stradbroke school

Stradbroke School

2020 annual report to the community

Stradbroke School Number: 923

Partnership: Morialta

School principal: Mrs Tanya Scanlan

Governing council chair: Michael Caruana

Date of endorsement: 4 February 2021

Signature

Context and highlights2020 has been an extraordinary year. The COVID-19 crisis has affected everyone globally. During this time the school community has shown itself to be strong and resilient. Throughout this crisis, as principal, I have been astonished and impressed with the:• Agility, tenacity and commitment of all our staff in planning for an uncertain situation that presented us with manychallenges, including the move to online learning.• Resilience, swiftness and adeptness of our students to navigate and embrace the changes.• Support and trust of our school familiesStradbroke School began the year with an enrolment of 804 students, the current enrolment is 821. 18% of student’saccess school card, 7% are identified as students with disabilities and 33% are identified as EALD, 0.4% identify as ATSI.Our school takes great pride in providing a contemporary education for students with a strong focus on promotingcollaboration, resilience, creative and critical thinking and lifelong learning skills. We are authorised to offer both theinternationally accredited world class IBPYP and IBMYP programmes. We value the cultural diversity of our communitywhich is recognised and celebrated through our transdisciplinary program.The implementation of the Walker Learning Approach has been scaled up to include all the junior primary classes R-2.Collectively teachers intentionally plan a structured play program, linked to the Australian Curriculum, with a focus onconnecting literacy and numeracy to the English and Mathematics classroom program.The year 3/4 and year 4 teachers have created a communal, innovative learning space which includes, supportingmultiple learning activities and accommodating information technology. The innovative learning space reflects ourcontemporary pedagogy.The introduction of Chromebooks now includes year 4 and 5 students. Students, teachers and parents citedChromebooks as a useful technology tool to engage and value add to student learning. Leading to authenticdifferentiated learning opportunities, organisation skill building, working collaboratively and accessing a wide range oflearning resources.The year 6/7 MYP spoken poetry unit was a notable learning opportunity for students. Through creative language andperformance, students artfully explored topics of personal interest connected to body image, climate change, humanrights and gender. The unit helped students develop a deeper respect for others, and appreciate different perspectives.

To say 2020 was an extraordinary year would be an understatement. It started out like any other year but quickly turned into a state of constant change. We were fortunate to have an adaptable team of dedicated school staff who responded amazingly to the challenges.At the Governing Council AGM we saw the departure of Laura Potter who served as Deputy Chair and welcomed Shannon Power as the new GC DC. Special thanks to Audra Edgington who stepped down from her long standing role as secretary. The GC adapted well throughout the year, honing their IT skills as meetings were held virtually. Only our last meeting for the year had to be rescheduled due to the sudden lock down in November.Fortunately the Family BBQ night, in term 1, occurred before the COVID-19 restrictions in March. As always this was a great opportunity for the parents, students, and staff to come together and strengthen the Stradbroke School community. More so in 2020 than in any other year was this event significant in establishing and developing relationships which placed us in good stead to navigate the ever changing environment.Despite the limitations that COVID brought, we were able to improve the school grounds both in aesthetics and practicalities. The main yard area saw the removal of the poles once used for the shade sails and the concrete seating. In their place, new garden beds and retaining walls were installed doubling as seating for students. Adjacent to the school library, a shade structure was erected in term four. Eventually the outdoor space will be an extension to the library. A welcomed initiative from students saw the inclusion of eco-friendly disposal food waste containers for every classroom. The students approached the Governing Council in writing for funds to purchase the containers. The GC’s support enabled students to bring their ideas to fruition and have an impact on the green waste disposal in their school environment. Despite the challenges of 2020, there have been many positives. The leadership team has kept the school safe and achieved excellent learning outcomes for the students. We also saw the graduation of another amazingly talented and skilled group of year seven students who significantly contributed to the Stradbroke School community. I commend this annual report to the school community and look forward to the year ahead.Michael CaruanaGoverning Council Chair

Governing council report

2020 Annual Report to the Community1 | Stradbroke School

The Stradbroke School Improvement Plan continues to be a robust and effective framework to steer the site literacy-writing improvement direction and has enabled us to be intentional about the way we continue to work towards achieving our school goals/targets and maintain the integrity of the work through Professional Leaning Communities (PLCs).This year PLCs have achieved: Enhancement of PLC structures and protocols, PLC teacher/leader role and training, a collaborative approach to planning the teaching and learning program related to their SIP inquiry, synergy of LDAM - intentional learning, success criteria and formative assessment, authentic engagement of the specialist teachers - differentiated support from leadership, identifying and using best practice teaching and learning strategies, classroom mentoring and peer classroom observations. In 2020 the Brightpath tool was implemented at Stradbroke School. The tool enabled R-7 teachers to; collaboratively moderate and scale student achievement in writing, identify next teaching points for individual/groups of students, identify and use high impact teaching strategies i.e. formative, self-assessment and peer feedback and track student progress in writing. The Seven Steps to Writing Success resource was introduced to build a common approach to teaching writing and work towards a whole school approach to creating writers who use rich vocabulary to express themselves through the written word. In 2021 we will continue a whole school approach to deepen our understanding and use of the Brightpath tool and the Seven Step to Successful Writing resource to improve the writing achievement of all our students. We plan to triangulate all student data, Brightpath, NAPLAN and English grades to measure student growth in literacy-writing, with particular focus on the retention and elevation of students’ attainment in the Literacy NAPLAN top bands.The introduction of the Walker Learning Approach, play based pedagogy, across all R-2 classes has resulted in students demonstrating understanding of and being able to articulate the learning intentions of play investigations, as well as developing oral language skills, including the use of more complex vocabulary.Staff from Reception to year 5, in the International Baccalaureate Primary Years Programme (IB PYP), spent the year refining units of inquiry to ensure that there is vertical and horizontal alignment of key concepts across year levels. A great deal of time has been spent over the past three years rewriting units so that they align with the Australian Curriculum in the appropriate year levels, taking into account composite classes. A PYP evaluation scheduled for 2020 has been rescheduled for 2021 due to the pandemic, giving the school a further 12 months to evaluate the IB standards and practices and provide evidence of meeting these in order to retain our authorization as an International Baccalaureate School. With the change of year 7 students moving to high school in 2022, the year 6 and year 7 Middle Years Programme (MYP) staff transitioned from the IB grading system to the Australian Curriculum reporting expectations. The current year 6 students will complete their primary schooling in the MYP next year, with the subsequent year 6s moving to the PYP – with Stradbroke no longer running the MYP by 2022. This will end the 23 year history of MYP being offered at Stradbroke School.

Quality improvement planning

There are three Aboriginal students currently attending Stradbroke School. Each student has a tailored, regularly updated One Plan including specific goals to support a successful, planned learning journey. Students are involved with their teacher to identify goals. These goals are then shared with the families during our One Plan meetings and parents have an opportunity to provide input into the One Plan. These students are carefully monitored over the school year and learning achievement information recorded on the school’s Sentral data system. To ensure they remain a priority for teachers they are also included in our PLC focus students. All students have improved in their Brightpath writing assessments by an average of 60 points. The health and welfare of our indigenous students is closely monitored and appropriate support is provided.The Aboriginal Learning Achievement Leaders’ Resource was introduced and investigated with staff. The staff have used the resource to review and evaluate, then enrich and refine a culturally responsive IB Program of inquiry. Teachers are using the resource as a tool to strengthen the IB program of inquiry R-7 to improve the delivery of Aboriginal histories and cultures across the curriculum, and develop a culturally responsive structure to establish standards, grow awareness, and cultural responsiveness of educators in improving practice and learning outcomes for Aboriginal students. Staff have reflected on current year level units of inquiry and identified resources or professional learning they would need to enhance these units in the future. Year 1s created a ‘How we express ourselves’ unit that explored Indigenous perspectives through the Arts. They visited the Art Gallery and Museum. The year 2s went to the Living Kaurna Cultural Centre and looked at difference cultural perspectives. The year 5 Exhibition was planned around the central idea of ‘We have a responsibility to share finite resources with other people and living things’ with a focus on ‘Life on the land’ which many students looked at Aboriginal perspectives. Year 6/7 teachers developed a literacy unit that was based on a book which had Indigenous perspectives.

Improvement: Aboriginal learners


Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.


*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group 28% 38% 25%

Middle progress group 47% 52% 50%

Lower progress group 26% 10% 25%

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group 27% 32% 25%

Middle progress group 54% 46% 50%

Lower progress group 19% 22% 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.


No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 3 2019 98 98 50 47 51% 48%

Year 3 2017-2019 Average 100.0 100.0 55.3 44.0 55% 44%

Year 5 2019 103 103 49 33 48% 32%

Year 5 2017-2019 Average 106.0 106.3 48.7 38.0 46% 36%

Year 7 2019 67 67 28 35 42% 52%

Year 7 2017-2019 Average 82.3 82.3 30.7 32.7 37% 40%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement


The 2020 SIP literacy goal was to increase student achievement in writing, particularly with a focus on supporting students to use rich vocabulary to craft ideas. Across years R-7 the Brightpath tool was implemented with the plan to enable R-7 teachers to; collaboratively moderate and scale student achievement in writing, identify next teaching points for individual/groups of students (differentiation), identify and use high impact teaching strategies, and track student progress in writing. The Seven Steps to Writing Success resource was introduced to build a common approach to teaching writing and work towards a whole school approach to creating writers who use rich vocabulary to express themselves through the written word. This resource has helped teachers to construct practices such as collaboration, verbalisation and multimodal literacy. Brightpath Narrative - years 1-7 data - showed an overall effect size of 0.4 improvement in writing from term 1 to term 3 2020. Brightpath Recount - Reception students demonstrated an effect size 2.22 growth from term 1 to term 3. In their writing students are beginning to demonstrate a richer range of vocabulary to express their ideas in narrative text and are experimenting with language to create engaging, imaginative stories. Student written samples show evidence of specific word choice, descriptive phrases, understanding the power of using interesting sentences and analogies to engage the reader.Teachers are; able to use qualitative and quantitative data to assess student writing with more confidence, more able to know and articulate the specific teaching elements to skill students up to use language conventions and authorial choices in their writing, using a consistent approach/ practice to assess and track writing achievement.The Stradbroke SIP literacy reading goal was to increase student achievement in reading R-2 with a specific target in 2020: For the cohort enrolled in Reception in 2019, 75% of students will achieve level 13 or above on the running records broadband scale in year 1. This has been achieved this year, with exactly 755 of students achieving level 13. In 2020 74% of year 2 students reached the SEA (L21) and 83% of year 3 students reached the SEA (L26). Teachers now demonstrate greater skill in the teaching of phonics, and in weaving rich vocabulary discussions, into their guided reading sessions and class programs - based on the Big 6 of Reading. Our focus in 2021 is for students to develop increased rigor around sight word recognition and decoding rich vocabulary within texts to improve reading efficiency and accuracy.This year our PAT-R results have shown considerable improvement with our upper band students in year 6 cohort, 13.63% to 28.57% whilst below SEA remains the same. Year 3 cohort have seen a 4.59% increase of students in the upper bands. Our year 4 cohort maintained consistency and our year 5 and 7 had an average of 4.25% decrease of students in the upper bands. Of concern is the increase of students in the lower bands and needs to be a focus for 2021.

School performance comment

Year level 2017 2018 2019 2020

Reception 93.9% 94.1% 93.1% 89.0%

Year 1 93.4% 92.5% 93.3% 89.4%

Year 2 93.9% 94.5% 92.7% 89.6%

Year 3 94.3% 95.2% 94.0% 89.1%

Year 4 92.4% 94.3% 94.2% 88.1%

Year 5 94.1% 93.7% 93.3% 88.6%

Year 6 93.9% 94.1% 92.3% 85.8%

Year 7 93.2% 93.4% 94.0% 85.5%

Primary Other 90.4% 87.8% 89.3% 80.4%

Total 93.6% 93.9% 93.3% 88.1%

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Attendance commentStradbroke school places a high emphasis on attendance and the community is aware of expectations and responsibilities. Early identification of irregular attendance, non-attendance, lateness and intervention is a priority. Parents, school and support agencies work in partnership to manage attendance and lateness issues. Significant work is ongoing with complex families, including daily phone calls, text messages, meetings and home visits when required. Staff create a safe and friendly school climate, provide quality educational programs to engage and build strong relationships with students.


Relevant history screeningAll volunteers at Stradbroke attend Responding to Abuse & Neglect Education and Care (RAN-EC) training and have a current Working with Children Check. In 2020 all existing and new volunteers completed a volunteer application form, in line with the DfE Volunteer Policy. Student Services maintains EDSAS with details of all volunteers with RAN-EC & WWCC. When WWCC are due to expire, volunteers are contacted to renew. All TRTs are required to provide copies of their Authority to Teach, pre-service teachers must provide a copy of their RAN and WWCC. Unfortunately due to the COVID-19 Health crisis all volunteering at Stradbroke School was suspended.

Intended destination

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 0 NAInterstate/Overseas 12 8.6%Other 0 NASeeking Employment 0 NATertiary/TAFE/Training 0 NATransfer to Non-Govt School 40 28.8%Transfer to SA Govt School 85 61.2%Unknown 2 1.4%Unknown (TG - Not Found) 0 NA

Stradbroke School is committed to creating a safe, supportive and respectful teaching and learning community. We acknowledge the strong interconnections between student safety, student well-being and learning. Negative incidents and bullying have decreased in 2020. There were 15 suspensions involving 7students. Incidents of low level negative behaviour were dealt with by classroom teachers and when necessary involved leadership and families. A grant allowed the school to develop an interoception space where students complete interoception activities individually or with an SSO and also access materials to assist them with self-regulating emotions. This has also had a positive impact on the behavior support required for the students.

Behaviour support comment

Client opinion summaryThe online biannual Parent Opinion Survey was completed this year. In total, 224 families responded to the survey out of 557 families in the school. Parents agreed strongly that people treat each other with respect and teachers and students treat each other with respect at Stradbroke. More than 75% of respondents felt that they received enough communication from the school and that the communication was effective.Of the seven options provided most parents preferred email as a means for communicating and receiving communication followed closely by parent teacher interviews, apps (such as Skoolbag) and newsletters.Half of the parents knew the standard of work expected by the school of their child, this could be a possible area of focus for the future; 36% also responded that the school needed to address their child/children’s needs better and 32% wanted support to address their child/children’s needs themselves. 41% of families indicated that they had the opportunity to provide input about their child’s learning, this is an area for future investigation by the school. Parents would also appreciate more useful tips on how to help students learn at home – which could be provided via class newsletters, the school newsletter or parent teacher interviews.Pleasingly, parents stated that their child/children had good routines around reading, studying and learning at home with close to 80% responding positively to this statement and overall 96% expressed that education at school is an important part of their child’s future. The Parent Survey was distributed electronically by the Department for Education.


All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 71Post Graduate Qualifications 8

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 42.6 0.0 18.5Persons 0 47 0 26

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $82,117Grants: Commonwealth $14,150Parent Contributions $320,536Fund Raising $9,746Other $7,046

Financial statement

Data Source: Education Department School Administration System (EDSAS).


2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement Complexity funding was used to support students with high needs, including engaging with families to increase attendance and parent engagement with the school.

Improved attendance, reduced behaviour incidents, increase of parent involvement.

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

EALD program/s delivered specific grammar and text type teaching targeted to student needs. Opportunities to develop English skills were provided individually, within small groups and/or within the class setting - focus - student formative feedback.

40.5% of EALD students increased by 1 or more scaled levels.

Inclusive Education Support Program IESP funding is used to provide SSO support to students with disabilities and complex social and emotional issues, to implement One Plan SMART Goals: linked to specialist recommendations, barriers to learning and the functional needs for each student.

Students with eligible diagnosed disabilities/needs receive support through resourcing from DfE.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Outcomes for Aboriginal students have been improved through a combination of SSO support, literacy intervention programs and mathematics focus groups and are documented in a One Plan.

Our Chinese FLMD program for eligible students R-7 links the language demands between English and Chinese.

Teachers documented One Plans and SMART Goals for all students with assessed learning difficulties.Release time was provided to teachers for all students with disabilities to support the documentation of barriers to learning and appropriate adjustments and for a bi-annual review of SMART Goals.

Aboriginal students have an annual average attendance of 75% or above. This is down from 2019 due to Covid-19.

High attendance and engagement in FLMD lessons.

All One Plans are reviewed, evaluated and updated to meet the needs of all students.

Program funding for all students

Australian Curriculum The LDAM strategy continued this year with a focus on developing learning intentions, success criteria and feedback. Stradbroke staff continued working with other staff from across the partnership.

A cross-site Pupil Free Day (focus on formative assessment with Glenn Pearsall) was held in term 3.

Aboriginal languages programs Initiatives

N/A N/A

Better schools funding Building Leadership capacity-Professional Learning CommunitiesLiteracy intervention programs to improving Educational outcomes-support for ATSI students and low SES students.

Improved teacher capacity to deliver effective learning program.Improved literacy achievement for ATSI and low SES students.

Other discretionary funding

Specialist school reporting (as required)

N/A N/A

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Improved outcomes for gifted students N/A N/A

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