Mount Murchison State School
ANNUAL REPORT
2018 Queensland State School Reporting
Every student succeeding State Schools Strategy
Department of Education
Contact information
Postal address PO Box 610 Biloela 4715
Phone (07) 4992 2253
Fax (07) 4992 2341
Email [email protected]
Webpages Additional information about Queensland state schools is located on:
the My School website
the Queensland Government data website
the Queensland Government schools directory website.
Contact person Linda Holman, Principal
From the Principal
School overview
Mount Murchison is situated 10 km east of Biloela on the Dawson Highway. Our school has grown significantly over the last six years and we currently employ three full time teachers and have a visiting Music Specialist. Students work in P-Year 2, Year 3-4 and Year 5-6 cohorts for English and Maths. Students work in P-2 and 3-6 groupings for the delivery of all other learning areas.
At Murchie we believe emphatically that Education is a partnership between teachers, students and families. We demonstrate that we are family friendly by building and strengthening partnerships through open communication and an open door policy, by showcasing of learning, demonstrating to families what their children know and can do across Key Learning Areas. We achieve this by welcoming our families to be involved directly in what is happening in our classroms and by developing the potential of all children - academically, intellectually, interpersonally and emotionally. We pride ourselves on the strength of our relationships with students and their families to support students to reach their learning potential whilst supporting their wellbeing.
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 and learning support programs. We have embarked on a journey to develop and implement school, cluster and regional moderation practises to ensure the quality of teaching and improve student learning outcomes.
The staff of Mount Murchison State School work in a highly functional and collaborative team environment. With an understanding of each others personal and professional strengths and experitise, we are able to work together to focus on the students of our school.
School progress towards its goals in 2018
Across the 2018 teaching year, staff, students and community worked towards our 2018 goals. In so doing, we have:
Remained focused on embedding Version 8 of the Australian Curriculum over a two year cycle. We continue with this work in 2019.
Explored the components of high quality planning and continue this focus at school and cluster level in 2019 through engagement in Professional Development in Pre-Moderation
Principal leadership has been demonstrated at school, cluster and regional level focused on all phases of moderation. All teaching staff have been involved in Professional Development in the phases of moderation. This work continues in 2019.
The teaching team has collaboratively engaged in the analyses of student data to inform teaching and learning. We are further developing our skills in this area in 2019.
Staff commitment and dedication to engage collaboratively in Professional Development to better understand the Australian Curriculum and moderation processes has been outstanding.
Future outlook
In 2019 we look forward to a Whole School Review to provide valuable improvement feedback for our school. We are focused on Systemic Curriculum Delivery and Teaching Quality to improve student learning outcomes.
We aim to achieve:
Improved student A-C data with a focus on A-B data
100% teacher engagement in the collaborative development of learning support programs
100% teacher engagement in Professional Development on all four stages of moderation
Continued development of expert teaching teams
We see 2019 as an exciting year to build on our 2018 learning and achievements.
Our school at a glance
School profile
Coeducational or single sex Coeducational
Independent public school No
Year levels offered in 2018 Prep Year - Year 6
Student enrolments
Table 1: Student enrolments at this school
Enrolment category 2016 2017 2018
Notes:
1. Student counts are based on the Census (August) enrolment collection.
2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.
Total 30 32 33
Girls 13 14 17
Boys 17 18 16
Indigenous 2 4 4
Enrolment continuity (Feb. – Nov.) 90% 100% 100%
In 2018, there were no students enrolled in a Pre-Prep program.
Characteristics of the student body
Overview
At Mount Murchison State School we cater for the learning needs of 32 students in a P-2 and 3-6 classroom structure. We provided a diverse, dynamic and disciplined learning environment where student learning data is analysed to support structured and targeted learning support and differentiation. Our multi-age classrooms allow a highly differentiated teaching approach ensuring that all students learning needs are catered for on a daily basis.
Average class sizes
Table 2: Average class size information for each phase of schooling
Phase of schooling 2016 2017 2018
Note:
The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.
Prep – Year 3 15 13 15
Year 4 – Year 6 18 16
Curriculum delivery
Our approach to curriculum delivery
Co-curricular activities
Mount Murchison State School strives to provide our students opportunities to extend their education and social skills through a range of co-curriculum activities. As a small school, we have found it extremely important to provide opportunities for our students to work and interact with peers of a similar age across a range of settings. This is being achieved by participating in events such as:
PCYC Small Schools Health and Wellness Program (One full day each term)
Cluster Under 8s Day
Eisteddfod (Choir and Poetry alternate years)
Sports clinics and training
Camp
ANZAC Day Ceremonies
Guitar lessons
Chappy Leadership Programs
Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2
Australian Curriculum: Version 8
English
Mathematics
Science1
Humanities and Social Science
HPE6
Music7
Dance8
Drama
Media9
Visual Arts
Design & Technologies
Digital Technologies10
Essential Learnings
Languages11
How information and communication technologies are used to assist learning
We are fortunate at Mount Murchison State School to be well resourced with regards to Information and Communication Technologies. We have operational PCs, laptops and iPads in both core teaching areas which provides us with the capacity to seamlessly integrate ICTs into all learning areas.
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 choices 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 to make positive behaviour choices by working with the child, the family, peers and staff. Our Chaplaincy program is a vital element of our school community with our Chaplain being onsite two days each week to work with students, families and staff. 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
Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.
Table 3: Parent opinion survey
Percentage of parents/caregivers who agree# that: 2016 2017 2018
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% 92%
teachers at this school treat students fairly* (S2008) 89% 100% 92%
they can talk to their child's teachers about their concerns* (S2009) 100% 100% 92%
this school works with them to support their child's learning* (S2010) 100% 100% 100%
this school takes parents' opinions seriously* (S2011) 100% 100% 92%
student behaviour is well managed at this school* (S2012) 89% 100% 100%
this school looks for ways to improve* (S2013) 100% 100% 100%
this school is well maintained* (S2014) 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.
Table 4: Student opinion survey
Percentage of students who agree# that: 2016 2017 2018
they are getting a good education at school (S2048) 100% 100% 100%
they like being at their school* (S2036) 86% 90% 100%
they feel safe at their school* (S2037) 100% 100% 89%
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)
86% 100% 100%
teachers treat students fairly at their school* (S2041) 86% 100% 100%
they can talk to their teachers about their concerns* (S2042) 86% 100% 78%
their school takes students' opinions seriously* (S2043) 100% 100% 89%
student behaviour is well managed at their school* (S2044) 86% 100% 89%
their school looks for ways to improve* (S2045) 86% 100% 100%
their school is well maintained* (S2046) 100% 100% 100%
their school gives them opportunities to do interesting things* (S2047) 86% 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.
Table 5: Staff opinion survey
Percentage of school staff who agree# that: 2016 2017 2018
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 100%
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 School Opinion Survey performance data continues to reaffirm 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 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 introduction of Termly STAR DAYS has been well received and provides vital opportunity for our families to become actively involved in our school. This provides time for families to join with us for a full school day to celebrate the learning and behavior success of our students in a supportive and collaborative environment.
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 families. We take particular time to ensure that families 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 education programs
Mount Murchison State School has developed and implemented programs to deliver Respectful Relationships through our Health and Physical Education Program and the PCYC Small Schools Health and Wellness Program (including the Daniel Morcombe Program). Our Chaplaincy program provides further support to our community in this important aspect of school education. Any concerns raised or observed are taken with seriousness with appropriate responses put in place. We continue to build our programs and responses to ensure a communal understanding of personal safety and awareness for all members of our school community.
School disciplinary absences
Table 6: Count of incidents for students recommended for school disciplinary absences at this school
Type of school disciplinary absence
2016 2017 2018
Note:
School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.
Short suspensions – 1 to 10 days 4 9 2
Long suspensions – 11 to 20 days 0 0 0
Exclusions 0 0 0
Cancellations of enrolment 0 0 0
Environmental footprint
Reducing this 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. In 2019 we are planning to become involved in recycling.
Table 7: Environmental footprint indicators for this school
Utility category 2015–2016 2016–2017 2017–2018
Note:
Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.
*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.
Electricity (kWh) 7,704 4,266 15,958
Water (kL)
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.
How to access our income details
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
4. Click on ‘Finances’ and select the appropriate year to view the school financial information.
Note:
If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.
Our staff profile
Workforce composition
Staff composition, including Indigenous staff
Table 8: Workforce composition for this school
Description Teaching staff* Non-teaching staff Indigenous** staff
Headcounts 3 6 0
Full-time equivalents 3 3 0
*Teaching staff includes School Leaders.
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Qualification of all teachers
Table 9: Teacher qualifications for classroom teachers and school leaders at this school
Highest level of qualification Number of qualifications
*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Doctorate
Masters
Graduate Diploma etc.*
Bachelor degree 3
Diploma
Certificate
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2018 were $17 440
The major professional development initiatives are as follows:
Engagement in Cluster Moderation
Engagement in Leadership at Cluster and Regional Level in Moderation Processes
Classroom Profiling Training
Development of teacher skills in using data to inform teaching and learning
The proportion of the teaching staff involved in professional development activities during 2018 was 100%.
Staff attendance and retention
Staff attendance
Table 10: Average staff attendance for this school as percentages
Description 2016 2017 2018
Staff attendance for permanent and temporary staff and school leaders. 97% 96% 96%
Proportion of staff retained from the previous school year
From the end of the previous school year, 100% of staff were retained by the school for the entire 2018.
Performance of our students
Key student outcomes
Student attendance
The overall student attendance rate in 2018 for all Queensland State Primary schools was 92%.
Tables 11–12 show attendance rates at this school as percentages.
Table 11: Overall student attendance at this school
Description 2016 2017 2018
Overall attendance rate* for students at this school 95% 94% 96%
Attendance rate for Indigenous** students at this school 89% 97% 97%
* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Table 12: Average student attendance rates for each year level at this school
Year level 2016 2017 2018 Year level 2016 2017 2018
Notes:
1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.
2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
3. DW = Data withheld to ensure confidentiality.
Prep 96% 91% 94% Year 7 DW
Year 1 DW 96% 95% Year 8
Year 2 94% 96% 99% Year 9
Year 3 94% 97% 96% Year 10
Year 4 95% 93% 97% Year 11
Year 5 95% 93% 94% Year 12
Year 6 DW 95% 98%
Student attendance distribution
Graph 1: Proportion of students by attendance rate
3
3
6
16
16
26
26
22
68
55
59
0% 20% 40% 60% 80% 100%
2018
2017
2016
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
Description of how this school manages non-attendance
Queensland state schools manage non-attendance in line with the Queensland Department of Education 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.
Non-attendance is managed in state schools in line with the Department of Education 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. Attendance is managed through our clear and transparent Attendance Policy which is derived from DET policy. Further, attendance trends are collaboratively reviewed by staff every 5 weeks and shared with families.
NAPLAN
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.
How to access our NAPLAN results
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
4. Click on ‘NAPLAN’ to access the school NAPLAN information.
Notes:
1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.
2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.
