caloundra state high school queensland state school

Caloundra State High School Queensland State School Reporting 2015 School Annual Report

Postal address 88 Queen Street Caloundra 4551

Phone (07) 5436 8444

Fax (07) 5491 8457

Email [email protected]

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

Contact person Ms Julie Pozzoli, Principal

Principal’s foreword

Introduction

Caloundra State High School is a proud and innovative school that offers a high quality education to students from Year 7 to 12. Our focus is on delivering a challenging and engaging curriculum within a safe and intentionally caring and supportive environment. At Caloundra State High School we believe that our students deserve the best that we can give them and the opportunity to develop their skills, knowledge and talents in an environment that successfully prepares them as an active and contributing member of our community.

Our school plays a vital role in the Caloundra community as a leading provider of pathways for your child’s future. Our qualified and experienced staff are committed to helping all students achieve their full potential so that they can pursue their future pathway on leaving school, whether that be further education and training or entry into the workforce.

Caloundra State High School is supported by our strong links with Universities especially Sunshine Coast University, TAFE and other training providers, local businesses, job networks and support organisations. Additionally, our school is in partnership with Beerwah SHS, Kawana Waters SC, Meridan SC delivering training to students within our Trade Training Centre (Sunshine Coast Technical Trade Training Centre) and with the Salvation Army through our SCILS program (Sunshine Coast Individual Learning and Support).

Our school is supported by a very active Parents and Citizen Association who support our students in all areas of their learning. This has been reflected by the strong results of our Student, Parent and Staff School Opinion Surveys and the reputation Caloundra State High School has already achieved by providing excellence in education over the past 53 years.

2015 was a significant year for the school as the year 7 students became secondary students in the history of the school. As well the school undertook a full School Review which saw the improvement suggestions being used (as well as other data) to construct a four year Strategic Plan.

2015 also saw the change in the structure of the day and the creation of 70 minute lessons and common breaks as well as the introduction of the Everyday Uniform (formal uniform with the sports uniform only being used for sport). This unirom change saw an improvement in student appearance which enhanced the look and feel of the school as well as earning favourable reviews from the community.

With an agenda of continuous improvement, we have used our data from 2014 to inform us of the priorities for 2015 and implemented programs and strategies to accommodate this improvement. This school report provides an extensive review of the 2015 school year and school data is presented on the progress of our students and staff, as well as outlining our successes to date.

http://www.myschool.edu.au/

http://data.qld.gov.au/

School progress towards its goals in 2015

Focus Area and Priorities

Improvement Strategies and Action for 2015 PILOT

Progress

DETE focus

Engaged Partners

Local decision making

Embrace autonomy

Create partnerships Successful Learners

Know your learners

Meet your learners’ needs

Great People

Develop professional knowledge

Develop professional practice

Develop professional engagement

Principal leadership and performance

High Standards

Know your data

Know your strategies

NCR Priorities

Whole school

improvement in reading

Whole school improvement in numeracy

Increased number of students in Upper 2 Bands in NAPLAN

Increased number of Year 12 students exciting with a QCE

Whole school

(P) Partnerships

Parent and Community Engagement

Use multiple communication channels to communicate eg facebook site, Q Parents

Involve parents and community at every opportunity eg rep on committees

Provide opportunities for families to observe student learning and celebrate success eg I-Achieve Parades

Seek feedback from school community and collaborate input into school decision making eg MySchool survey

Seek, develop, establish, maintain and sustain partnerships with community eg SCILS, Chamber of Commerce, Rotary

Provide programs and opportunities for parents to build capacity to assist with learning eg workshops, Parenting Ideas in newsletter

Utilise school as a venue for the community eg Caloundra Safe

Attendance

Analyse trends and develop strategies to increase student attendance focusing on truancy – review other schools programs

Focus on and develop programs of intervention for students attending > 85%

Create a position for and employ a Student Services HOD to monitor attendance

CSHS facebook established and operating

Parent reps on committees

Success parades conducted

MySchool survey conducted with staff, parents and students with feedback used to construct the Strategic Plan

Partnerships maintained and expanded

Parenting workshops provided

School continued to be used as a venue

New truancy policy introduced with hefty penalty if truanting - significant improvement

Short term suspension rates increased with introduction of new cohort – yr 7 resulting in increase in % of students attending less than 85%. new Responsible Behaviour Plan constructed to address this.

Student Services HOD position created and filled to focus on red zone BM students and attendance

(I) Identity

Community

Promote the school at every opportunity and continue to improve marketing materials

Promote Caloundra SHS as the first choice for International students

Improve image and perception through uniform change – day uniform every day for yr 7,8 and 10

In the school

Realign whole school through change to daily routine (common breaks, 70 min lessons)

Celebrate and recognise student achievement through increased whole school parades

Celebrate and recognise staff achievements at every opportunity – staff gatherings, media, awards

Marketing materials redone with increase in professionalism

International student numbers increased

Everyday Uniform introduced for yr 7, 8 and 10 with sport uniform being worn only for sport

Change of structure of the day to 70 minute lessons and common meal breaks

Increased number of whole of school parades

Staff reward tickets introduced and read at staff briefing held every Monday morning



Progress

improvement in attendance

School Priorities

Attainment

Attendance

Enrolment

Confidence

Literacy and Numeracy and U2B

Year 12 Outcomes

Behaviour

Improved teacher

practice

(L) Learning Literacy and Numeracy

Continue to engage with SUCCESS agenda through implementing strategies –literacy skill inference, QAR, literacy and numeracy warm-ups, spelling program, number facts

Implement Accelerated Reader Program and continue use of Mathletics and Lexia

Provide learning support teachers to coach and assist teachers with L&N

Provide in class learning support

Attainment and Extension of students

Increase student success/attainment with focus on Maths, English and Science

Continue Horizons and Gems extension classes in Junior Secondary

Teachers to provide targeted improvement feedback to students

Continue and expand University Links eg Headstart program with SCU

Provide and promote participation in extension activities eg 6 of the Best

Curriculum

Become familiar with Aust. Curriculum (ACARA) HPE, ARTS, Technology and LOTE

Use C2C as a resource to support ACARA

Bring Your Own Device (BYOX)

Upgrade system and security to permit network access for student devices

Encourage all students to supply own devices adhering to specifications set

Behaviour

Continue SWPBS with focus on recognising and rewarding positive behaviour

Refresh teachers on using Essential Skills for Classroom Management

Ensure the consistency of processes with behaviour management

Develop a targeted intervention plan for individual red zone students (HOD Student S)

Cater for student needs

Implement strategies to cater for students’ social and emotional needs eg Bright Futures pastoral care program, Rock and Water, Building Bridges, Peer Mentors

Ensure that new year 7 and 8 students transition into secondary successfully

Success agenda continued to be implemented with common tools eg warmups, QAR being used in all junior secondary classes Accelerated reader program installed and in operation. Mathletics and Lexia continued to be used Learning support teachers assigned and targeted learning support classes created In class support provided where possible for year 7-12 Attainment in Maths, English and Science maintained at above state average Teachers provided feeback to students Horizons and Gems classes continued Headstart program maintained Extension activites continued and were expanded with increased USC links Staff undertook familiarisation with new syllabus’s School trialed BYOD with students Network upgrades and CISCO system installed to enable connection with BYOD Specifications for BYOD developed and published SWPBS as a BM system continued ESCM refreshers and upskilling delivered to staff Consistency was the mantra with regards to BM Individual BM plans developed for targeted students Bright Futures pastoral care program introduced for year 7-12 Successful transition of year 7 students into school with designated learning and playing areas

(O) Outcomes

Year 12 Outcomes

Close monitoring of students, continual review of data

Individual case management of students with projected OP above 15

Continue to set high expectations for participation, attendance and behaviour

NAPLAN

Focus on U2B students with a structured program eg Unify, SUCCESS

Analyse data on yr 7/ 9 to inform strategies for improvement using diagnostic assessment eg PAT Maths, PAT Reading

Review and modify SUCCESS strategy (Literacy/Numeracy action plan)

Embed differentiation strategies across all year levels

Explicit Improvement agenda

Collect and analyse data to inform practice and publish data at regular intervals

Undertake a full School Review and use information to construct a 4 year School Plan

Implement recommendations from internal audit, discipline audit and full school review

Improved year 12 outcomes with 100% QCE or QCIA, increased % attainment in Cert 11 and Cert 111

OP 1-15 % remained static and will be a focus in 2016

Year 12 attendance remained well above state at 92.2% attendance overall and Indigenous yr 12 student attendance increased

Numeracy Naplan results were significantly improved in year 9 with a focus on GP in year 9 and and reading and writing in yr 7/9 in 2016

Data published continually which showed school continues to improve in most areas

Full School review undertaken

4Year Strategic Plan constructed

Recommendations from review and audits implemented



Progress

(T) Teaching

Pedagogy

Review, refresh and relearn Art and Science of Teaching (ASOT)

Model best practice eg vignettes of high performing teachers in action

Teacher Performance Review (TPR)

Implement the TPR with teaching staff, ensuring that performance plans align with ATSIL

Develop consultation and feedback structures and timelines (with LCC approval)

Professional Learning Communities (PLC)

Engage in quality PD and professional sharing via PLC in school

Instigate program to build capacity and capability of leadership team in leadership

Provide opportunities for aspirants with PD, acting or shadowing

Improving Teacher practice

Teachers teaching teachers – focus learning from each other eg work shadowing, peer observations, feedback, coaching

Teachers identifying a peer mentor to engage with in professional conversations

Provide training in coaching and provide coaching in order to improve teacher practice

Continue with walkthroughs – 2 x peer, 1 x HOD, 1 x admin for informal positive feedback

Develop a Charter of Expectations to state our expectations for staff, students and parents

Through the Teaching and Learning HOD, ASOT continued to be the signature pedagogy. ASOT was refreshed and modelled through PD provided to teachers

All teachers undertook and constructed individual performance reviews

Consultation and feedback structures were established and implemented

Professional Learning communities were established and used for “teachers to teach teachers’

Staff continued to be provided with opportunities to act across the school and in other schools

Teachers selected and engaged with a teacher mentor

Coaching PD was provided to all of the leadership team to enable coaching to be conducted with teachers

Walkthroughs provided valuable feedback to staff observed

Charter of expectations not developed as yet – work on in 2016

Future outlook

Strategy – 21st Century Learning and Learner

Imp

rove

men

t p

rio

rity

– 2

1st

Cen

tury

Lea

rnin

g

Actions Targets Timelines Responsible Officer/s

Create environments conducive learning for a 21st Century

learner by creating a personal connection for our students through experiential learning (learning through experiences) opportunities through camps (eg student organising), trips (Vietnam), excursions and activities eg sporting competitions for the delivery of curriculum. Use this as a vehicle of distinction (market and promote).

100% of students access experiential learning experiences

All year HOD’s, teachers

Explicitly teach and expose students 21st Century Learning

Skills and attributes (eg critical thinking, effective communication, creativity etc) through curriculum and assessment where able eg financial literacy in Bright Futures, Hospitality catering, Rugby League Development Program, CASE (Cognitive Acceleration through Science Education) to create literate and numerate students with a guaranteed pathway to employment, training or further education.

100% QCE or QCIA 85% OP 1-15 95% QTAC offers 100% NMS Yr 7& 9 NAPLAN Increase NAPLAN %U2B - writing from yr 7 11.75% to 15%, yr 9 13% to 15%, Reading to 25% from 7 22% and yr 9 21%, Numeracy yr 7 and 9 to 23%

End of 2016

Senior Secondary DP, Senior Sec HOD, GO Junior Secondary and Middle Sec DP and HODS, T/L HOD, English HOD, Maths HOD

Strategy – Quality Teacher Quality Teaching


Through the model of staff supervision, support and professional learning (Teacher Capability and Capacity Framework), feedback and recognition will be provided to teachers through profiling, observational rounds, interschool visits, SWIVL technology to inform and improve teacher practice. (School Review Recommendation)

80% teachers profiled 100% teachers access observations 100% staff receive feedback 20% other school visits

End of 2016 Teaching and Learning HOD

Provision of PD on ASOT (pedagogy) to refresh and engage all staff. Regular audit of practices to ensure implementation. (School Review Recommendation)

100% teacher access PD 3 audits conducted 80% full implementation of ASOT

End sem 1 End term 2, 3 and 4

Teaching and Learning HOD

Strategy – Innovation

Imp

rove

men

t p

rio

rity

– S

cho

ol o

f th

e Fu

ture


Promote Science, Technology, Engineering and Mathematics STEM through targeted activities and programs eg peer teaching, extension activities, clubs, competitions. Explore opportunities for further expansion of STEM and Innovative Technologies through engaging with the Community eg collaboration with Universities, view other school programs (school visits), seek experts in the field.

Increase in enrolments into subjects of STEM in 2017

Term 1 Semester 1

HODs of Science, Mathematics and Technology

Investigate and implement Innovative technologies eg coding and robotics to be taught through digital tech curriculum plus PD for relevant staff and securing appropriate resources.

PD supplied to 100% relevant staff Purchase required resources

End of 2016

HOD – Science, Maths, Technology

Strategy –Digital technologies


Integrate IT through PD for staff on innovative ways to use technology in teaching practice (one note, illuminate), extension of IT (virtual classrooms) and use of BYOd in classroom (all devices including phones). Provide staff PD on ICT literacy and explicitly teach students IT basic skills (eg word, power point, use of search engines).

100% teachers receive IT PD/skilling 100% implementation of BYOx 85% of content areas with curriculum available 24/7 100% yr 7/8 students taught IT skills

End of 2016 HOD Technology

Strategy – Attendance

Imp

rove

men

t p

rio

rity

– E

ng

ag

ed L

earn

ers


Improve student attendance through employment of attendance officer, home visits, individual education plan of students with under 85% attendance.

Whole school attendance to be above 90%

End of 2016 HOD Student Services

Employment of a HOD Middle Secondary (HOD MS) to target year 9 and 10 Middle Secondary students engagement, yr 10 student leadership and yr 9 and 10 attendance.

Increase in yr 9 attendance 86.5% to 90%, Yr 10 attendance from 87.5% to 90%. Reduction in yr 9 and 10 SDA

End of 2016 HOD Middle Secondary

Know your learner by analysing student data regularly to identify students at risk of not attaining, implement support structures and provide individual learning plans to ensure on exit all year 12 students have a guaranteed pathway to employment, further education or training.

ICP classes established for yr 7 and 8 PD provided to staff on data literacy

Start of 2016 Term 2

HOD Teaching and Learning

Implement new Line Management system to ensure consistency of practice. Provide PD on Essential Skills for Classroom Management (ESCM).

Reduction in short term SDA’s (suspensions) 85%A/B behaviour and effort on reports

End of 2016

Line managers Student Services HOD All staff

Strategy –Rewards and Recognition


Provision of positive feedback for students on academic, effort, behaviour and attendance through a positive recognition and reward system eg certificates, parade, home contact for over 95+% attendance, 100% club for attendance, positive assemblies.

20% of students recognised and awarded

Term 2 and Term 3

YLC’s, HOD JS, MS, SS

.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Year 7 - Year 12

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 1123 540 583 49 88%

2014 1013 446 567 35 87%

2015 1051 481 570 50 87%

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 2015, 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:

Students come from a diverse range of social and economic backgrounds and a strong student welfare and support system exists in the school. Students are supported by a range of staff including teachers, home group teachers, Line Managers, Year Coordinators, Heads of Department, Administration and members of the Student Services faculty. The Student Services team is led by the HOD: Student Services and includes the Guidance Officer, Youth Support Co-ordinator, Chaplain, School Based Youth Health Nurse and regular attendance by staff from the Youth and Mental Health Unit. A Special Education unit (Lighthouse Centre) is attached to the school and offers individualised programs to suit individual needs including whole school integration. The school provides a range of services that include Interagency Support Networks, careers advice and support, alternative programs linking work and school, counselling, support in managing behaviours, bullying and harassment, self-esteem and substantial transitional programs for ‘at risk’ students and a mentoring program.

Caloundra SHS operates a clear and fully endorsed Responsible Behaviour Plan that identifies the expected behaviours of all members of the school community. The school is a Positive Behaviour for Learning school (PBL) with our guiding expectations being, respectful, responsible and prepared. Positive behaviours are recognised and rewarded and all students are supported throughout their schooling to ensure they achieve to their full potential.

Characteristics of the student body:

Majority of students in senior (years 10 -12) 56% with 44% in Junior (years 8-9)

4% of students are Aboriginal and/or Torres Strait Islander

25 International students attended Caloundra in 2104 with most students from Germany. Length of stay varied from one year to one term.

Very small number of ESL students

Very small number of independent students

Majority live on the Caloundra coastal area coast with a small percentage living in hinterland

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10 23 23 22

Year 11 – Year 12 20 19 18

*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.

http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html

School Disciplinary Absences

* 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.

Curriculum delivery

Our approach to curriculum delivery

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 186 251 365

Long Suspensions - 6 to 20 days 27 5 18

Exclusions 1 1 5

Cancellations of Enrolment 17 14 1

Extra curricula activities

Senior and Junior Secondary Leadership Programs

Academic competitions eg QUT Business competition, USC Science and Engineering challenge

Student leadership camps eg Emu Gully camp for year 8 students, year 11 leadership camp

Chemistry Titration

Voices on the Coast

Australian Constitutional Convention

Kids in Action

Rosie’s (Homeless charity)

Regional, Zone and State sport opportunities

Performance opportunities in Dramatic Arts, Orchestra, Stage Band eg Young Musician

Community Participation opportunities (Red Shield Appeal, 40 Hr Famine, World Vision, Relay for Life)

How Information and Communication Technologies are used to improve learning

At Caloundra State High School, Information and Communication Technologies play an important role in assisting the learning of our students. Our focus is to develop digital pedagogies across all curriculum areas to engage student learning. All classrooms have access to a range of ICT devices including data projectors, Staff and student computer access and a range of other digital devices. All year 10 - 12 students have access to the laptop through the NSSCF program and elect to utilise the take home option or access the laptops at school. For years 9 -12, the computer ratio for students is 1 to1 with year 9 students having access to machines within the school in computer labs and laptop trolleys. Some examples of how ICT’s are being used within the classroom include:

Design Technology students working with industry standard software to design a range of projects whether in Graphic design, or Wood or Metal Technologies

Physical Education students operating video analysis software to analyse their performance in comparison with an elite sports person

Learning support students using Lexia to improve their literacy

Geography students using Digital Worlds software and GPS units to design and create base maps

Physics and Biology students exploring the use of digital devices such as electronic microscopes, pH readers and data loggers

English students using a range of ICT’s to develop multi-modal presentations incorporating graphic design, video manipulation and document design

Maths students using “Mathletics” to improve basic numeracy skills across all age levels

Technology immersed in Adobe design studio to create a range of multimedia designs and mobile applications

Home Economics and Hospitality students use menu costing and nutritional information software to design and develop menus in a simulated industry environment

Vocational Education areas use online and electronic versions of working in order to communicate and investigate industry standards

As Information and Communication Technologies continue to progress and change, we will look at ways of how we can utilise these new technologies to assist our student’ learning.

Social Climate

Students come from a diverse range of social and economic backgrounds and a strong student welfare and support system exists in the school. Students are supported by a range of staff including teachers, home group teachers, Line Managers, Year Co-ordinators, Heads of Department, Administration and members of the Student Services faculty. The Student Services team is led by the Guidance Officer and includes a Youth Support Co-ordinator, Chaplain, School Based Youth Health Nurse and regular attendance by staff from the Youth and Mental Health Unit. A Special Education unit (Lighthouse Centre) is attached to the school and offers individualised programs to suit individual needs including whole school integration. The school provides a range of services that include Interagency Support Networks, careers advice and support, alternative programs linking work and school, counselling, support in managing behaviours, bullying and harassment, self-esteem and substantial transitional programs for ‘at risk’ students and a mentoring program. Caloundra SHS operates a clear and fully endorsed Responsible Behaviour Plan that identifies the expected behaviours of all

members of the school community. The school is a school-wide positive behaviour school (SWPBS) with our guiding expectations

being, respectful, responsible and prepared. Positive behaviours are recognised and rewarded and all students are supported

throughout their schooling to ensure they achieve to their full potential..

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 94% 92% 89%

this is a good school (S2035) 94% 80% 89%

their child likes being at this school (S2001) 94% 88% 91%

their child feels safe at this school (S2002) 88% 91% 87%

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

94% 87% 88%

their child is making good progress at this school (S2004) 88% 90% 93%

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

94% 97% 94%

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

81% 89% 87%

teachers at this school motivate their child to learn (S2007) 88% 80% 89%

teachers at this school treat students fairly (S2008) 87% 81% 83%

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

94% 94% 93%

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

94% 82% 87%

this school takes parents' opinions seriously (S2011) 100% 75% 77%

student behaviour is well managed at this school (S2012) 88% 70% 81%

this school looks for ways to improve (S2013) 88% 83% 85%

this school is well maintained (S2014) 94% 91% 88%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 93% 91% 92%

they like being at their school (S2036) 91% 83% 85%

they feel safe at their school (S2037) 90% 87% 87%

their teachers motivate them to learn (S2038) 90% 82% 90%

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

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

86% 83% 86%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

teachers treat students fairly at their school (S2041) 78% 74% 78%

they can talk to their teachers about their concerns (S2042) 71% 69% 76%

their school takes students' opinions seriously (S2043) 73% 67% 74%

student behaviour is well managed at their school (S2044) 72% 64% 70%

their school looks for ways to improve (S2045) 87% 83% 83%

their school is well maintained (S2046) 85% 80% 89%

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

88% 86% 89%

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

they enjoy working at their school (S2069) 72% 75% 87%

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

82% 89% 94%

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

57% 58% 75%

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

75% 78% 76%

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

85% 89% 93%

students are treated fairly at their school (S2073) 85% 88% 92%

student behaviour is well managed at their school (S2074) 60% 74% 73%

staff are well supported at their school (S2075) 38% 43% 69%

their school takes staff opinions seriously (S2076) 38% 34% 68%

their school looks for ways to improve (S2077) 70% 68% 88%

their school is well maintained (S2078) 79% 86% 93%

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

57% 65% 77%

# ‘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

At Caloundra State High School, we actively foster close communication using all forms of communication to ensure that parents are active participants in the learning of their child. The school has an active P and C Association who involve parents through requests for volunteers in the canteen, regular meetings and sourcing of opinions, thoughts and actions through various means. Parents are regularly invited to the school to participate in information sessions and brief meetings to provide access to staff involved in key activities and other curriculum projects.

Community involvement is a focus of the school with the expectation that parents are in partnership with the school and are part of the school and demonstrate this involvement through membership of committees to assist in the direction and decisions being made in the school.

To keep the community informed, a newsletter is published through online communication with a hard copy being available if required. As well, the utilisation of the electronic display board provides constant updates on school activities as well as the school website. A daily system of contact with parents of absent students also operate through SMS or phone calls ensuring that Parents are cognizant of the school attendance expectations and so the school and families can work together to address any attendance concerns. There are regular Parent Information nights throughout the year, as well as three Parent Teacher interview nights with Parents receiving four achievement reports per year (year 12 only receives three- no report from the school at the end of year 12). The development of student centred documents such as the “Responsible Behaviour Plan for Students” as well as the school direction reflected in the school annual implementation plan have been developed in consultation with parents and other stakeholders.

Reducing the school’s environmental footprint

Caloundra State High School in its design has been conscious of reducing the environmental footprint and conserving natural resources. Over the past few years we have moved to reduce the quantities of utilities that we have used. This includes the implementation of “waterless” technology, Solar technology and student and staff awareness of utility use.

Environmental footprint indicators

Years Electricity

kWh Water kL

2012-2013 547,154 8,780

2013-2014 412,874 8,224

2014-2015 467,795 2,959

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

Our staff profile

Staff composition, including Indigenous staff

2015 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 91 41 <5

Full-time equivalents 83 31 <5

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 0

Diploma 5

Advanced Diploma 1

Bachelor Degree 53

Graduate Diploma etc.** 27

Masters 5

Doctorate 0

Total 91

05

1

53

27

50

0

10

20

30

40

50

60

*Teaching staff includes School Leaders

**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2015 were $35,181.

The major professional development initiatives are as follows:

Pedagogy – Art and Science of Teaching intensive course, ASOT refresher training with staff

Behaviour Management – essential Skills for Classroom Management, Behaviour and emotions in a school setting (Dr Brenda Heyworth), Classroom Profiling, Non Violent Crisis Intervention, ASD Teaching Strategies and BM support, Managing challenging behaviours

Vocational Education – Cert IV in Training and Assessment, Cert 11 in Tourism, Cert 11 in Community Services, Cert IV in Fitness, Cert 11 Skills in Work

Workplace Health and Safety – CPR, First Aid, Open water Snorkelling and Oxygen reviver, Surf Rescue, Chemical new accreditation

Building Leadership Skills and Capabilities – Coaching course, Managing the Performance Planning Process

Student support – Individual Curriculum Plan workshop, Student Support workshops, Practical Techniques and Processes

Building teacher knowledge and skills – Computers in schools (ITB Roadshow), Numeracy for NAPLAN, Ausdance, QCAA workshops, Ready Set Go – Australian Curriculum Languages

Conferences – CONASTA (Science), Principals, HEIA (Home Economics), International Students, Music, Marine Teacher, School Law, HPE

The proportion of the teaching staff involved in professional development activities during 2015 was 100%.

Average staff attendance 2013 2014 2015

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 92% of staff was retained by the school for the entire 2015 school year.

School income broken down by funding source

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

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

Where it says ‘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.


Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

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

The attendance rate for Indigenous students at this school (shown as a percentage). 82% 84% 85%

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 attendance rate in 2015 for all Queensland Secondary schools was 90%.

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

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

2013 92% 89% 86% 90% 91%

2014 90% 90% 87% 92% 92%

2015 90% 89% 86% 88% 91% 92%

*From 2013, the methodology used for calculating attendance rates effectively counts 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.

24

22

23

13

13

13

30

28

26

33

36

39

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

2015

2014

2013

Proportion of Students

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

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.

At Caloundra SHS we manage attendance through the use of an Attendance Officer. Under the direction of the Principal the Attendance Officer handles queries from parents, students and staff regarding attendance issues. The attendance officer is utilised to monitor and track students, liaise with Line Managers, Teachers, Deputy Principals, Principal and parents regarding attendance issues and general administration duties associated with attendance.

Daily Attendance Procedures

One School electronic roll marking is used to mark all Home Group and Class rolls.

Home Group Rolls are entered by 9.20am daily.

All class rolls are marked during class time enabling the school to track the movements of students throughout the day.

We contact parents via SMS, daily, where students are absent, without reason, during Period 0 (8am class), Roll Mark and are late to school.

Inconsistences are monitored daily by Line Managers tracking students not attending time tabled classes or leaving the school without permission. Line Managers follow up with students and administer appropriate consequences.

Unexplained Absence Letters are generated once a student has been absent without reason for 3 days.

Parents are contacted daily via phone, SMS and email regarding attendance issues.

Long Term Absences

Letters are sent via the relevant Deputy Principal to those students at risk of falling below the recommended 85% attendance bracket during the term. The letter invites parents to meet and discuss attendance issues.

Enforcement of Attendance letters are generated, when guidelines suggest, for students still in the Compulsory Schooling Phase.

Risk of Cancellation letters (for year 11 and 12) are generated when students with poor attendance in the Compulsory Participation Phase are not engaging in a program of study through not attending. These letters also invite parents and the student to work with the school in resolving the attendance issues.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading,

writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My

School website at http://www.myschool.edu.au/.

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

following ‘Find a school’ text box.

Where it says ‘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.


Outcomes for our Year 12 cohorts 2013 2014 2015

Number of students receiving a Senior Statement 203 199 173

Number of students awarded a Queensland Certificate of Individual Achievement. 0 1 1

Number of students receiving an Overall Position (OP) 79 73 61

Percentage of Indigenous students receiving an Overall Position (OP) 14% 0% 38%

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT).

34 35 34

Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).

195 197 172

Number of students awarded an Australian Qualification Framework Certificate II or above.

117 114 122

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.

181 197 172

Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.

86% 100% 100%

Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 73% 74% 70%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification.

99% 99% 99%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.

93% 91% 95%

As at 16 February 2016. The above values exclude VISA students.



Apparent retention rates Year 10 to Year 12 2013 2014 2015

Year 12 student enrolment as a percentage of the Year 10 student cohort. 83% 81% 75%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort.

140% 63% 57%

Overall Position Bands (OP) Number of students in each Band for OP 1 to 25

Years OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25

2013 11 19 28 20 1

2014 11 20 23 18 1

2015 7 22 14 17 1

Vocational Educational Training qualification (VET)

Number of students completing qualifications under Australian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2013 177 85 46

2014 182 82 46

2015 165 101 56

Certificate I qualifications were achieved by Year 10 students in Work Education and/or Business. In addition some students

from Years 10 – 12 were successful in the completion of Certificate I in Information, Digital Media and Technology.

Certificate II qualifications were from a variety of Training Packages including Business, Information Digital Media and

Technology and Hospitality. Higher Certificate qualifications were achieved through School Based Apprenticeship and

Traineeship programs in the areas of Business, Retail and Hospitality with a number of Certificate IV qualifications achieved

with students completing Justice.

Post-school destination information

At the time of publishing this School Annual Report, the results of the 2016 post-school destinations survey, Next Step – Student Destination Report (2015 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.

Early school leavers information

Caloundra SHS operates a supportive program called PATHWAYS that identifies students at academic and behavioural risk and engages them in a structured process of monitoring, goal setting and support. This program addresses many of the needs of students at risk of early leaving. Students who do not respond to this program are linked to guidance staff and other support staff to identify pathways beyond schooling that suits their needs. We have a high rate of success with students who after undertaking work experience are placed into a Traineeship or School Based Apprenticeship (in year 10, 11 and 12). These students often leave for full time employment and go into the areas of employment in the trade areas as well as into tourism and hospitality. We ensure that our leavers are leaving with a pathway to further education or training or a clear pathway to employment.

caloundra state high school queensland state school

Documents