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Mount Murchison State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: PO Box 610 Biloela 4715

Phone: (07) 4992 2253

Fax: (07) 4992 2341

Email: principal@mtmurchiss.eq.edu.au

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

Contact Person: Mrs Linda Holman

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School Overview

Mount Murchison is situated 10 km east of Biloela on the Dawson Highway. We are a two

teacher school currently catering for the learning needs of 31 students. Our classroom structure

reflects the learning needs of our students with a P-3 classroom and a 4-6 classroom. Our

school continues to reap the benefits of the current upward trend of student enrolments. We

emphatically believe that education is a partnership between teachers, students, parents and

the wider community. We build and strengthen partnerships through open, honest and frequent

communication. We embrace all opportunities to showcase student learning improvements and

achievements as a celebration of both individual and community success. Coupled with a strong

ethos of timely communication, this provides a vector to ensure that parents understand what

their children know and can do across all areas of learning. We foster and encourage all parents

to be involved in the learning journey of their child. We are currently delivering all aspects of

the Australian National Curriculum under a two year structured framework. In 2017, our core

focus is to improve learning outcomes for all students by striving for excellence in pedagogy,

moderation and data management. Our multi-age classroom allows a highly differentiated

teaching approach ensuring that all student learning needs can be catered for on a daily basis.

This is supported by highly skilled Teacher Aides and targeted intervention programs. We have

a high teacher student ratio and a high ratio of computers and iPad access for the students.

Principal’s Foreword

Introduction

School Progress towards its goals in 2016

During 2016, significant process was made in curriculum development and delivery, the development of expert teaching teams, differentiated learning and school and community partnerships as outlined below:

1. Collaborative development of a sharp and narrow school improvement agenda was achieved through:

Development of staff data literacy skills (focused on reading)

Development and implementation of strategic and scheduled collection and analysis of reading data

Exploration of strategies to improve student reading

Alignment of school resources to improve student reading

2. Development and implementation of a Whole School Curriculum Framework through:

Implementation of the first stage of a two year framework to implement the Australian Curriculum

Implementation of a range of feedback processes to improve student engagement and achievement

3. Implementation of high quality pedagogy and expert teaching teams through:

Provision of professional development for all staff to strategically manage data to inform learning

Engagement with Communities of Practise

4. Continued fostering of strong community partnerships by:

Continued implementation of Prep and High School transition programs

Promotion of the positive school culture

Continued improvement of attendance data

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Future Outlook

In 2017:

The continued implementation of the Australian Curriculum two year cycle will be completed.

The Curriculum Framework into 2018 and beyond will be developed collaboratively.

Targeted use of data to inform the teaching and learning cycle are continuing to be used and developed.

Moderation at Cluster level is a priority to support improved teaching practice.

Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 17 6 11 100%

2015* 19 4 15 1 100%

2016 30 13 17 2 90%

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

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

In 2016, there were no students enrolled in a pre-Prep** program.

** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander

communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the Student Body

Overview We are a two teacher school currently catering for the learning needs of 31 students in a divers, disciplined and dynamic environment. In 2016 we operated with a P-2 classroom and a 3-6 classroom. Our multi-age classroom allows a highly differentiated teaching approach ensuring that all student learning needs can be catered for on a daily basis. In 2016 we experienced growth in the number of indigenous students enrolled in our school.

Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 21 20 11

Year 4 – Year 6 19

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

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Curriculum Delivery

Our Approach to Curriculum Delivery We strive to implement all aspects of the Australian Curriculum and have developed a two year structure to enable all areas of the Australian Curriculum to be taught as outlined below.

2016

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Prep Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6

Implementation S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2

Australian Curriculum

Hu

man

itie

s &

So

cial

Sci

ence

Annual Cycle

History

Geography

2017 Economics &

Business

2016 Civics &

Citizenship

Annual Cycle HPE

Th

e A

rts

Annual Cycle Music

2016 Visual Arts

2016 Media

2017 Drama

2017 Dance

Tec

hn

olo

gie

s

2016 Design &

Technologies

2017 Digital

Technologies

Essential Learnings

Annual Cycle

Languages –

Japanese

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Co-curricular Activities Mount Murchison State School, strives to students with opportunities to extend their educational and social skills through a range of extra-curricular activities. As a small school, we have found that these opportunities to meet peers of a similar age and make new friends whilst learning. This is being achieved by participating in events such as:

Cluster Under 8s Day Under 5s Day Eisteddfod – Choir and Poetry Sports Clinics and training Science Specialist Day Camp Swimming Program ANZAC Day Ceremony Community Cyber Safety program

How Information and Communication Technologies are used to Assist Learning We are very fortunate at Mount Murchison State School to be heavily resourced with regards to Information and Communication Technologies. We have 7 operational PCs, 6 laptops and 18 iPads which are all used in a wide range of activities to support student learning. With such a high device to student ratio, student access to ICTs is also very high. The use of all of these devices is integrated into the teaching of all key learning areas and students are also skilled to work independently with these devices with activities to support their learning.

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Social Climate

Overview A positive and cooperative social climate is highly valued at Mount Murchison State School. All students are highly supported to develop positive behaviour patterns by teaching them a wide range of strategies to cope with social situations. Bullying is not tolerated at Mount Murchison State School and considerable time is invested to support children making positive behaviour choices by working with the child, the family, peers and staff. The Chaplaincy program is a vital element of our school community with one day a week where our

Chaplin is onsite working with students, staff and families. This enables support for students and

families and provides a key vector to access outside community resources to support our students.

Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

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

100% 100% 100%

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

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

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

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

100% 100% 100%

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

100% 100% 100%

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

100% 100% 100%

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

100% 100% 100%

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

100% 100% 100%

teachers at this school treat students fairly* (S2008) 100% 100% 89%

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

100% 100% 100%

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

100% 100% 100%

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

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

100% 100% 89%

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

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

Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 100% 100% 100%

they like being at their school* (S2036) 100% 100% 86%

they feel safe at their school* (S2037) 100% 100% 100%

their teachers motivate them to learn* (S2038) 100% 100% 100%

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

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

100% 100% 86%

teachers treat students fairly at their school* (S2041) 100% 100% 86%

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Performance measure

Percentage of students who agree# that: 2014 2015 2016

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

100% 100% 86%

their school takes students' opinions seriously* (S2043)

100% 100% 100%

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

100% 100% 86%

their school looks for ways to improve* (S2045) 100% 100% 86%

their school is well maintained* (S2046) 100% 100% 100%

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

100% 100% 86%

Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

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

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

100% 100% 100%

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

100% 100% 100%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

DW DW DW

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

100% 100% 100%

students are treated fairly at their school (S2073) 100% 100% 100%

student behaviour is well managed at their school (S2074)

100% 100% 100%

staff are well supported at their school (S2075) 100% 100% 100%

their school takes staff opinions seriously (S2076) 100% 100% 100%

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

their school is well maintained (S2078) 100% 100% 100%

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

100% 100% 100%

* Nationally agreed student and parent/caregiver items # ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and community engagement The performance data reaffirms the strong commitment that all key stakeholders have in working together to improve learning for students. This data reflects community confidence in all areas of school operations at Mount Murchison State School. Parent involvement in all aspects of school life is highly valued at Mount Murchison State School. All families are actively involved with our P&C which is an enormous support to the learning of our students. The Principal maintains regular contact with families through both formal interviews and frequent discussions on the school site. It is a priority for the Principal to make time to work with families on all aspects of school life. The creation of a school environment where parent involvement is highly valued is possible by the manner in which all members of the school staff work with our parents. We take particular time to ensure that parents know how to support the learning progress of their child by explaining things such as how to practice sight words or how to support the development of reading strategies. Respectful relationships programs

The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. In 2016 we commenced working with the Biloela PCYC to develop

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and Health and Well Being Program to be delivered in a two year framework. Respectful relationship principals will be underpinning this program.

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 13 1 4

Long Suspensions – 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology

created time series breaks in 2014 and 2015.

**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

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Environmental Footprint

Reducing the school’s environmental footprint The presence of our solar panels greatly reduces our environmental footprint. We also encourage students to ensure that our school environment is kept neat and tidy with responsible disposal of rubbish items.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 924 1,731

2014-2015 2,880 884

2015-2016 7,704

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.

School Funding

School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and 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 states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

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

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Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 3 6 1

Full-time Equivalents 3 3 0

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate

Masters

Graduate Diploma etc.**

Bachelor degree 3

Diploma

Certificate

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

Professional Development Expenditure On and Teacher Participation in Professional Development

The total funds expended on teacher professional development in 2016 were $4509.

The major professional development initiatives are as follows:

Involvement with Community of Practise

Completion of P-10 Science Upskilling Program

Completion of online Dyslexia training modules

The proportion of the teaching staff involved in professional development activities during 2016 was 100%

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 100% 95% 97%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 100% of staff was retained by the school for the entire 2016.

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Performance of Our Students

Key Student Outcomes

Student Attendance

Student attendance

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 81% 95% 95%

The attendance rate for Indigenous students at this school (shown as a percentage). DW 89%

*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall student attendance rate in 2016 for all Queensland Primary schools was 93%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2014 90% 94% 68% 94% DW 42% DW 90%

2015 DW 97% 93% 95% 95% DW 92% DW

2016 96% DW 94% 94% 95% 95% DW

*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution The proportions of students by attendance range:

Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

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4

28

16

13

24

22

22

8

59

61

40

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

2016

2015

2014

Proportion of Students

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

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Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. Attendance is diligently recorded at Mount Murchison State School. Being a one teacher school in 2016, the Principal accepts all responsibility for working with families should issues arise which affect attendance rates of students. Time is also allocated each term to analyse patterns of non-attendance and follow-up action is initiated if deemed necessary.

NAPLAN

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 states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.