Watson Road State School Queensland State School Reporting 2014 School Annual Report

Postal address PO Box 53 Acacia Ridge 4110

Phone (07) 3715 2333

Fax (07) 3715 2300

Email the.principal@w atsroadss.eq.edu.au

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

Contact person Mr Darren Ball (Principal)

Principal’s foreword

Introduction

The Watson Road State School Annual Report will provide a clear picture of our school community’s planning, actions and achievements in 2014. As we continued the Low SES National Partnership Strategic Plan, the curriculum (the new National Curriculum) and our pedagogical approaches (how it is taught) were refined in 2012/3. A clear strategic direction for school improvement was established and continues to be enacted through the Pedagogical Framework delivered in 2014. Great Results Guarantee funds replaced Low SES National Partnership funding in 2014 allowing the school to continue to enact its strategic actions. Our 3 Major priorities of Oral Language development, Reading and Positive Behaviour for Learning remain clear and in focus. The foundation for significant improvements in effective teaching and learning had been laid in 2013. With staff change comes a need for induction. Induction has been a priority to ensure that ways of working and teaching and learning priorities remain consistent across the school. Our Pedagogical Framework is in place with selections of strategies and teaching approaches designed to respond to our unique multicu ltural and multi lingual school. Small schools are significantly affected by staff movement. Ensuring staff are appropriately skilled and able to respond to student need within the framework and systems of our school is essential. Understanding the schoo l community context is vital to the success of teaching and learning. A focus on staff development remains a highly effective method of ensuring consistent operation from classroom to classroom. We continue to value excellence in teaching; the school has invested heavily in both teaching and support staff. Consultative planning, professional development, coaching and tangible resources were provided to support teachers to implement the National Curriculum in a way that engages students to reach their learn ing potential. Through renovation and maintenance, extensive investments in our facilities have been undertaken with more scheduled in 2014/5. Our green spaces are continuing rehabilitation. Investing in our facility to ensure it remains as functional and adaptable as possible has been a key action supported by Facilities branch and “Advancing our Schools Maintenance” funding in 2014. Our school goes direct to market to ensure we get value for money. Through our partnerships with community and business, we are providing improved access to learning tools (eg iPad purchases and Galaxy Notebook donations) and student support programs (eg Story Dogs, Flipside Circus, PCYC Social/Emotional and Leadership Programs). A focus on individual students has been undertaken with high expectations for both academic achievement and positive behaviour. A focus on excellent book work, impeccable learning spaces, focused student learning, respectful relationships and team work was further consolidated.

School progress towards its goals in 2014

Core Priority: Reading

Strategy: Provide continuous revision and implementation of curriculum programs, and evidence based pedagogical

approaches

Actions Progress

Embed differentiation in planning and to ensure student achievement

Partial completion, concluding end Sem 2,

2015 (incl. ICP and Support Provision

development and documentation

alongside NCCDSWD)

Maintain a goal orientated data reflection cycle Completed. Ongoing 2015

Ensure maintenance and induction of Language Leaders (BID BIU)

pedagogy across the school staff cohort

Completed. Review, re-Induction and

consolidation in 2015.

Embed Prep/Year 1 Oral Language focus across the KLA’s Continued 2014. Data cycle report due

2015.

Strategy: Implement Pat-R and PM Benchmarks and Sun Screener/RAPT oral language tools as key Assessment

Framework data tools to track P-3 student achievement and reflect on teaching targets.

Actions

Implement PAT M, PM Benchmark delivery and analysis as per Assessment

Framework

In place 2014.

Sun Screener, RAPT, oral language tools (eg SAT) delivery, analysis and

intervention programs as per Assessment Framework

In place 2014.

5 Weekly periodic, school wide, guided Data analysis and Reflection

targeting data hotspots and associated planned action

In place 2014.

Strategy: Embedding differentiation in planning / ILPs

Actions

ILP format establishment with essential elements / best practice plans

embedded. Implementing this post QSIL training with whole school process

design and incorporation into SNAC meetings, schedules.

ICP format chosen, school leader staff

development undertaken. Continue in

2015.

Evidence of differentiation in all KLA’s and teacher planning with an

emphasis on Reading and Numeracy

Partially in place. Continue 2015

Strategy: Student goal setting

Actions

Identification of a reading level goal for each child with explicit parent

conversations, tracking and monitoring

In place 2014.

Desk top displays and class data wall targets to reflect current student goals

and celebrate achievements of all students

In place 2014. Review and address

community concerns re: confidentiality

2015

Strategy: Maintain high levels of targeted intervention for students underperforming and extend the achievement of those

students who perform at a higher than average level.

Actions

Guided data reflections to target student cohorts for further focus within each

class cohort.

In place 2014

Collaborative action planning will be undertaken at a class level with an

emphasis on co-teaching, coaching of class teachers

In place 2014. Develop further 2015 with

Coaching model and Class Reading Action

Plans.

Data reflections will guide the allocation of resources eg T/Aide intervention

programs, SAT, ESL Services, etc Resources will be targeted to each child,

ensuring maximum opportunity for achievement and will be guided through

the SNAC process

In place 2014

Core Priority: Writing

Strategy: 7 Steps in Writing

Actions

Embed differentiation in planning and to ensure student achievement Not undertaken, Review

2015.

Begin to introduce the 7 Steps to Writing Success program through the junior

school and NAPLAN focus years with associated full staff PD

Not undertaken, Review

2015.

Offer a Writers Club 2 day retreat in Semester 2 to extend students who are

reaching for a higher level of written expression (GEMS project)

Not undertaken, Review

2015.

Core Priority: Numeracy Strategy: Implement selected elements of RoleM Maths to support C2C units, skills development and

support diagnostic views of student skill development

Actions

Provide opportunities and resources to enhance classroom tool

kits, activity centres, intervention etc with RoleM support

activities and materials eg games, puzzles, algorithm tools etc

Partially in place. Continue 2015

Provide teacher aides, teachers and curriculum and

differentiation support staff with additional PD focused on

embedding strategies and resources into school programs.

Partially in place. Continue 2015

Strategy: Differentiation in planning / ILPs

Actions

Embed differentiation in planning and to ensure student

achievement

ICP format chosen, school leader staff

development undertaken. Continue in

2015.

Maintain a goal orientated data reflection cycle In place 2014, develop further 2015

Strategy: Enrich intervention programs with KLA focused spelling list investigations

Actions

Provide a focus on the language of Maths during spelling and

maths lessons across the school. Use of consistent language will

be highly valued, shared and taught

Ongoing 2015

Core Priority: Science

Strategy: Developing a natural science focus with an emphasis on sustainability

Actions

Embed Catchment Kids programs P-7 within C2C units of work and

curriculum framework documents and programs across the school

Ongoing 2015

Core Priority: Transition Strategy: High school progression Yr 6 and 7

Actions

Transition and excellence program attendance at Yeronga, Glenala and Sunnybank SHS Ongoing 2015

Strengthen links through school celebration attendance and better communication with

families via newsletter, website, etc regarding inclusion at Open Days, Enrolment evenings

and Information sessions

Ongoing 2015

Strategy: Mission Australia supported PASS Program

Actions

All Yr 6 and 7 students will be engaged in program activities designed to answer questions

about high school expectations through the partnership with Mission Australia staff. This

will include visits, question time, enrolment support and more.

Discontinued

Strategy: Making the connection between life choices and ongoing education

Actions

Continued commitment to attendance and support of the Murri School co-ordinated

Employment Expo, highlighting life options and the pathways connecting these to

attendance and achievement at school

Discontinued

Core priority: Attendance

Strategy: Removing the blocks from 100% attendance through management and community support service

connection

Actions

Monitoring all student attendance via One School alerts and regular data

reflection on a class-by-class and individual basis

In place 2014

Ensure appropriate school responses to student absences including timely

teacher contact and individualised responses to the “why” of non-

attendance

In place 2014

Mission Australia Circles of Care strategies to be employed to connect

families with services and support structures to ensure blockers to

attendance are not enduring

In place 2014

Ensure the social/emotional programs employed and their providers are

able to sustain their work and focus on growing resilience, social skills and

community values for all students participating (eg Flipside Circus, PCYC,

etc)

Ongoing

Core Priority: Closing the Gap between attendance and outcomes of indigenous and non-

indigenous students Strategy: Monitoring student performance

Actions

Ensure a database is maintained with a focus on this cohort, tracking their

achievements in each 5 week cycle ie “The Indigenous Markbook”. This is

then used to target data reflection conversations.

Discontinued end 2014 re:

increasing functions of One

School now provide this without

additional tasks

Strategy: Maintaining great attendance

Actions

Track student attendance using the Dashboard One School functions to

ensure issues of attendance are identified and culturally appropriate

services connected with families to support the “positive” gap between

Indigenous and non-indigenous attendance rates currently in play at the

school.

Ongoing 2015

Strategy: Acknowledging our vibrant community and maintaining partnerships

Actions

Review EATSIPS goals with movement towards a Community and School

Partnership Agreement signed by community and elders of Acacia Ridge

Ongoing 2015 with Trial Project

establishing in T2, 2015

School Priority: Coaching and Developing Performance Framework

Strategy: Staff Induction

Actions

Ensure all staff are progressing through the appropriate elements of the

Induction Program including the Pedagogical Framework, Coaching

Framework and mandated EQ elements

In place 2014

Ensure the PD schedule for all staff is in place and accurately reflects school,

regional and personal priorities

In place 2014

Strategy: DPF – teachers and other staff are engaged actively and continuously in performance reflection

and development

Actions

Ensure all staff are continuing the DPF loop with current plans in place –

including new teachers to the school

In place 2014

Extending to other staff (eg T/Aides, etc) a similar, negotiated feedback loop

eg like that created by the DPF

In place 2014, continue 2015

Ensure that all teachers are actively engaged in a coaching relationship with

a minimum of one curriculum leader

Review Coaching program and

model in 2015 using Regional

Lead Coach

School Priority: Pedagogical Framework continued development Strategy: Linking to an evidence base

Actions

Connecting and referencing the Pedagogical Framework with external

research, in particular the work of Anita Archer and John Flemming and the

DEEWR Language Leaders program

In place 2014

Completing Action Research – Oral Language development, assessment and

intervention design

Continuing 2015 and likely

into the future

School Priority: Community engagement

Strategy: Engage the school community in multiple opportunities to support their children in literacy

development through workshops, shared reading programs and prep-prep programs. Community and business

partnerships will feature.

Actions Supporting parents as the first teachers of their children through:

Homework Club implemented 2 days per week in adjoining park and school

library “Mewarra” – Kyabra supported with grant funding and staffing in

place.

Funding discontinued end 2014

Reading parent mornings – Prep and Year 1 will implement an open

invitation, weekly reading morning supported by the Imagination Library

volunteers, siblings and families

In place 2014, continue 2015

Story Dogs reading support program implemented across the junior classes

to support confidence and reading competence ie the dog doesn’t hear the

mistakes!

In place, continue 2015

Strategy: Smith Family community engagement

Actions

Engage in a pilot program “Action Teams for Partnerships” with Partnership

broker to achieve a stable community engagement action group which may

then support and transition into an IPS community board or P&C

Discontinued 2014. Not able to

proceed

Strategy: Growing Communities

Actions

Enact the $10000 BCC Grant application and funds to establish the

Community Kitchen Garden on the grounds of the school in partnership with

Growing Communities and the local multi-cultural and Aboriginal/Torres

Strait Islander community.

Continue 2015

School Priority: School Wide Positive Behaviour Support Strategy: Continue to embed SWPBS across the school operation and into Tier 2 operation

Actions

Actions throughout this plan have been particularly influenced by the implementation and philosophical underpinnings of

SWPBS.

In particular, data driven decisions have supported review of pedagogy, systems and practice to positively impact

community behaviour in and during specific periods of time eg English lessons, transitions. Other initiatives such as social

emotional support programs have been chosen due to the impact on student outcomes eg PCYC, Flipside, etc

Continue to drive the evidence base for decision making across all staff and school

actions. This includes One School, Behaviour Zone as key data sources.

Completed. Continue development

in 2015

Focus on implementation of Tier 2 strategies including mentoring and case

conferencing.

Completed. Continue development

in 2015

Implement SWPBS focus in SNAC meetings to ensure delivery of resources to areas

of most need and highest impact.

Completed. Continue development

in 2015

Identify key professional development strategies for staff cohorts across the school. Workforce planning to be completed

2015

School Priority: Financial Accountability – making the most of our resources

Strategy: Maximising financial capabilities to progress towards IPS status

Actions

Professional development will be undertaken in enhancing key staff skills

in financial management that may assist the school to progress to IPS

status in 2014/5

Discontinued 2014

Review of financial status, practices, separation of duties and other

recommendations of the 2013 Audit to ensure SOUND rating or higher in

audit review T3/T4 2014

SOUND Rating Achieved 2014.

Maintain 2015, refine look at

2016 Goal setting

Seek peer review of the 2014 Budget to ensure not only compliance but

best practices are enacted in the allocation of resources to ensure student

outcomes

Continue 2015

Strategy: Maximising financial capabilities to progress towards IPS status

Actions

Professional development will be undertaken in enhancing key staff skills in financial

management that may assist the school to progress to IPS status in 2014/5

Discontinued goal

2014. Activities will

continue

Review of financial status, practices, separation of duties and other recommendations

of the 2013 Audit to ensure SOUND rating or higher in audit review T3/T4 2014

Achieved 2014.

Maintain 2015

Seek peer review of the 2014 Budget to ensure not only compliance but best practices

are enacted in the allocation of resources to ensure student outcomes

Continue 2015

Future outlook

2015 is set to be a year of evaluation and reframing for our school improvement journey. The Low SES National Partnership plans w ill have been enacted and evaluated. Our school has experienced a period of signif icant renewal and is operating w ith many strengths.

There is still much to be done to improve student outcomes in our complex school community. How ever, this can now be undertaken on the foundation of:

positive student behavior for learning

effective leadership in locally responsive curriculum and pedagogy

strong team w ork and community consultation

a modern, w ell equipped and much improved school facility

With a recent Behavior Audit undertaken, our school w ill w ork with the School Improvement Unit tow ards completing a full school performance review. Every area of our operation w ill be evaluated and the resultant action plan w ill form the foundation of our w ork and planning into the future. The school w ill then enter a Quadrennial School review cycle full informed.

Many of our core priorities are likely to remain constant as cohort learning needs reflect ongoing community trends. How ever, key school priorities in 2015 w ill include the follow ing:

Priorities for 2015

Core Priority: Reading

Strategy: Provide continuous revision and implementation of curriculum programs, and evidence

based pedagogical approaches

Actions

Embed differentiation in planning and to ensure student achievement

Maintain a goal orientated data reflection cycle

Ensure maintenance and induction of Language Leaders (BID BIU) pedagogy across the school staff

cohort

Embed Prep/Year 1 Oral Language focus across the KLA’s. Supported by data analysis focused

conversations to examine trends and plan actions.

Strategy: Implement Pat-R and PM Benchmarks and Sun Screener/RAPT oral language tools as

key Assessment Framework data tools to track P-3 student achievement and reflect on teaching

targets.

Actions

Implement PAT M, PM Benchmark delivery and analysis as per Assessment Framework

Sun Screener, RAPT, oral language tools (eg SAT) delivery, analysis and intervention programs as

per Assessment Framework

5 Weekly periodic, school wide, guided Data analysis and Reflection targeting data hotspots and

associated planned action

Strategy: Embedding differentiation in planning / ICPs

Actions

ICP format establishment with essential elements / best practice plans embedded. Implementing this

post QSIL training with whole school process design and incorporation into SNAC meetings, schedules

Evidence of differentiation in all KLA’s and teacher planning with an emphasis on Reading and

Numeracy. A format will be trialled to capture differentiation strategies across each class.

Strategy: Student goal setting

Actions

Identification of a reading level goal for each child with explicit parent conversations, tracking and

monitoring which will be built into all data review and strategic planning eg GRG

Desk top displays and class data wall targets will be identified and constructed to reflect current student

goals and celebrate achievements of all students. Careful depersonalisation will be undertaken to

guard the self-esteem of learners.

Strategy: Maintain high levels of targeted intervention for students underperforming and extend the

achievement of those students who perform at a higher than average level.

Actions

Guided data reflections to target student cohorts for further focus within each class cohort.

Collaborative action planning will be undertaken at a class level with an emphasis on co-teaching,

coaching of class teachers and to foster key relationships with specialist staff eg SWD, STLaN, EALD

Data reflections will guide the allocation of resources eg T/Aide intervention programs, SAT, ESL

Services, etc Resources will be targeted to each child, ensuring maximum opportunity for achievement

and will be guided through the SNAC process

Core Priority: Writing

Strategy: 7 Steps in Writing

Actions

Embed differentiation in planning and to ensure student achievement. Focus will be on building

awareness and use of basic text conventions within expressive language. 7 Steps in Writing will inform

the teaching focus. Stamina building within independent writing tasks will also be a focus.

Offer a Writers Club 2 day retreat in Semester 2 to extend students who are reaching for a higher level

of written expression (GEMS project)

Core Priority: Numeracy Strategy: Implement selected elements of RoleM Maths to support C2C units, skills development and

support diagnostic views of student skill development

Actions

Provide opportunities and resources to enhance classroom tool kits, activity centres, intervention etc

with RoleM support activities and materials eg games, puzzles, algorithm tools etc

Provide teacher aides, teachers and curriculum and differentiation support staff with additional PD

focused on embedding strategies and resources into school programs.

Staff will trial and select an informative Maths assessment tool to assist diagnostic processes and

inform teaching and learning sequences.

Strategy: Differentiation in planning / ICPs

Actions

Embed differentiation in planning and to ensure student achievement. A focus will exist on Reading

Groups and other directed strategies.

Maintain a goal orientated data reflection cycle

Strategy: Enrich intervention programs with KLA focused spelling list investigations

Actions

Provide a focus on the language of Maths during spelling and maths lessons across the school. Use

of consistent language will be highly valued, shared and taught. This will form a PD focus for all staff

throughout the year.

Core Priority: Science

Strategy: Developing a natural science focus with an emphasis on sustainability

Actions

Embed Catchment Kids programs P-7 within C2C units of work and curriculum framework documents

and programs across the school. Use of water testing kits and a focus on utilising green-spaces around

the school to assist in learning will be a key focus.

Core Priority: Transition Strategy: High school progression Yr 6 and 7

Actions

Transition and excellence program attendance at Yeronga, Glenala and Sunnybank SHS

Strengthen links through school celebration attendance and better communication with families via

newsletter, website, etc regarding inclusion at Open Days, Enrolment evenings and Informat ion

sessions

Core priority: Attendance

Strategy: Removing the blocks from 100% attendance through management and community support

service connection

Actions

Monitoring all student attendance via One School alerts and regular data reflection on a class-by-class

and individual basis. A focus will be the cohort of students attending less than 90% and also on ATSI

students.

Ensure appropriate school responses to student absences including timely teacher contact and

individualised responses to the “why” of non-attendance

Mission Australia Circles of Care strategies to be employed to connect families with services and

support structures to ensure blockers to attendance are not enduring (Semester 1). Further partnership

opportunities will be explored.

Maintain the social/emotional programs employed and their providers are able to sustain their work

and focus on growing resilience, social skills and community values for all students participating (eg

Flipside Circus, PCYC, etc)

Core Priority: Closing the Gap between attendance and outcomes of indigenous and non-

indigenous students Strategy: Maintaining great attendance

Actions

Track student attendance using the Dashboard One School functions to ensure issues of attendance

are identified and culturally appropriate services connected with families to support the “positive” gap

between Indigenous and non-indigenous attendance rates currently in play at the school.

Strategy: Acknowledging our vibrant community and maintaining partnerships

Actions

Review EATSIPS goals with movement towards a Community and School Partnership Agreement with

community and elders of Acacia Ridge

Strategy: Trial the Solid Transitions initiative with Aunty Peggy and Regional Staff

Actions:

The Regional initiative “One Future One Plan” will be trialled in 2015 at WRSS. The intention is to

improve the transition process for students entering Prep and exiting to High School. Connections

between culture, identity and learning are highlighted.

School Priority: Coaching and Developing Performance Framework

Strategy: Staff professional development

Actions

Ensure all staff are progressing through the appropriate elements of the Induction Program including

the Pedagogical Framework, Coaching Framework and mandated EQ elements

Ensure the PD schedule for all staff is in place and accurately reflects school, regional and personal

priorities

Strategy: DPF – teachers and other staff are engaged actively and continuously in performance

reflection and development

Actions

Extending to other staff (eg T/Aides, etc) a similar, negotiated feedback loop eg like that created by the

DPF

Ensure that all teachers are actively engaged in a coaching relationship with a minimum of one

curriculum leader

School Priority: Pedagogical Framework continued development

Strategy: Linking to an evidence base

Actions

Connecting and referencing the Pedagogical Framework with external research, in particular the work

of Anita Archer and John Flemming and the DEEWR Language Leaders program

Completing Action Research – Oral Language development, assessment and intervention design

School Priority: Community engagement

Strategy: Engage the school community in multiple opportunities to support their children in literacy

development through workshops, shared reading programs and prep-prep programs. Community and

business partnerships will feature.

Actions Supporting parents as the first teachers of their children through:

Homework Club implemented 2 days per week in adjoining park and school library “Mewarra” – Kyabra

supported with grant funding and staffing in place.

Reading parent mornings – Prep and Year 1 will implement an open invitation, weekly reading morning

supported by the Imagination Library volunteers, siblings and families

Story Dogs reading support program implemented across the junior classes to support confidence and

reading competence ie the dog doesn’t hear the mistakes!

Initiate the United Way “Reading House” strategy to encourage reading in the home. Students may

swap a book from home with an unread title.

Strategy: Growing Communities

Actions

Further develop and establish the Community Kitchen Garden on the grounds of the school in

partnership with Growing Communities and the local multi-cultural and Aboriginal/Torres Strait Islander

community.

School Priority: Continue to embed SWPBS across school operation and ensure compliance with Tier

2 systems.

Strategy: Continue SWPBS implementation in particular, data driven decision making will focus the

SNAC and Tier 2 processes to respond to student needs.

Actions:

Continue to drive the evidence base for decision making across all staff and school actions. This

includes transition to One School as the point-of-truth collection tool for both major and minor behaviour

infractions.

Focus on embedding the Tier 2 support processes from initial referral to the SNAC committee to mentor

supported interventions designed to respond to student behaviour. Establishment of artefacts

documenting planned actions and the Tier 2 referral process will be key.

Identify key professional development strategies for staff cohorts across the school eg Teacher Aides.

School Priority: Facility improvement

Strategy: Continue the focus on facility improvement and renewal

Actions:

Investigate the D2M process to ensure school is gaining the most possible from resource and

budgetary allocations.

Undertake a security and WH and S review to ensure staff and students are safe and processes

including risk management evaluation are undertaken with Regional support.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2014: Prep Year - Year 6

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 201 87 114 82%

2013 169 75 94 91%

2014 181 79 102 82%

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

Characteristics of the student body:

The community is in a Low Socio-economic range with a 5th percentile (861) ICSEA ranking. While our students experience less privilege than many, our families are no less aspirational for their children and

our children no less able than at other Queensland schools. Our school community is diverse and rich in cultural assets. More than 20 languages are spoken in our

homes. Many of our students speak English as a Second Language (ESL approx. 40%). These 20+ broad language groups represent many more religious and cultural groups within each language cohort. Many of these families are refugee migrants from Africa and the Middle East.

Watson Road State School is proudly an Aboriginal and Torres Strait Islander Focus school. We acknowledge the value and importance of our indigenous cultures to our school community. Our

significant indigenous student cohort comprise 25% of the student body. Our first nation elders and community continue to have a large profile in our school community and operation in 2014.

Our student body includes and caters for students with disabilities, medical support needs, and other complex and diverse learning requirements. Our school accesses Regional and Visiting education support specialists. Many of our students represent families with high levels of financial, social or

educational disadvantage with aspirations that start with a quality education for their children. This life experience is evident across many of our cohort.

Most students live locally in a mix of house and unit developments. Government and low cost housing feature across the suburb which is situated in an area surrounded by mixed industrial development and highways. Local business is prominent in their support of our school as are political and community

leaders. Many of our locals also use the Mount Gravatt and Inala shopping precincts to access community services.

Our graduates generally attend one of 4 local high schools where they regularly excel in academic, sporting and Arts curriculums and notably Student Leadership.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 22 23 26

Year 4 – Year 7 Primary 25 25 26

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

# Exclusion is an abbrev iated title which ref lects suspensions with recommendations f or exclusion, which may result in an exclusion or be set aside

through an appeals process.

* Caution should be used when comparing 2014 data with prev ious y ears SDA data as amendments to the disciplinary prov isions in the Education

(General Prov isions) Act 2006, passed in late 2013, created a time series break.

Curriculum offerings

Our distinctive curriculum offerings

Our school offers the following alongside the regular 8 Key Learning Areas:

Instrumental Music (Brass, woodwind, percussion)

Interschool Sport including Gala Days, District and Regional events (eg Athletics, Cross Country)

P-3 Arts focus with specialist music and visual arts teaching

School Swimming Program (YMCA delivered and funded by the Bendigo Bank)

Chaplaincy

Religious Education (voluntary)

Homework Club

Outdoor Education – School Camping Program

Cultural and Dance Groups (eg Aboriginal Dancers, Stylin Up and Hip Hop Classes)

Arts and Social Programs (eg Flipside Circus, PCYC Positive Behaviour Program)

Student Leadership – Convention, Mentoring

Cultural Programs – Significant First Nations Days, African drumming, Didgeridoo Workshop, Aboriginal Community led dance, music, art and oral history opportunities

Extra curricula activities

School Choir

Interschool Sports

Participation in UNSW (ICAS) Science/Math/English/ICT exams

Japanese Speaking Competition

Watson’s Got Talent

Kitchen garden

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 51 29 41

Long Suspensions - 6 to 20 days 5 4 2

Exclusions# 2 0 2

Cancellations of Enrolment 0 0 0

How Information and Communication Technologies are used to assist learning Each classroom has a bank of 6 – 8 computers either in the room or shared with another class in the

adjoining withdrawal area. Staff are encouraged to use these computers to enhance learning experiences through tasks such as research, data and word processing online environments and more. Interactive whiteboards or large, adaptable digital screens are present in every teaching space. Staff

use these with students to access the curriculum, explore text, demonstrate skills and work collaboratively.

Digital media are explored through the embedding of these ICTs in every-day learning. As each classroom bank grows, we have added iPads (Prep and Students with Disabilities focus) and Galaxy Notebooks, providing a range of devices and opportunities to use them to access curriculum. XO’s

(small laptops) are in use in classrooms (2 sets of 25). In 2015 the significant software upgrades will improve our technology resources. The number of computers across the school has been significantly enhanced. Gratefully, our community partners (One Education, Samsung, Australian Ballet, local High

Schools) have contributed significantly here. Students learning English as a second language are supported by access to “apps” supporting

language acquisition programs. Access to the curriculum through ICT interface continues to shift classroom pedagogy. Classrooms and work spaces have been enhanced by increased wireless connectivity.

Interactive whiteboards and a full class set of computers are available in our library. More than 6 machines were replaced or upgraded in 2014.

ICT and other technologies are being incorporated into many of our school programs and extra-curricular offerings. From Lego Robotics, to ICAS tests, our school now has the technology to support e-learning. It is in strong, regular use. We take opportunities to engage student cohorts in online

learning and competitive peer programs. One such Regional initiative targeted a cohort of NAPLAN high performing Indigenous students.

With ongoing tech support, infrastructure improvements and equipment purchases planned for the next 2 years, our school will be able to continue our development here.

Social Climate

Watson Road State School is a highly multicultural school with significant enrolment from African and Eastern refugee families from ESL backgrounds. 25% of students identify as Aboriginal or Torres Strait Islander. Culture is highly valued and shared proudly at Harmony Day, NAIDOC, ANZAC Day,

Didgeridoo making workshop (along with QUT filming a documentary) and much more. Our school community is diverse and has a strong expectation that we will improve the outcomes for

the students, while maintaining a safe and supportive school environment. Acknowledging the worth of every child is expected as are high expectations for behaviour and academic achievement. Community demands the school hold high standards and these have been clarified and upheld in 2014. Student

support is displayed by improving Student Opinion Surveys since low confidence in 2010. With a successful and affirming Discipline Audit in 2014, our school looks forward to the resultant

recommendations and building it into our improvement agenda. SWPBS is well into Tier 2 implementation in 2014, a data driven, strong, supportive and consistent approach to student behaviour is being delivered. A focus on teaching positive behaviour has been a key to success. Families and

importantly, students are noting the improved standard of behaviour and the success of our processes to support positive behaviour. The impact this has on effective and sustained teaching and learning at their school has been noted by the school community.

Acknowledging each child with multiple school reward program opportunities and the All Stars Reward Days have been well received. A revised Responsible Behaviour Plan for Students is in place. “Bullying

No Way”; School Social Skills Program and Behaviour Support Service intensive programs were delivered across the student body. The profile of Positive Behaviour is high with our school participating in a Channel 10 documentary in 2014.

This is resulting in reduced School Disciplinary Absences, reducing the overall number of students involved in major behaviour incidents. Students feel (see Student Opinion Survey) that there is remains ongoing work to be undertaken in the area of student behaviour and this will remain a focus for the

school in years to come. Our students are to be commended for their efforts. In the community, they are regularly complemented on their demeanour.

While significant improvement has been noted again in 2014, we will strive to ensure every student is confident they are safe, valued and acknowledged at school. School celebrations have been renovated with Graduation and culturally significant days being celebrated at school in our own multi -media

equipped facilities. Community partners (eg Kyabra, Song Room Our students were acknowledged at Awards Ceremonies for academia and citizenship.

Chaplaincy, Guidance services and a responsive Administration staff are contributing to student well-being through a revitalised Special Needs Action Committee (SNAC). This committee uses learning data to prioritise resources to students based on learning needs. A strong early literacy intervention

program was established in 2013 and 2014. Student success is key to positive school climate. Our school contributes to local Pre-Prep programs with Koala Joeys and the Playgroups. These are supporting transition to school and access to early intervention and family support services. The

Australian Early Development Checklist local results show promise locally Programs supporting teamwork, social and personal resilience have been successfully employed

throughout the school (Team Up, Hit Like a Girl, Drumbeat, Dukes of Edinburgh, Flipside Circus / Social Circus).

Our partner organisations (eg Story Dogs, Benevolent Society, Kyabra, Smith Family, Mission Australia, Life Education, Multicultural Development Association, AR Community Centre, RAI) are connecting families with services and supports.

A school with talent, pride in culture and determination to succeed has emerged. A more cohesive community is engaged in an exciting journey of co-operative learning. High expectations in behaviour, attitude to learning and achievement standards are now being upheld every day.

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) 93% 100% 91%

this is a good school (S2035) 100% 92% 90%

their child likes being at this school* (S2001) 93% 92% 100%

their child feels safe at this school* (S2002) 93% 92% 100%

their child's learning needs are being met at this school* (S2003) 93% 92% 100%

their child is making good progress at this school* (S2004) 93% 100% 100%

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

teachers at this school provide their child w ith useful feedback about his or her school w ork* (S2006)

100% 100% 91%

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

teachers at this school treat students fairly* (S2008) 100% 92% 91%

they can talk to their child's teachers about their concerns* (S2009) 87% 100% 100%

this school w orks with them to support their child's learning* (S2010) 93% 100% 100%

this school takes parents' opinions seriously* (S2011) 93% 100% 90%

student behaviour is w ell managed at this school* (S2012) 87% 92% 73%

Performance measure

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

this school looks for w ays to improve* (S2013) 93% 92% 100%

this school is w ell maintained* (S2014) 93% 75% 90%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 80% 86% 91%

they like being at their school* (S2036) 83% 89% 91%

they feel safe at their school* (S2037) 71% 83% 89%

their teachers motivate them to learn* (S2038) 83% 85% 89%

their teachers expect them to do their best* (S2039) 94% 97% 98%

their teachers provide them w ith useful feedback about their school w ork* (S2040) 81% 88% 84%

teachers treat students fairly at their school* (S2041) 75% 66% 75%

they can talk to their teachers about their concerns* (S2042) 79% 82% 87%

their school takes students' opinions seriously* (S2043) 75% 76% 95%

student behaviour is w ell managed at their school* (S2044) 58% 63% 60%

their school looks for w ays to improve* (S2045) 88% 94% 100%

their school is w ell maintained* (S2046) 76% 91% 91%

their school gives them opportunities to do interesting things* (S2047) 74% 86% 88%

Performance measure

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

they enjoy w orking at their school (S2069) 86% 92%

they feel that their school is a safe place in w hich to w ork (S2070) 86% 88%

they receive useful feedback about their w ork at their school (S2071) 76% 88%

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

students are treated fairly at their school (S2073) 95% 83%

student behaviour is w ell managed at their school (S2074) 90% 79%

staff are well supported at their school (S2075) 82% 75%

their school takes staff opinions seriously (S2076) 91% 83%

their school looks for w ays to improve (S2077) 100% 92%

their school is w ell maintained (S2078) 68% 88%

their school gives them opportunities to do interesting things (S2079) 90% 83%

* Nationally agreed student and parent/caregiv er items were incorporated in the School Opinion Surv ey in 2012.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major

redev elopment of the surv ey s (parent/caregiv er and student in 2012; staf f in 2013), comparisons with results f rom prev ious y ears are not

recommended.

DW = Data withheld to ensure conf identiality .

Involving parents in their child’s education

We involve parents directly in what happens in our classrooms each day through an increased

classroom presence through to communication. Formal parent reporting occurs twice yearly through report cards. Parent teacher interviews are also

offered twice yearly but are available all year by appointment. Individual Learning Plan development with families fully consulted is assisting to develop conversations with families about what their child needs from us as a learner and citizen.

Other school initiatives to draw the community back into partnership with the school continue. Family Picnics, new Volunteer opportunities, regular Newsletters and Newsflashes, revitalised Assembly and

celebrations of student success such as All Stars Reward Days and GOTCHA reward programs have been established. Sports Day and other whole school events are increasingly patronised by the parents and families of our school.

Transition programs to Prep (Koala Joeys Program) have been a great success and playgroups held twice weekly (via Kyabra and the Early Years Learning Centre) are connecting families with early

intervention services. Up to 35 children attend these groups at once! Parent information Nights, social events (Discos, Sausage Sizzles) cultural events (eg Indigenous

Families Morning Tea, ANZAC Parade, Harmony Day, NAIDOC) and a warm welcome to families at the classroom door have been re-established.

Our first Whole School Rewards Days have been a great success, along with our Year 7 Graduation Ceremony. Junior and Senior Awards Nights for academic and citizenship awards were held in 2014.

Parents were also directly involved in our Behaviour Audit, School Opinion Survey, Prep Open Days. We will continue to look for ways to include our parent voice in decision making.

Reducing the school’s environmental footprint

Our school has a Sustainability and Environmental Management Plan. Staff are undertaking

professional development to guide our school and we are systematically looking at what we can do to reduce our impact through electricity use (eg air-conditioners), water use (eg plumbing our rain water tanks) and the revitalisation of our green spaces.

Self-monitoring, student monitoring and increased staff involvement in budgeting processes has resulted in anecdotal behavioural change. Maintenance work on problematic bubblers, drainage, taps

and toilets should resolve the elevated water usage. Our school’s installation of solar panels has offset the operation of air-conditioners across the school

and the operation of 2 new BER buildings – our Hall (Moomba) and Library (Mewarra). Conservation of electricity by minimising light usage and monitoring reasonable use of cooling and heating has had significant impact on kWh usage.

Environmental footprint indicators

Years Electricity

kWh Water kL

2011-2012 90,692 524

2012-2013 109,641 566

2013-2014 99,278 3,326

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 w hich impact on the school’s environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2014 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 16 18 0

Full-time equivalents 12 10 0

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certif icate 0

Diploma 1

Advanced Diploma 0

Bachelor Degree 13

Graduate Diploma etc.** 1

Masters 1

Doctorate 0

Total 16

01

0

13

1 10

0

2

4

6

8

10

12

14

*Teaching staff includes School Leaders

**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certif icate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2014 w ere $13,893.14

The major professional development initiatives are as follows:

Coaching – 100% Teachers undertake coaching relationships under the GROW model based school program with curriculum and pedagogical leaders. Includes mentoring, modelling, focused feedback and data analysis. 2 additional Coaches trained in 2014.

Staff Meetings / Leadership Team – involving focused problem solving and targeted

organisational reform – 100% of Teachers

School Wide Positive Behaviour Support – Tier 1 and 2 Training – Leadership Team – (5) Teachers + Principal

Language Leaders – school-wide pedagogical reform – 100% Class Teachers and Support Teachers, Leadership training days and network support

Walkthroughs and informal questions – sharing professional practices - 100% Teachers

Data Analysis and classroom profiling – 100% of class teachers provided with data analysis

support and interpretation

Professional Network Meetings - incl. Queensland Association of State School Principals (2), Queensland Teachers Union (2), School Cluster (2), Regional Principal Leadership (2), Deputy Principal Leadership (1), HoC and Curriculum Leadership (3), AEDI (2)

Developing Performance Framework implementation 100% teachers

Dyslexia – (2) staff

Guided Reading – (1) Staff

XO – ICT applications (2) teachers

Beginning Teacher mentoring – (3) staff

The proportion of the teaching staff involved in professional development activities during 2014 w as 100%

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 95% 95% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 81% of staff was retained by the school for the entire 2014 school year.

School income broken down by funding source

School income broken dow n by funding source is available via the My School w ebsite at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You w ill then be taken to the My School w ebsite with the

follow ing ‘Find a school’ text box.

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

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

Performance of our students

Key student outcomes

Student attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 92% 92% 91%

The overall attendance rate in 2014 for all Queensland Primary schools w as 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 90% 92% 92% 96% 94% 94% 90%

2013 88% 92% 95% 91% 96% 90% 95%

2014 91% 94% 89% 89% 89% 91% 92%

DW = Data withheld to ensure conf identiality .

Student attendance distribution

The proportions of students by attendance range.

*The method for calculating attendance changed in 2013 – care should be taken w hen 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 w ith the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, w hich outline processes for managing and recording student attendance and absenteeism.

Twice each day (9am and 2pm) at our school the roll is called. Late arrival, early leaving and absent

status is recorded. All absences are required to be explained and staff regularly speak to families

whose child is absent for three days. After 10 days absence, an exemption is required and the family

must apply to the school for this exemption. Exemptions are given according to Education Queensland

policy.

Regular newsletter articles, Assembly presentations and other opportunities are used to deliver strong

messages about the value of attendance. Teachers and Administrators co-monitor the attendance of

every child through One School. This is a key data set for reflection and supportive responses through

our SNAC committee. We use face to face and telephone conversations to proceed formal letters and

remain in the position of being supportive of high attendance.

This ongoing conversation with families about absences is key in our success to improve individual

student attendance. It has allowed us to be partners in student success, with the school taking a leading

and supportive role to help solve the problems impacting on attendance. We are creative, non-

judgmental and focus on linking families with supports in the home, community and specialist realm eg

Doctors, Psychologists, Government Community services, etc

12

14

17

12

10

11

33

24

21

44

51

51

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 reasons for chronic non-attendance are many and varied. In our complex community,

understanding the impacts of cross cultural, multi-lingual and socio-economic disadvantage are critical

to remaining in partnership with families.

Above all, we seek to provide an engaging and rich school experience that students and families want

to be part of every day. If there’s a supportive sense of community, fun and success available alongside

a comprehensive and modern education experience, we believe that attendance rates can be improved

and maintained over time.

We believe and enact “Every Day Counts”.

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, w riting, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My

School w ebsite at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You w ill then be taken to the My School w ebsite with the

follow ing ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school w hose NAPLAN results you w ish to view , and select

<GO>.

Read and follow the instructions on the next screen; you w ill 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

We believe that be continuing the engagement our school has with Aboriginal and Torres Strait Islander

families through the EATSIPS process, we are growing trust and partnership. Our staff and community

is more aware of culture and is acknowledging perspectives in how and what we provide each day for

learning. The quality of our respectful interactions is improved.

Individual and group cultural programs have been undertaken and the school continues to look for

opportunities to employ local indigenous artists, mentors and teacher aides. Students connected to

culture are more likely to succeed at school.

Individual Learning Plans have been established for all indigenous students. Families consulted, goals

set for students and a plan to direct school and family efforts to support learning is now in place for

each student.

Although a “gap” in achievement remains, our Yr 5 and 7 cohorts significantly improved their mean scale sores in Reading, Numeracy and Writing. In essence, they are achieving at a significantly higher

level on average.