbane School of Distance Education Principal • esc P&c • feeder primary schools


Newsflash to school community

Meeting with Ros Parkes, Principal

Monday 6 May 2013


Initial Consultation Meeting Monday 6 May 2013, with Principal, staff and Margie 3.00pm-4.30pm Gamble, CSC P&C President

Provide initial advice to school families on consultation regarding potential ama mation with BSHS. Discuss issues associated with the identification of esc to potentially be part of an amalgamation with BSHS and devel ment of consultation n. Discuss issues associated with the identification of esc to be part of an amalgamation with BSHS and development of consultation lan.

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0 ultation I an Coorparoo Secondary College

Initial Community Consultation Tuesday 7 May 2013, Parents and community members to ask meeting attended by John- S.OOpm-7 .OOpm questions and provide initial views on the Paul Langbroek proposed amalgamation between esc and

BSHS, and advised of opportunities to provide subnissions on the proposed amalgamation.

Meeting with Principal and Thursday 9 May 2013, Discuss development of consultation plan. P&C President 12.1 Opm-1.10pm Initial consultation meeting Thursday 9 May 2013, Provide opportunity to ask questions about with students (all year levels) 1.10pm-1.50pm the proposed amalgamation. Feedback from

the meeting will be collated and recorded as part of the consultation process.

2nd Consultation meeting with Tuesday 14 May 2013, Students will be given the opportunity to raise students Years 1 0, 11 , 12 1.00pm-1 .50pm issues regarding the proposed

amalgamation. Feedback from the meeting will be collated and recorded as part of the consultation process.

Meeting with Coorpa-oo State Thursday 16 May 2013, Provide feeder school stakeholders with the School community members 6.00pm-7 .OOpm opportunity to comment on the

amalgamation. Meeting prior to P & C General Monday 20 May 2013, P & C members to discuss issues concerning Meeting (independent 5.30pm school community. Feedback from the consultant not required) meeting to be collated and recorded as part

of the consultation process. Meeting with East Brisbane Tuesday 21 May 2013, Provide feeder school stakeholders with the State School P&C 11.30am-12.30pm opportunity to comment on the

amalgamation . 2na Consultation meeting with Tuesday 21 May 2013, Students will be given the opportunity to raise students Years 8, 9, 10 1.00pm-1.50pm issues regarding the proposed

amalgamation. Feedback from the meeting will be collated and recorded as part of the consultation process.

Meeting with lan Hall, Monday 27 May 2013, A meeting with BSDE will be held to provide Brisbane School of Distance 1.30pm-2.30pm an opportunity for the school to make Education (BSDE) comment in an appropriate forum. Feedback

from the meeting will be collated and recorded as part of the consultation process.

2nd Consultation meeting with Monday 27 May 2013, A meeting with CSC staff will be held to esc staff 3.00pm-5.00pm provide an opportunity for staff to make

comment in an appropriate forum. Feedback from the meeting will be collated and recorded as part of the consultation process.

2na Community consultation Monday 27 May 2013, A second community meeting will provide a meeting 5.00pm-7.00pm further opportunity to raise issues regarding

the proposed amalgamation. Feedback from the meeting will be collated and recorded as part of the consultation process.

Written submissions via email Ongoing until COB Written submissions will be accepted in or additions to information Monday 10 June 2013 addition to the information collected at other provided. consultation activities. The submissions will

be included in the report.


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Co sultation I an Coorparoo Secondary College

The following communication methods will be used to share information with the school community: • School newsletter article, close date 25 May 2013 • News flash emails weekly to esc newsletter recipient list • Weekly emails to other interested community and business parties


[email protected] or [email protected]

The issues raised in submissions made to either of these email addresses will be included in the report sent to the Minister, contributors can ask that their names be withheld.

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., TEMPLATE FCR PROCEDURAL POUCY DEVELOPMENT

School Sustainab:ility Policy ··

Relevant • legislatiQn • ctn~ ppUcy What legislation,. substantive policy and other prOcedures are relevant to this procf]dure and provide DET with authority to pefform the functions outlined.

Legislation and/or regulations Commonwealth legislation is found at http://www.comlaw.gov.aul State legislation is found at http://www. legislation. qld. gov. auiOQPChome. htm

Education (General Provisions) Act 2006 (Part 3) http://www.legislation .qld .gov.au/LEGISLTN/CURRENT/E/EducGenPrA06.pdf

Public Service Act 2008 http://www.legis lation.gld.gov.au/LEGISL TN/CURRENT/P/PublicServA96.pdf

Substantive policy May be whole-of-government or DET specific. An example of a DET substantive policy is ETRF and a whole-of-government substantive policy is the Financial Management Standards.

Not applicable Internet URL here in red

Related procedures List relevant Policy and Procedures Register documents

ESM-PR-002: Equipment Management http://education.qld .gov.au/strategic/eppr/equipment/esmpr002/

IFM-PR-008: Records Management in Schools and Non-school Offices http://education.qld.gov.au/strategic/eppr/information/ifmpr008/

Statement of intent What is the purpose; scope and outcomes of this procedure. Please keep to a maximum of 600 words. Cancontainhyperlinks.

Sustainable schools are identified as being: • Effective - able to deliver a broad range of curriculum offerings, and deliver high quality

student educational outcomes in literacy, numeracy and science. • Efficient - have sufficient scale to provide cost effective education services without

sacrificing educational quality • Popular - enrolment demand from within the catchment is continually high • Engaging - facilities are well designed, technologically modern, learning spaces are

maximised, and utilisation is high • Secure - central to a long term economic and socially viable community.

Identified schools with sustainability issues undergo a structured school sustainability process to enable those schools to identify strategies and develop action plans to improve and strengthen their long term sustainability over a three year period.

The school sustainability process aims to: • Create a school environment which underpins effective, high quality education • Maximise value from the use of finite resources • Improve long term sustainability across the network of local schools • Ensure facilities and technology provides a rich learning environment, and creates an

atmosphere conducive to learning • Recognises on-going demographic and socio-economic change in all communities.

Uncontrolled copy. Refer to your policy number and name in Policy and Procedures Register at http://education.gld.qov.au/strateqic/eppr/ for master.

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TEMPLATE FOF<. PROCEDURAL POUCY DEVELOf)MEN~

The school sustainability process is staged across three years:

Year 1

Year 2

Year 3

Stage 1 - state-wide review of all schools, to identify any that may have long term sustainability issues. This involves an analysis of key statistical indicators that influence a school's sustainability.

Stage 2 - Identify local growth potential across the school and the surrounding cluster of schools. Develop strategies that will strengthen the sustainability of the school within its geographic cluster.

Stage 3 - Implement the strategies. Provide sustainability report to DET Central Office.

Stage 4 - Refine the strategies and provide sustainability report to Minister for approval.

Stage 5 - At the end of Term 2 a Sustainability Report will be submitted for Ministerial approval. The report will provide clear recommendations supported by evidence of both progress in strengthening the sustainability of the school to date and how this improvement will continue into the future.

Any school unable to strengthen or improve its sustainability over the three years, will undergo a transition process during Term 4 of the third year to arrange the optimum education provision for students.

A school community, at any stage, can submit a Sustainability Report, if they can confirm long term sustainability for the school.

Where the school is able to demonstrate continuing sustainable outcomes, the school will be exempt from the sustainability process for the following three years.

Res ponsib.i lities

Regional Director:

• manages the sustainability process for those identified schools using the Guidelines <link>for direction

School Principal(s):

• Work in partnership with DET regional office and P&C in identifying local growth potential and implementing strategies to strengthen the sustainability of the schools in the cluster

• Ensures students, their parents, staff and the community are kept informed and involved throughout the review.

Parents and Citizens' Association(s):

• Work in partnership with the school Principals and regional staff in identifying local growth potential and strategies to strengthen the sustainability of the schools in the cluster

• Engage with outside agencies - local councils, local members, local industry.

Forms All forms related to this policy should be listed here with their TRIM numbers. Forms are saved as TRIM attachments to this policy. Forms can be templates or letters and are referred to in the policy and hyper/inked. Can contain hyper/inks.

1. Sustainability Report Template TRIM 1 0/xxxxxx

Uncontrolled copy. Refer to your policy number and name in Policy and Procedures Register at http :/led ucati on. g ld .g ov .au/strateg ic/e ppr/ for master.

11 /223568 Page 2 of 3


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TEMPLATE FOF~ PROCEDURAL POUCY DEVELOPMEf\H

Guidelines · Guidelines assist inexperienced users and are.not mandatory. If they are large and published on an external site provide a URL. If the yare pL/blishe:d \o/ithin th.e: DEt site it ispreferable. to ~ave as .an attachm~nt.to be publishedwi(h .th/S policy. Please list TRIM numbers. here . • can contain hyper/inks: · ·

1. School Sustainability- Operational Guidelines TRIM 1 0/xxxxxx

Other relevant documents These documents or web sites assist to clarify the procedure, and may include flowcharts, brochures or samples of completed forms or letters, Documents are listed here with theit TRIM numbers or with an Internet URL and must also be referred to and hyper/inked within the policy text .• Can contain hyper/inks~

Uncontrolled copy. Refer to your policy number and name in Policy and Procedures Register at http://education.gld.qov.au/strateqic/eppr/ for master.

11/223568 Page 3 of 3


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111223573

SCHOOL SUSTAINABILITY REPORT

[Insert School Name] State School

School Sustainability Committee

Members

1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. etc etc etc


Released under R

TI Act

by DETE

111223573

YEAR 1 - STATUS REPORT

Consultation Conducted

Research Undertaken Provide information on the research that was conducted on the local area, the cluster of neighbouring schools and impacts for the future. Refer to Operational Guidelines for area of research if required.

FINDINGS

•

•

•

•

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r

11/223573

Sustainability Strategies Action Plan Provide details of the strategies that will be implemented at the school and across the surrounding cluster of schools to strengthen the sustainability of the schools.

pected outcomes should include some measurable outcomes in concrete terms with associated timeline.

Target I Goal Provide details of the overall targeUgoal expected to be achieved by the end of the sustainability process.

Provide any additional information or comments not included in above.

3

Signed by:

[Insert name] Regional Director [Insert region]

I I

Note: Signature and approval by other committee member only required if there has been significant oroaress or chanqes at the school.


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YEAR 2 - STATUS REPORT

Provide details of __QIQQ_ress made to-date

Revised Sustainability Strategies Action Plan Provide details of anv refinements to sustainabilitv strateaies and Action Plan

Target I Goal Provide details of progress made to date in achieving the stated overall target/goal

COMMITTEE MEMBER APPROVAL

I support this report

DYes D No DYes D No DYes D No

(signature) (signature) (signature) [Insert Name] [Insert Name] [Insert Name] Regional Director Principal P&C President [Insert region] [Insert school name] [Insert School name] ... ... ./ ...... .I ...... ./ ...... .I .... .. ./ ...... .I

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YEAR 3 - FINAL REPORT

Outcomes Achieved

Recommendation for future of school/school cluster Provide recommendation on the future of the school/school cluster, citing evidence to support your recommendation. Recommendation

Supporting Evidence

COMMITTEE MEMBER APPROVAL

I support this recommendation

DYes D No DYes D No DYes D No

(signature) (signature) (signature)

[Insert Name] [Insert Name] [Insert Name] Regional Director Principal P&C President [Insert region] [Insert school name] [Insert school name] ...... ./ ... ... .I ..... . ./ ...... .I ...... ./ ...... .I

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clever • skilled • creative

School Sustainability Operational Guidelines

11/223559

• ~~'Tf!nsland Government


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Objective The Guidelines provide detailed information on the stages that must be undertaken as specified in the School Sustainability policy.

Timelines The decision making process is staged across the three years:

Year1 Stage 1 - Central Office to identify schools with sustainability issues Regional Director to provide advice on schools shortlisted Minister to approve final list of schools to undergo sustainability process. Central Office to inform QCPCA, ICPA, QSPA and QASSP of Ministerial decision and Regional Director to inform relevant Principal and P&C President Regional Director to establish committee

Stage 2 - Develop strategies to strengthen the sustainability of the school

Stage 3- Implement Strategies. Provide sustainability report to DET Central Office.

Year2 Stage 4 - Refine Strategies and provide sustainability report to Minister for approval.

Year3 Stage 5 - Recommendation for school's future provided to Minister for approval. Implement decision.

The school community can, at any stage of the process, submit a sustainability report for Ministerial consideration.

The Sustainability Report provided to the Minister at the end of Term 2 Year 3, needs to provide clear recommendations supported by evidence of both progress in strengthening the sustainability of the school to date and how this improvement will continue into the future.

Where the school is able to demonstrate continuing sustainable outcomes, the school will be exempt from the sustainability process for the following three years.

Any school unable to strengthen or improve its sustainability over the three years, will undergo a transition process in Term 4 in the third year, arranging the optimum education provision for students.

Working with the Community The department recognises that community input is vital in ensuring that any sustainability decisions will deliver the best educational outcomes for the students and the community. Therefore it is recommended that a committee is established to represent the needs of the schools within the cluster and the surrounding communities.

The School Support Committee members should include: • Regional office representative • Principal from each school in the cluster (or representative) • P&C representative from each school • Local council representative • Local state member

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. --------·------ - ------------

In the first year, the committee should meet as often as recommended at least once a month, initially.

is

In the following 2 years for the implementation and monitoring of the strategies, the committee may choose to meet less frequently, as in once a term.

A communication strategy should be established to ensure that the local communities are regularly informed of the process and expected outcomes.

What is a Sustainable School The department recognises that sustainability of a school is unique to each site and individual local factors must be considered. Therefore it is difficult to specify a measure or a range of measures of sustainability that are common to all schools.

However, to provide a guideline for the committees in determining the sustainability goal for the individual school they are working with, a list has been provided below of a range of measures. Committees can use some or all of the suggested measures or create new measures to indicate sustainability of their school.

• An increase in student numbers -within the current and projected local residential numbers • An increase in student numbers - in line with projected local population increases • Demonstrated ability by the school to offer current and future students a broad range of

educational curriculum and the opportunity for peer learning and interaction • Demonstrated economic rationalisation or saving through sharing of resources within the

cluster of schools to support economic viability

EXAMPLES OF SUSTAINABLE SCHOOLS AND THE STRATEGIES EMPLOYED

Tagai State College is an excellent example of an innovative successful education solution that addresses the isolation and geographic spread of rural schools.

In January 2007, the department amalgamated 17 state schools in the Torres Strait into a single entity, the Tagai State College. The 17 campuses and TAFE facility are spread across 15 islands and 48,000 square kilometres.

The college provides education for students from Pre Prep to TAFE level within a context that reflects the local identity, culture, history and community. Each campus offers early to middle years schooling (Prep to year 9) with one secondary campus and TAFE located on Thursday Island. The TAFE, in conjunction with Tropical North Institute of TAFE offers senior students a range of Certificates I, II and Ill in areas of construction, engineering, hospitality, childcare services, business administration, information technology, art and work education. The College is emerging as a Centre of Excellence in Pacific Studies.

Strategic and administrative functions are centralised, improving the overall efficiency and effectiveness of support to all campuses, providing consistency for both short- and long-term planning, and allowing teachers to focus on their core business -effective teaching and learning. Centralised functions include Curriculum, Students Services, Human Resources, Business Services and IT Support Services.

Each campus has a Head of Campus who supervises the delivery of educational services and manages the general operations of each campus. This provides a level of independence in program delivery to ensure that services can best represent, and respond to the diverse communities of the College.

In 2010, Tagai State College won the Queensland's State Award for Excellence in the Senior Phase of Learning . The award -a part of the Department of Education & Training's "Showcase Awards for Excellence in Schools" program - recognised the success of the College's Service Guarantee. In considering the submissions from the various State Finalists', the Judging Panel were impressed by the significant curriculum and organisational reform undertaken at the Secondary Campus over the past 3 years and the dramatic improvement in real Year 12 student outcomes in the Torres Strait.

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Buranda State School is an excellent example of how a school can be transformed into a sustainable urban school through offering an innovative educational solution.

In the 1990's enrolments at Buranda State School were steadily declining with only 55 students enrolled in 1997.

In 1997 the school implemented a raft of reforms primarily driven by introducing the teach ing of philosophy to all students. All children participate in one hour a week of philosophical discussions, concept development activities, and activities designed to improve their reasoning and inquiry skills. It encourages students to be active citizens and critical and creative thinkers. It aims to develop children's ability to think for themselves and to respect and value one and another. As a result children of Buranda State School gain valuable thinking, reasoning and consideration skills while maintaining the learning outcomes that peers achieve.

Classes at Buranda State School are composed of children of different ages, intentionally grouping children in ability level rather than in peer/age groups. Buranda State School believes that mixed-age classes give each child an opportunity to associate and work with others on the basis of skills, abilities, interests, personality and age. Such classrooms provide children with greater opportunities for a wider range of relationships and social experiences and therefore promote development of their social skills and cooperative behaviour. The varied levels of social and emotional development found among children of different ages means they can be both supported by and supportive of one another.

Where once there were 55 students, with declining enrolments, the school is now full at 214, with a waiting list operating. Some families have moved into the area in order to gain access to the school for their children . The school and principal have won many awards and accolades for their innovative educational approach and high academic achievements for all students.

Bartle Frere State School is a school located eighteen kilometres northwest of lnnisfail. Bartle Frere is a one teacher school with fifteen students enrolled from Prep - Year 7. There are four schools located within 20 kilometres from the Bartle Frere: Miriwinni (5.34km), Babinda (11 .28km), Goondi (15.8km), lnnisfail (17.26km).

Bartle Frere State was included in the Viability Assessment process in 2009 as enrolments had declined over the past 15 years.

The community developed a 2020 Strategic Vision and Action Plan to improve the school's future sustainability. The plan included:

o Providing a Family Day Group/Pre-Prep Program one day a week for young families. o Using existing resources to provide a library, toy and ICT service for our young families. o Holding regular family day events. o Meeting with the Cairns City Council to arrange a school sign on main highway to improve awareness. o Establishing an eye clinic to provide health care services including behaviourist optometry services.

The development of the action plan demonstrated a strong commitment by the local school community to ensure the continuation of the school and although significant increase in numbers has not occurred to date, the decline in enrolments has been halted with student numbers maintained, thereby strengthening the future sustainability of the school.

In June 2011, the Premier announced that all Year 7 students will transition to secondary schools by 2015. As a result primary school enrolments across Queensland may automatically decline. The aim of the School Sustainability Policy is to support schools in achieving long term sustainability. Schools affected will be excluded from the sustainability process for the year preceding the Year 7 transition and for the three (3) years after.

Consideration of historical enrolment trends in primary schools will take into account the variations resulting from the transition of Year 7 students. For example assessment of enrolment trends will compare enrolment figures for Prep to Year 6 over previous years.

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STAGE 1 -Identify schools with sustainability issues

An initial desktop analysis of all Queensland schools is conducted by Infrastructure Strategy, Research and Performance Unit, Infrastructure Services Branch using a number of triggers. Schools of Distance Education are exempt from this process. Academies and schools providing specialised curriculum will be given appropriate consideration, and may be excluded from this process.

All schools that indicate sustainability issues are then shortlisted. The shortlist is sent to the Regional Directors to prioritise in order of importance and urgency. Due to the level of complexity involved in the sustainability process, Regional Directors may choose to limit the number of schools and/or school clusters they assess each year. In addition, Regional Directors will consider environmental and demographic issues that are impacting rural and remote schools and communities before progressing discussions.

Ministerial approval The final list of schools and reasons for their inclusion in the sustainability process are provided to the Minister for approval.

Urban

Any school whose enrolments have declined by over 30% over the past 5 years.

(incl, Primary, Secondary & P-12) AND/OR Any school where less than 50% of the enrolled students are residents in the school catchment.

Rural, Remote, Very Remote (incl. Primary, Secondary, P-10 and P-12)

Any school whose enrolments have declined by over 40% over the past 5 years.

Note: Primary and Secondary components of P-10 and P-12 schools assessed separately.

Note: Remote classification is measured using the Accessibility Remoteness Index for Australia (ARIA) scale (a range from 0-12). The remote category used above includes the ARIA rating for Remote and Very Remote.

Remote (R2) ::: ARIA Score is between 5.92 and 10.53 Verv Remote (R1)::: ARIA score of greater than 10.53

The ARIA National Zone definition of Remote and Very Remote equates to the EQ zone code of 4 used by CIS for corporate reporting purposes.

The following information will be provided to Regional Directors in tabular format on each of the school identified under the triggers:

• Enrolment data for the last 10 years • Average enrolment over the previous 5 years • Decrease or increase in enrolments over the previous 5 years (percentage) • Number of students that reside in the school catchment area • Number of students that reside in the catchment and attend that school • Number of enrolled students that reside in the catchment against total enrolments (percentage)

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STAGE 2- Develop strategies to strengthen of the school

e sustainability

The Stage 1 analysis indicates that the educational service at particular schools may have sustainability issues. Additional information is required across the broader cluster of schools and region to determine whether there are realistic and sustainable options that could improve the sustainability of the school.

The department recognises that community input is vital in ensuring that any sustainability decisions will deliver the best educational outcomes for the school and the community. Therefore it is recommended that a committee is established to represent the needs of the schools within the cluster and the surrounding communities.

Committee members should include: • Regional office representative • Principal from each school in the cluster (or representative) • P&C representative from each school • Local council representative • Local state member (or representative)

In the first year, the committee should meet as often as required to develop strategies. It is recommended at least once a month, initially.

A communication strategy should be established to ensure that the local communities are regularly informed of the process and expected outcomes.

Identify local growth potential The committee, led by the regional office representative should investigate any local growth potential across the cluster of schools. The local council should have information on new industry and/or residential development or growth planned for the area.

The committee should identify local issues and strategies to encourage increased student enrolments and sustainability.

Undertake a cluster review It is important to look at schools across the broader cluster rather than a single focus on an individual school. Assessing the cluster opens up a wider range of options and solutions to providing a quality education provision for students. The committee will review:

• The number of students across the cluster of schools • The level of education service provision required across the cluster • The facilities and resources at each of the schools • Siting of the individual schools in relation to the local community and ease of access and

transport. • Local conditions such as flooding, road conditions

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Data Collection

Data can be provided by Central Office, but how this impacts the school and appropriate strategies to address this, will need to be determined by the region and the committee. Data would also be needed for the neighbouring schools. The range of data recommended to be gathered to provide a comprehensive picture of the school, its community and surrounding cluster include:

Demographics • Population projections for the area; • Socio-economic status • Enrolment patterns and forecasts for the cluster of schools; (minimum last 5 years) • Private school enrolment rates; • Catchment area of affected school(s); • Indigenous community; • State and local government plans for area; • Residential development and redevelopment potential; • Potential to use school site for alternative government services; and • Implications for students relocated because of school closure or amalgamation.

Educational Experience • Presence of special education services; • The ability of the school to support the social and emotional development of students; • Student learning outcomes; • Outcomes of student surveys; • Primary/secondary cooperation potential and other partnerships (VET/University links); • Access to a wider range of specialist facilities and personnel to meet curriculum needs of students

including physical education, music, art, drama, environmental sustainability and science; • Access to distance education; • Inter and intra Cluster student transfer patterns; • Completion rates; • How students access their school - transport; and • Entry Year Enrolments.

Leadership and Management • Staff turnover and unfilled staff vacancies; • School Banding level; • Ability of administration structure to support effective learning and teaching; and • Ratio of students to teachers.

Accessibility • Travel time; • Geographic location and proximity to neighbouring schools; • Travelling time if students were to access neighbouring schools; • Bus and train routes, road networks; • Links between school and community.

Facilities • Site Safety:

o Layout of the site; o Drop off and pick up points; o Internal configuration of buildings; o Access for people with disabilities;

• Cost efficiency • The appropriateness of the physical learning environment for learning and teaching, ie. the condition,

suitabili and functional of the buildi

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• Appropriateness of school site size for student enrolments and com • Number and types of buildings; • Jointly developed and adjacent facilities; • Special features, eg agricultural plots, schools with historic significance; • Ratio of students to permanent classrooms; • Assessment of any spare capacity, redundant buildings, wasted space, etc.; • Current and future levels of maintenance or capital works required and projected costs; and • · of receivi to receive additional students.

Develop sustainability improvement strategies Sustainability improvement strategies can be developed for an individual school or across the cluster. Options can include:

• Education program change • Developing links with local opportunities ie TAFE Institutes • Re-designing attendance area or alternative program boundaries • Completion of a Master Plan for the cluster of schools • Creating multi-campus sites by combining individual schools

As part of these strategies, the committee will identify timelines for implementation.

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STAGE 3- Implement strategies

The committee is responsible for the implementation of the identified strategies to ensure that the benefits are maximised. During the later part of the school year, the committee reviews progress and adjusts the strategies as appropriate.

Depending on the strategies, that may involve detailing dependencies, links, overlaps and sequencing between the various strategies.

Reporting The Regional Director is responsible for completion of a Status Report at the end of Stage 3 (Year 1 ). A reporting template has been developed to assist in ensuring that consistent information is reported across all schools undergoing the sustainability process. The report includes provision for further reporting over the subsequent years of the process to allow a comprehensive picture of the sustainability of the school.

If there has been little to no change at the school, the Regional Director need only sign the report and forward to the Executive Director, Strategy and Planning, Infrastructure Services Division.

If there has been progress at the school, the status report needs to be signed by the Regional Director, school Principal, P&C President, local member and local council representative.

STAGE 4 - Refine strategies

The second year of the process should focus primarily on refining and improving the strategies already in place to maximise the strengthening of sustainability.

Reporting The Regional Director is responsible for completion of a Status Report at the end of Year 2. The reporting template used in meeting the reporting requirements at the end of Year 1 includes provisions for further reporting for Year 2 and 3. The template reduces the need to duplicate information previously provided and provides a cumulative picture over the 3 years of progress made.

The report should include details of the strategies that have been developed and how they have been implemented.

This report is required to be signed by all parties: Regional Director, school Principal, P&C President, local member and local council representative.

The report should be forwarded to Executive Director, Strategy and Planning, Infrastructure Services Division, where it will form part of informing the Minister of any progress.

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STAGE 5- Future of school considered. Ministerial decision implemented.

The third year of the process focuses on any final refining of the sustainability strategies and determining the future of the school.

Reporting The Regional Director is responsible for completion of the final Sustainability Report at the end of Term 2 Year 3. The Year 3 portion of the reporting template is to be completed.

The report should include the information to date on the strategies implemented and progress made to date. It should also include expectations for the future of the individual school and its cluster and a final recommendation for:

• continued improvement or static but no expected decrease or decline - the continuing operation of the school with a forward plan for the school and its cluster to support its continued sustainability

• Need for change - community supports amalgamation with a neighbouring school or schools

This report is required to be approved by and signed by the Regional Director, P&C President and school Principal.

The report should be forwarded to Executive Director, Strategy and Planning, Infrastructure Services Division, where it will be submitted to the Minister for approval.

Schools to remain operational Any school approved by the Minister to remain open and operational due to continuing sustainability, will be exempt from the Sustainability process for the following three years.

Schools recommended as unsustainable Any school that is unable to demonstrate a strengthening of their sustainability will undergo a transition process in Term 4 of Year 3 to arrange the optimum future education provision for students.

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~ <( UJ >-

N

SCHOOL SUSTAINABILITY PROC

Strategy and Planning to conduct state wide analysis of all state schools Gain inout and suooort from Reaional Office

School Support Committee conduct regional research to:

• identify local growth potential • Conduct cluster review • Develop sustainability strategies

Term 2

Implement sustainability

strategies

~ .............. ...... .. ...... ..

<( Term 3 UJ

.. ................ ....... .................................... L--------1

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Term 4

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Review and refine

sustainability strategies

School to continue

implementing sustainability

strategies

Status Report completed by RD and forwarded to Department

Status Report completed, signed by School Support Committee and

forwarded to Department


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CLAREY, Emma

From: Sent: To: Cc: Subject:

Hi Lee,

CLAREY, Emma Tuesday, 7 August 2012 8:43 AM CALLUM, Lee WILLIS, Joe; WEDEMEYER, Michael; AUVA'A, Lynn RE: urgent advice - School Closures DOC.doc

Yes, it does ... The wording at Chapter 2, Part 3, Section 19 is as follows:

Consultation

Before closing a State school, there must be adequate consultation by the Minister with each of the following-

(a) the school community;

(b) if there is a school council for the school-the school council;

(c) if there is an association formed for the school-the association.

Before amalgamating 2 or more State schools, there must be adequate consultation by the Minister with each of the following-

(a) the school communities;

(b) if there is a school council established for any of the schools-the school council;

(c) if there is an association formed for any of the schools-the association.

Cheers, Emma

Emma Clarey Senior Project Officer I Infrastructure Services Branch I Corporate Services I Department of Education, Training and Employment

~ 323 70026 I ~ [email protected]

From: CALLUM, Lee Sent: Monday, August 06, 2012 6:18 PM To: CLAREY, Emma; WILLIS, Joe; WEDEMEYER, Michael; AUVA'A, Lynn Subject: urgent advice- School Closures DOC.doc

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Hi Emma

Just wanting to be triply sure- does the EGPA actually require:

carry out 'adequate consultation ' with school communities ???

thanks lee

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CLAREY, Emma

From: Sent: To: Subject:

Super Thanks for the quick response

Cheers,

Executive Director

CALLUM, Lee Tuesday, 7 August 2012 9:47AM CLAREY, Emma RE: urgent advice - School Closures DOC.doc

Strategy, Research and Performance Infrastructure Services Branch I Corporate Services Division I Department of Education, Training and Employment T 07 323 70950 M 0408 018 611 F 07 3235 4367 [email protected] Helping to deliver a Fair, Strong, Green, Smart and Healthy Queensland Please consider the environment before printing this email

From: CLAREY, Emma Sent: Tuesday, 7 August 2012 8:43 AM To: CALLUM, Lee Cc: WILLIS, Joe; WEDEMEYER, Michael; AUVA'A, Lynn Subject: RE: urgent advice- School Closures DOC.doc

Hi Lee,

Yes, it does ... The wording at Chapter 2, Part 3, Section 19 is as follows:

Consultation

Before closing a State school, there must be adequate consultation by the Minister with each of the following-


(b) if there is a school council for the school-the school council;

(c) if there is an association formed for the school-the association.

Before amalgamating 2 or more State schools, there must be adequate consultation by the Minister with each of the following-

(a) the school communities;

(b) if there is a school council established for any of the schools-the school council;

(c) if there is an association formed for any of the schools-the association.


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Cheers, Emma

Emma Clarey Senior Project Officer I Infrastructure Services Branch I Corporate Services I Department of Education, Training and Employment

2 323 70026 I ~ [email protected]

From: CALLUM, Lee Sent: Monday, August 06, 2012 6:18 PM To: CLAREY, Emma; WILUS, Joe; WEDEMEYER, Michael; AUVA'A, Lynn Subject: urgent advice- School Closures DOC.doc

Hi Emma

Just wanting to be triply sure- does the EGPA actually require:

carry out 'adequate consultation ' with school communities ???

thanks lee

2


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Policy and Procedure Register Depa rtm,ent of Education, Training and Employment


Version Number 1.1



Purpose




Responsibilities

Infrastructure Strategy, Research and Performance Unit (ISRP)






Minister


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Regional Directors


requirement under the Act. As no two school communities are the same, the consultation method/s for each school will be determined at the Regional level on a case-by-case basis. However, consultation may include activities such as: community meetings, calls for written submissions, newsletter articles, advertisements in local newspapers/community bulletins, and/or community service announcements with local broadcast media)



Principals



Checklist.

Process


STAGE 1: ANNUAL REVIEW - Term 1 DETE will conduct the annual School Viability Assessment. This review involves an analysis of all state schools using the approved viability criteria.

I. Enrolments:


II. Accessibility:



III. Curriculum:




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STAGE 2: INFORM COMMUNITY AND GAZETTAL- Term 2 Minister approves which schools will be proposed for closure in the current school year and approves for the relevant schools to undergo community consultation. The Minister also informs the relevant school communities, in writing, that they have been identified for proposed closure and will undergo consultation. DETE will place a public notice in the Government Gazette to inform the broader community about the proposed closures and the commencement of the consultation period.


STAGE 4: TRANSITIONAL PLANNING- Term 4 Schools approved for closure will officially close at the end of the school year. During Term 4, DETE will work with students, families and staff to transition to new schools/education providers for the start of the following year.




Online Resources


• DETE State School Closure Checklist

Review Date

Definitions Community For a school proposed to be closed means-a) the school community; and b) if there is a school council for the school -the school council; and c) if there is a parents and citizens' association formed for the school -the association.


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Authority



Attachments ~ DETE State School Closure Checklist

Contact




http"//ppr det gld gov au to ensure you have the most current version of this document.

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Briefing Note · . . . The Honourable John-Paul Langbroek MP · Minister for Education, Training ;;tnd Employment

Action required: For Approval . . ···.· . . ·.·.·. _._.

Action required by: 18/01/2013 .

. Minister's Office File Ref: . De artment File Ref:

URG-ENT

Urgent- In order to implement an approved School Viability Assessment procedure in time for the start of the 2013 school year. ·

SUBJECT: SCHOOL VIABU .. ITY ASSESSMENT PROCEDURE • PROPOSED AMENDMENTS TO CONSULTATION PROCESS AND Tll\IIELINES


• To seek the Minister;s approval of the revis.ed draft School Viability Assessment procedure (Attachment 1); the • school viabil.ity assessment criteria (Attachment 2); and the · draft public notice template · to ;:1nnout16e ·. any proposed . school . closures in the Government Gazette (Attachment 3) for the purposes of consulting with key education stakeholders regarding the new policy in the first week of February 2013.

Key issues

1. In November 2012, the Department .of Education, Training and Employment prepared a draft School Viability Assessment procedure, .. draft viability :assessment criteria and a draft public notice template for the consicleration . and approval of the ·Minister (Ref: 12/342168).

2. However, these documents: were not approved, -on the basis that amendments were required to strengthen and extend the consultation process.

3. The Department has since amended the procedure documents to address the Minister's concerns.

4. For the 2013 School Viability Assessment process, the Department has proposed four stages of consultation and planning prior to any school closure (Refer to Attachment 1 for more detail): ·

i) Stage 1: Annual Review (to be finalised by end of March 20 13),

ii) Stage 2: Inform Communityt:tnd Gazette (to be finalised by end of May 2013),

iii) Stage 3: Community'Consultation (by end of September 2013),

iv) Stage 4: Transitional Planning (by end of 2013 school year).

Implications

5. It is likely that the approval and implementation of the School Viability Assessment procedure will attract significant attention from key education stakeholders and the media. as would any future round of viability assessments or proposed school closures.

6. On this basis, should the draft procedure receive Ministerial approval, the Department will prepare a comprehensive communications plan to assist the Minister and departmental officers to deliver consistent messages in responding to media and constituent enquiries about the School Viability Assessment process.


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. Minister's Office File Ref: De artment File Ref:

7. Upon Ministerial approval of the procedure, the Department proposes to meet with 'rA 'Hes~ t;Ft~tlv~s-t n ·tm :~ the t 11 · k t k h ld · th. f t k t ~ttrr~~r~: :2oJa: ,/'<(; l . ) o ow1ng · ey s a. e o, .~r .. groups m e 1rs wee · o

Queensland Association of State School Principals (QASSP);

Queensland Secondary Principals• .Association (QSPA); ..

Association of Special Education Administrators in Queensland (ASEAQ);

Queensland State P-10/12 School Administrators' Ass~ciation; Queensland Teachers' Union (QTU); · · .

Queensland Council of Parents and Citizens' Association (QCPCA);

Isolated Children's Parents' Associ~dion (I CPA). ·.··. ·· : .. · · .· ·. ··. ·.

Background

8. The suspension of the previous policy. in -2010 .- Assessment, . Closure or Mothballing of Unviable State Schools (FCM ... Pf{·002) - at th~ . reqqe.st of 'the former Minister . has left a policy void and therefore the DepartnJ"ent cqrrently ha~rno. _.procedure in place to assess the viability of Queensland state schools or to make recommehdE:ttions to the Minister regarding proposed school closures. ·

9. The draft School Viability Assessment procedure will address that void and enable the Department to consolidate some unviable assets.

10. The draft procedure and associated attachments meet the requirements set out in Chapter 2, Part 3 of the Education (General Provisions) Aot 2006 (the Act), as follows: .

• Section 18 - Cllf the Minister proposes closing a State school or amalgamating 2 or more State schools, the Minister must publish a notice about the proposal in the gazette.''

• Section 19 ( 1) - "Before closing a. State school; there must be . adequate consultation by the Minister with each of the following~


(b) if there is a school council for the school~the school council;

(c) if there is an association formed for the school-the association. II

• Section 20 - "If notice about a proposed closure of a State school. . . is published under Section 18, the closure... must not happen earlier than 6 months after the publication. II

Right to information 11. I am of the view that the contents or attachments contained in this brief are suitable for

publication only after approval by the Minister.


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Recommendation

That the Minister

Minlstar~s Office File Ref: De artment File Ref:

• approve the revised draft School Viability Assessment procedure (Attachment 1 ); • the school viability assessment criteria (Attachment 2); • and the draft public notice template to annollnce ~ny proposed school closures in the

Government Gazette (Attac.hment-3) for the. purpose of consulting · with key education stakeholders regarding the policy".in the first.w.eek··ofFebruary 2013.

NOTED . -~V'PRQVEdJNOT APPROVED ·ERO~Om6JNOTED

FIONA CRAWFORD Chief of Staff

7~ Office of the Hon John-Paul Langbroek MP Minister for Education, Training and Employment

. . · N~PAUL LANGBROEK MP .NJirdster for Education, Training and Employment

2.'L 1 \ 1 \~ ~PY to Assistant Minister

Minister's comments

Action Officer Endorsed by: Endorsed by: Endorsed by: Endorsed by: Emma Clarey NED A/ADG NDDG&CFO AJDG Senior Project Joe Willis Lee Callum Adam Black Annette Whitehead Officer Infrastructure Infrastructure Infrastructure Corporate Services ;kJ Services Branch Strategy, Research Services Branch

and Performance Tel: 323 70026 Tel: 323 71902 Tel: 323 70658 Tel: 340 56329 Tel: 323 71077

Mob: Mob: Mob: Date: 11/01/2013 Date: 14/01/2013 Date: 14/01/2013 Date:/7/ I 113



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DRAFT ONLY -IN-CONFIDENCE FOR CONSULTATION PURPOSES

Viability Criteria- School Viability Assessment Procedure

In determining a school's viability during the annual review process, the Department will consider the following criteria:

1. Enrolments: Enrolment history (especially past five years) and forecasts for the next three to five years Number of students attending the school who do not live in the school catchment area

2. Curriculum: Extent of the school's curriculum and its ability to access suitab resources

3. Accessibility: Distances and travel times to and from school Access to alternative schools or education progr;~['S

Transport options and arrangements for the .. .sc~.dal '~'nd neighbouring schools (road networks, bus routes, train routes)

4. Resourcing equity: Ratio of students to classrooms and stude Cost per student per annum a~(f sOmparison with state schools Numbers, types and condi ·on;k: ~;Rf. §.)Jildings

ATIACHMENT 2- TRIM: 13/12988


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V5100113. N.B. For content purposes only- template does not reflect how it will look on new register


ATIACHMENT 1-TRIM: 13/12973

Procedure Template

PROCEDURE CONTENT

Proced~re Title School Viability Assessment

' Automatically generated

,,,,,.,, .. ,,,,,, .. Automatically generated

;:i);,\,i1\,;iJs1l\:!lK!1•i:1!i;i All Queensland state schools

The procedure details the Department of Education, Tr

Employment's (DETE's) annual process for assessi

Queensland state schools. It establishes the cir ·

school's viability will be reviewed and the c ·

with the community.

to close a school, should it be

considered to not meet viabilit

Community

I council for the school- the school council;

c) if there is a parents and citizens' association formed for the school-

he ability of a school to deliver and sustain a broad, meaningful and effective

ucation program based on enrolment levels, curriculum offerings,

accessibility and resourcing levels.

Education {General Provisions) Act 2006 (Part 3}

http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EducGenPrA06.pdf

Queensland needs an effective and efficient state education system that is

sustainable now and in the future. As such, DETE will conduct an annual

review to assess the viability of Queensland state schools, using the approved

viability criteria (TRIM: 13/12988). Schools assessed as not meeting the

criteria will be referred to the Minister for consideration to close. Under the

Education (General Provisions) Act 2006 (the Act), the Minister is required to

·'·-.i'.:.·>C<<<,,,,,,,, advertise all proposed school closures in the Government Gazette at least six

DRAFT -IN-CONFIDENCE


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vs 100113. N.B. For content purposes only- template does not reflect how it will look on new register

months before any official closure. Consultation must occur with the

. ,:)·•·••];······~~····liil•:••••·····~~\!:x'f"i;i";ilj!;·j/!I!i'!i: community during the intervening period.


• Conduct an annual review to identify and assess the viability o.

Queensland state schools, using the viability criteria (TRIM ·

13/12988) • Liaise with Regional Directors regarding the School Vi ·

Assessment

• Seek Ministerial approval to advertise the proposed lschool closures in the Government Gazette, in line with the Act, andfor'consultation to

occur with the relevant communities

• Report outcomes of community consultati £1 provide

recommendations to the Minister


• Review and endorse tg ~,w ich are identified in the viability assessment proces fo,~lt ·ed closure

• Review the outc0" fli. the community consultation process and I'

consider/en r' '' ecommendations for school closures

• C eJ t e schools which have been identified in the viability i%

as <¥;41wJ~nt process for proposed closure

e't .•. ,::·lf·sMpportive, approve proposed school closures to be advertised in 'tge Government Gazette, in line with the Act and approve for

consultation to occur with the community

• Consider the outcomes from the community consultations and determine whether (or not) a school should be permanently closed

Regional Directors

• Liaise with ISRP and provide feedback regarding the School Viability

Process

• Lead the consultation with the community, on behalf of the Minister (N.B. Consultation is a requirement under the Act. As no two school

communities are the same, the consultation method/s for each

school will be determined at the Regional level on a case-by-case basis. However, consultation may include activities such as:

community meetings, calls for written submissions, newsletter

articles, advertisements in local newspapers/community bulletins, and/or community service announcements with locai broadcast media)

• Report outcomes of community consultation to ISRP

DRAFT- IN-CONFIDENCE


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• Once a Ministerial decision has been made to close a school, assist the Principal with the transition of students to other schools/education providers.

Principals

• Assist the RD to facilitate the consultation process

• If school is approved by the Minister for closure, employ strategies to ensure students and staff transition smoothly to their new sch9ol

• Inform local businesses of school's closure so that the scho2J Js "t, removed from mailing lists

• Relocate/transfer/dispose of school records in line wi DETE School Closure Checklist (12/XXXXXX).

The School Viability Assessment procedure will be imple.rpente

; g~~:~~~~~j~~~~~b~~~·~Ji!tir stages: STAGE 1: ANNUAL REVIEW- Term 1

:?:%n<:ii}' .• ii•··:l!ii!Hs·· involves an analysis of all state schoo s <insert link> and discussions with

ssessment. This review e;approved viability criteria

)rectors to seek their local knowledge.

STAGE 2: INFORM COI\1Mtd ITY AND GAZETTAL- Term 2

Upon Ministerial ap, ·ro 11&·l.~!t~···<iy munities of schools which have been

proposed for clqsu ~4 ; &$informed of the upcoming consultation period.

DETE will place·•ctpublic notice in the Government Gazette to inform the

... · .... , ... ·,·.··· .. '?L"··>···:··•······.: · >'<'>YDF:'.}·•'•J:••·:·:••.·•· COmmunity afiout'fhe proposed clOSUreS and the COmmencement of the

:::,:,Jt:: .. :::;.c:•:t

STAGE 3: COMMUNITY CONSULTATION- Term 3 k % ~~,onsultation occurs with school communities. Regional Directors will compile ~

, a report outlining the outcomes of the community consultation for each

school proposed for closure. The Minister will consider the results of the

consultation and make decisions on whether a school should be closed

.• ;;..;;:•.;:::r,c permanently, or remain open. Schools approved for closure will be informed

by the end of Term 3.

STAGE 4: TRANSITIONAL PLANNING- Term 4

Schools approved for closure will officially close at the end of the school year. During Term 4, DETE will work with students, families and staff to transition to new schools/education providers for the start of the following year.

Please note: In the case of schools that 'self-close' part way through a school year- i.e. enrolments drop to an unviable level with very low student numbers or no students- the Regional Director must promptly notify ISRP in

DRAFT- IN-CONFIDENCE


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Forms

• Viability Criteria- Attachment 1 [TRIM: 13/12988]


..• ,,,+.•H<'•,···•·i!•·,,·'i.• /ioh Principal Policy Officer, Infrastructure Strategy (Schools)

Phone: (07) 32341531

Two years after implementation date

Attribution CC BY

APPROVAL PROCESS



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PROPOSED SCHOOL CLOSURES NOTICE Education (General Provisions) Act 2006

Under s.18 of the Education {General Provision) Act 2006, the following [school/s is/are] proposed for closure:

School name Region Insert school name Insert region name

Insert school name Insert region name

Insert school name Insert region name

Contact details Insert RD name, Regional Director: {07) xxxx xxxx [email protected]

Insert RD name, Regional D.i ~rect~ (07) xxxx xxxx [email protected].

Insert RD name, R~' · (07) xxxx xxxx emai I@ dete .qld .gev .au

Consultation regarding [this/these] proposed school [c Members of the school community/ies, [including t

and citizens' association/s], are invited to contactth

.Slhas now commenced. uncil/s and parents

nt Regional Director for further information. --~

JOHN-PAUL LANGBROEK MP for Education, Training and Employment

ATIACHMENT 3- TRIM: 13/13010


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Quee,nsland Government

Policy and Procedure Register Department of Education1 Training and Employment


Version Number 1.0


Scope Department- wide

Purpose




Responsibilities







Minister


Page 1 of 4


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Regional Directors





Principals


staff transition smoothly to their new school • Relocate/transfer/dispose of school records in line with the DETE School Closure Checklist.

Process



I. Enrolments:


II. Accessibility:



III. Curriculum:




STAGE 2: INFORM COMMUNITY AND GAZETTAL- Term 2

Page 2 of 4


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Minister approves which schools will be proposed for closure in the current school year and approves for the relevant schools to undergo community consultation. The Minister also informs the relevant school communities, in writing, that they have been identified for proposed closure and will undergo consultation. DETE will place a public notice in the Government Gazette to inform the broader community about the proposed closures and the commencement of the consultation period.


STAGE 4: TRANSITIONAL PLANNING - Term 4 Schools approved for closure will officially close at the end of the school year. During Term 4, DETE will work with students, families and staff to transition to new schools/education providers for the start of the following year.




Online Resources


• DETE School Closure Checklist

Review Date 3/05/2015

Definitions Community For a school proposed to be closed means-a) the school community; and b) if there is a school council for the school -the school council; and c) if there is a parents and citizens' association formed for the school - the association.


School Closure

Page 3 of4


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The permanent cessation of operations of a state school.


Authority



Attachments

Contact




http"//ppr det gld goy au to ensure you have the most current version of this document.

Page 4 of 4


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Quee,nsland Government

PoUcy and Procedure Register Department of Education, Training and Employment


Version Number 1.2



Purpose




Responsibilities







Minister


Page I of4


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Regional Directors





Principals



Checklist (DETE employees only).

Process



I. Enrolments:


II. Accessibility:



III. Curriculum:




Page 2 of4


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STAGE 2: INFORM COMMUNITY AND GAZETTAL- Term 2 Minister approves which schools will be proposed for closure in the current school year and approves for the relevant schools to undergo community consultation. The Minister also informs the relevant school communities, in writing, that they have been identified for proposed closure and will undergo consultation. DETE will place a public notice in the Government Gazette to inform the broader community about the proposed closures and the commencement of the consultation period.

STAGE 3: COMMUNITY CONSULTATION -Term 3 Consultation occurs with school communities. Regional Directors will compile a report outlining the outcomes of the community consultation for each school proposed for closure. The Minister will consider the results of the consultation and make decisions on whether a school should be closed permanently, or remain open. Schools approved for closure will be informed by the end of Term 3.

STAGE 4: TRANSITIONAL PLANNING -Term 4 Schools approved for closure will officially close at the end of the school year. During Term 4, DETE will work with students, families and staff to transition to new schools/education providers for the start of the following year.




Online Resources

Review Date 3/05/2015

Definitions Community For a school proposed to be closed meansa} the school community; and b) if there is a school council for the school- the school council; and c) if there is a parents and citizens' association formed for the school -the association.



Amalgamation

Page 3 of4


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The merging of two or more neighbouring schools.

Authority



Attachments

Contact




http://ppr.det gld.goy au to ensure you have the most current version of this document.

Page 4 of4


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