Goondiwindi State SchoolQueensland State School Reporting2014 School Annual Report

Postal address LMB 5 Goondiwindi 4390

Phone (07) 4677 7333

Fax (07) 4677 7300

Email the.principal@goondiwnss.eq.edu.au

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

Contact person Mrs Carmel Schaumburg

Principal’s forewordIntroductionThis report aims to share with our local and broader community some of our significant achievements and areas for future growth and renewal in 2014 and beyond. This year, our 150th as a community based school, provided an excellent opportunity to reflect on our current progress and continue our focus on providing an innovative, inclusive and rigorous education for our students. This encompasses areas such as the social and emotional development and academic progress of students, the school climate and processes and procedures that support this, the development of our staff, involvement of parents and community and management of our school resources to best support student learning. Our work aims to build a strong, vibrant and inclusive culture of learning. This report gives an opportuntiy to see where we are in the work and where to for the future in order to achieve this goal.

School progress towards its goals in 2014Key priorities for 2014 :1. Reading

In 2014 our focus on reading included the review of the school reading program and supports; professional development of staff and specific intervention programs, such MiniLit and Reading Tutor across all year levels. As a result student reading outcomes against regional benchmarks have improved by 200%.

A full review of the Prep literacy program was undertaken by classroom teachers with the support of the Pedagogy Coach.

The implementation of a specific program to build student vocabulary resulted in a significant improvement in student word knowledge and application.

Year 3 and 5 NAPLAN reading data indicates continued improvement in the percentage of students achieving above the national minimum standards with Year 3 being statistically above the nation.

2. Pedagogy Throughout the year we focused on embedding our pedagogical framework, with specific focus

on professional development in Explicit Instruction. The Teaching and Learning Audit commended the school on such programs stating that they provided a level of consistency across the school, providing a clear direction for the school.

Feedback processes were adopted to provide affirmations and suggestions for refinement of teacher practice.

The Developing Performance process was reviewed and implemented for all teachers and teacher aides to support ongoing professional growth.

3. Inclusive Teaching In 2014 our flexible Pupil Free Days were dedicated to understanding student learning needs

through focused professional development of disability types and educational implications. This professional development was also extended to teacher aides.

As part of the Great Results Guarantee funding, all students who were below National Minimum Standards in literacy or at risk of it, had an Evidence Based Plan written by their classroom teacher in collaboration with the Support Teacher Literacy and Numeracy, which mapped adjustments and supports used in their classes to support learning success for these students.

Regular student data sessions were provided to teachers to build their data understanding and us in improving the teaching and learning in classrooms.

Provision of additional teacher aide support through short cycle data and intervention planning showed significant improvement in targeted strategies across all year levels.

4. Engagement Promoted Every Day Counts via Newslink, P&C, Assemblies and classroom programs to

encourage attendance. It improved from 88.2% in 2013 to 89.35% in 2014. School Opinion Survey data indicates that parents have greater confidence in our school liking

being at our school, that their child’s learning needs are being met and that they can talk to their child’s teacher about any concerns. Student survey results indicate an improvement in students like being at our school, that teachers take their opinion seriously and that teachers care about them. This improvement is also reflected in the fact that more students would recommend this school and identified it as a good school.

The Discipline Audit summary report commended the school on it proficient processes in place to identify and recognise student positive behaviour and the range of awards to reinforce targeted actions.

Future outlookLiteracy:

P-2 –review and refine the literacy program, building on the work of the Prep review in 2014. Reading – continue to refine school program, resources and supports to continue improved

learning outcomes for students in reading. Writing – implement the 7 Steps In Writing program across all year levels to support improved

student writing outcomes. Spelling – review school spelling program so that it aligns with literacy program and reflects

student needs.Attendance:

Continue to promote Every Day Counts initiative aiming for 92% attendance. Review and add to school processes which support student attendance.

Student and Community Engagement: Positive Behaviour for Learning (PBL): Embed Tier 2 processes into the school program and

support processes. Communication – continue to expand the ways we communicate with families. Community networks – work with community organisations in the 0-8 project to promote

services and opportunities which support children in our community. Pedagogy – continue to build teacher confidence and skill in Explicit Instruction, backward

mapping, inclusive practices and assessment moderation.Closing the Gap:

Reduce the gap between Indigenous and non-Indigenous student outcomes through inclusive teaching and targeted teaching programs.

Inclusive Education: Continue to build staff understanding and skill in accommodating student learning needs.

Our school at a glance

School ProfileCoeducational or single sex: CoeducationalYear levels offered in 2014: Early Childhood - Year 7Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 597 314 283 88%

2013 590 300 290 93%

2014 592 301 291 91%

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

Characteristics of the student body:

Our students are drawn from Goondiwindi, nearby towns and surrounding farming areas. As such they have a broad range of cultural background and interest. 22% of our students identify as Aboriginal or Torres Strait Islander. We have an inclusive education philosophy, where student learning needs are recognized and supported in mainstream contexts. Our school is a School Wide Positive Behaviour School where 59% of our students achieved Gold Level Behaviour in Semester 2.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 22 24 24

Year 4 – Year 7 Primary 26 23 22

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 41 40 41

Long Suspensions - 6 to 20 days 2 3 2

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process.* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.

Curriculum offeringsOur distinctive curriculum offerings

Positive Behaviour Support lessons in which our expectations are explicitly taught and reiterated on assemblies and acknowledged through a school-wide behavior program.

Literacy Links – a focused literacy program.

MiniLit and Reading Tutor – intervention program

Deadly Readers

Archibull extension opportunity

LOTE – Japanese

Year 5, 6 and 7 Camps program

Extra curricula activities

Junior and Senior Voices

Instrumental Music – concert band and strings

LARF activities: Lunch Activities R Fun Activities.

Eisteddfod – concert bands, orchestra, choirs, class verse speaking

Readers Cup Reading Competition

Representative sports opportunities inclusing rugby league, soccer, touch football, cricket, rugby union, Horse Sports, netball, basketball, golf, swimming and AFL

How Information and Communication Technologies are used to assist learning

ICT access for students at GSPS is provided through our fully equipped ICT lab (30 desktop), Multi-Media Centre (15 desktop) and classroom pods (3-4 desktop each), and these are primarily used to support the ICT demands of the Australian Curriculum via the c2c unit content and assessment tasks. Strategic directions in 2014 have included :

Investment to improve and update wireless network access across the campus (continuing 2015, with EdQ subsidised program)

Each class is now equipped with an iKit, with a range of peripheral devices such as wireless keyboard, camera, document camera, Easispeak microphones, iPod and earphone splitter.

Update the school network server

Update Block switches (with EdQ subsidised program)

Utilising a grant obtained by the P and C, equip all classes with permanently installed interactive whiteboards

Trial share sets of iPads in two classes (P-3, 4-6) each with a focus on either Literacy or Numeracy, with a view to evaluating the increase of devices in 2015.

Social Climate

Goondiwindi State School is a Positive Behaviour School (PBS) with consistent expectations, recognition, processes and consequences for behavioural choices. Expectations are explicitly taught in

all classes and reinforced in the playground, on assemblies and celebrated through a range of strategies, such as awards, postcards home and celebration days. Our program also embeds the KidsMatters resource of Bounceback which forms part of our lesson plan for all year levels.

PBS is also actioned through a committee structure which analyses behaviour data in order to monitor our current programs to ensure our processes and resources are resulting in positive behavioural outcomes for all children, implement new strategies if and when required and plan for celebration days and activities. Our Behaviour Support Teacher, who works two days per week, provides additional proactive support to teachers and students when specialized and individualized support is required.

Goondiwindi State School has a School Chaplain three days per week. Our Chappy is an integral part of our school community, working in classrooms, offering lunch time activities and supporting students and school community members when they need a listening ear.

Our School Opinion Survey from students indicates improved and very high satisfaction with students feeling safe at school (97.2%), the management of behavior (91.6%), that they like being at Goondiwindi State School (96.3%) and that we celebrate student achievements (98.1%). Parents also report very high satisfaction with their child feeling safe at school (92.3%), that their child likes being at this school (100%), that there is a strong sense of community at the school (100%) and that this is a good school (100%). One area of significant growth is that of parents agreeing that behaviour is well managed at the school (84.6%), however, this is an area for continued growth in 2015.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2012 2013 2014

their child is getting a good education at school (S2016) 100% 83% 100%

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

their child likes being at this school* (S2001) 86% 100% 100%

their child feels safe at this school* (S2002) 95% 92% 92%

their child's learning needs are being met at this school* (S2003) 90% 100% 100%

their child is making good progress at this school* (S2004) 91% 83% 100%

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

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 95% 92% 100%

teachers at this school motivate their child to learn* (S2007) 95% 92% 100%

teachers at this school treat students fairly* (S2008) 90% 83% 92%

they can talk to their child's teachers about their concerns* (S2009) 95% 100% 100%

this school works with them to support their child's learning* (S2010) 95% 92% 100%

this school takes parents' opinions seriously* (S2011) 95% 83% 85%

student behaviour is well managed at this school* (S2012) 90% 58% 85%

this school looks for ways to improve* (S2013) 100% 100% 92%

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

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 95% 95% 98%

they like being at their school* (S2036) 88% 91% 96%

they feel safe at their school* (S2037) 93% 87% 97%

their teachers motivate them to learn* (S2038) 98% 97% 98%

their teachers expect them to do their best* (S2039) 100% 99% 100%

their teachers provide them with useful feedback about their school work* (S2040) 96% 94% 99%

teachers treat students fairly at their school* (S2041) 84% 90% 92%

they can talk to their teachers about their concerns* (S2042) 88% 93% 93%

their school takes students' opinions seriously* (S2043) 91% 87% 94%

student behaviour is well managed at their school* (S2044) 78% 79% 92%

their school looks for ways to improve* (S2045) 96% 93% 98%

their school is well maintained* (S2046) 94% 90% 96%

their school gives them opportunities to do interesting things* (S2047) 94% 95% 96%

Performance measure

Percentage of school staff who agree# that: 2012 2013 2014

they enjoy working at their school (S2069) 96% 100%

they feel that their school is a safe place in which to work (S2070) 98% 97%

they receive useful feedback about their work at their school (S2071) 69% 92%

students are encouraged to do their best at their school (S2072) 98% 100%

students are treated fairly at their school (S2073) 87% 97%

student behaviour is well managed at their school (S2074) 72% 95%

staff are well supported at their school (S2075) 70% 95%

their school takes staff opinions seriously (S2076) 76% 92%

their school looks for ways to improve (S2077) 93% 100%

their school is well maintained (S2078) 98% 97%

their school gives them opportunities to do interesting things (S2079) 89% 90%

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

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

Goondiwindi State School provides a range of opportuntiies for parents be involved in their child’s learning and school. Our P&C Association is very active, supporting the learning and environment of our students. Events such as the Walkathon and Fete were a couple of significant events in their calendar. Our P&C is an intergral partner in the improvement planning of our school. The subcommittee for Instrumental Music raises significant funds and support for this vibrant program.

This year we celebratated our 150th anniversary. This involved many of our past and current staff, families, students and community members in the coordination and participation in the anniversary weekend celebrations, dedicated Facebook page and organising committee. It was an outstanding event, reflective of the huge support of our community. The event attracted over 1500 people, many being current families.

Our school offer Semester reports and interviews with parents and caregivers. This along with class showcase opportunties, school discoes, parent representation on our School Wide Postiive Beahviour Committee and Assemblies create an open and inviting community. We initiated two celebration assemblies, one per semester, to recognise high attendance and reading outcomes. Parent participation in these events was very high.

We provide a weekly Newslink which assists in keeping families abreast of current and upcoming school events.

Our sporting calendar, also involves many parents. We were awarded the Darling Downs Sport School of the Year Award for the promotion and engagement of children in sport and promotion of district, regional and state sporting events.

Goondiwindi State School has a GRIPP reading program, which relies on parent and community volunteers. We invite parents to be involved and provide training to assist them when they volunteer to support student readers.

Volunteering is also strong through our tuckshop, class programs and library support.

Reducing the school’s environmental footprint

Our school uses environmentally friendly technology, such as energy efficient lights and solar energy in order to reduce our footprint. Water efficient gardens have been established with the use of plants and mulch which reduce water consumption. We also monnitor our water consumption to ensure any variations are quickly noted and attended to, reducing wastage, which is evident in our decreasing consumption rate.

Environmental footprint indicators

Years ElectricitykWh Water kL

2011-2012 247,571 19,811

2012-2013 256,528 10,599

2013-2014 254,961 18,813

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

Our staff profile

Staff composition, including Indigenous staff

Goondiwindi State School is an Equal Employment Opportunity workplace. We have a blend of experienced and beginning teachers, which enables us to reap the benefits of blending experience with innovation in our practice. Our staff bring a breadth of experience to our school, enabling us to provide a range of strengths which in turn support our diverse student community.

2014 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 46 25 <5

Full-time equivalents 39 17 <5

Qualification of all teachers

*Teaching staff includes School Leaders**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2014 were $19 836.

The major professional development initiatives are as follows:

More Support for Students with Disabilities Modules Explicit Instruction through internal professional learning teams and external conference

attendance. Music Education Quality Schools Inclusive Leadership training School Wide Positive Behaviour training and social skills program courses Workplace Health and Safety Coaching and feedback training Professional Learning Team focus on data analysis and use in classroom planning. Understanding Dyslexia course

The proportion of the teaching staff involved in professional development activities during 2014 was 100%.

Average staff attendance 2012 2013 2014

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 97% of staff was retained by the school for the entire 2014 school year.

School income broken down by funding source

School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry webpage.

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

Performance of our students

Key student outcomesStudent attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 91% 89% 90%

The overall attendance rate in 2014 for all Queensland Primary schools was 92%.

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

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Year 11

Year 12

2012 91% 91% 93% 92% 91% 91% 92% NA NA NA NA NA

2013 88% 90% 90% 88% 89% 89% 89% NA NA NA NA NA

2014 91% 92% 91% 87% 88% 90% 87% NA NA NA NA NA

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

16

24

23

15

14

13

32

29

29

38

33

34

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

2012

* 2013

2014

Proportion of Students

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

*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Rolls are marked twice daily in classrooms. We have a student absence line promoted via fridge magnets and Newslink, to attend to the number of unexplained absences. Administration staff and an Indigenous Teacher Aide also follow up on unexplained attendance and ongoing absences in order to better support student attendance.

Classroom awards are presented on both Junior and Senior Assemblies to the class with the highest attendance for the preceeding week, the Wise Owl Award. Teachers are encouraged to promote attendance in ways apprpopriate to their class culture and age of students. Attendance is also promoted at student progress interviews.

In 2014 we initiated whole school Semester Celebration Assemblies where student attendance was recognised. These events involved a shared breakfast, involvment of external agencies and cerificates and prizes for outstanding achievement in a range of school priority areas.

Classroom differentiation was also a school improvement priority, supporting teachers to cater for the range of abilities and interests of their students. Actively sharing this information with parents, promoting the importance of attendance, was also a priority.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

Achievement – Closing the Gap

Teacher and teacher aide time to support both the learning outcomes and attendance of Indigenous students was a key strategy in 2014. Outcomes include:

Families as First Teachers was supported through the PACE committee and remaining Next Steps initiative in providing transportation for families to access the program.

2014 NAPLAN data for Year 3 and 7 indicated a three year decrease in the gap between Indigenous and non-Indigenous student outcomes for reading, writing and numeracy, however, Year 5 data identified an increase in the gap in all three areas which was against the previous trend for this year level particularly in reading and numeracy.

Attendance data indicates significant improvement with the gap closing by 1.2% points. Attendance for Indigenous students improved by 1.6%.