kelso state school › supportandresources › formsanddocumen… · coeducational or single sex...

Kelso State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Kelso State School

Contact information

Postal address PO Box 10175 Rasmussen 4815

Phone (07) 4789 6222

Fax (07) 4789 6200

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 Darrell Sard - Principal

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

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

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

At Kelso, we recognize that the future is in our hands and our agreed mandate is to maximise the learning of all students by unlocking their potential, unchaining their imaginations and forging keys for their futures. Our P to 6 curriculum is grounded in the basics of literacy and numeracy and focused on supporting and extending students to achieve their personal best across all the Key Learning Areas. Classroom teachers are highly skilled in curriculum planning and delivery with visible learning walls to promote student engagement. Our music, sporting and science programs provide opportunities for students to engage with our local high school through the Riverway Cluster Schools. We are also very proud to be a Reef Guardian school - we are a sustainable and environmentally friendly school. Our community is actively involved in all aspects of school life; parents are encouraged to spend time in their children's classrooms, they are enthusiastic participants in our regular discos, and other events like our community fair, and special events like Anzac Day and the Townsville Eeisteddfod. All classrooms are fully airconditioned and have fridges for student lunches.

The above underpins our three key improvement goals which are;

Teaching Quality and Expert Teams

Successful learners

Safe and supportive environments

School progress towards its goals in 2018

Our Annual Implementation Plan displays an overview of our school’s progress, resourcing and performance, along with specific information relating to student achievement outcomes, professional development of our staff and community views.

School Progress towards its goals in 2018

School Strategies

Reportable Action Progress

Successful learners

Implementation of Early Years Levelled Reading Program (P-2) Working towards

Co-construction of learning walls with students in English Embedded

Develop professional knowledge

Refine and continue whole school teaching team unit planning alignment process to provide clarity and a model for planning of other subject areas.

Ongoing

Develop professional practice

Develop and implement an evidence-based high impact instructional coaching cycle.

Embedded

Lead improvement, innovation and change

Drive and lead future-focussed school improvement change within local cluster schools (Thuringowa SHS, Rasmussen SS and Early Childhood providers).

Embedded

Know our data Review and refine purpose and scope of existing data wall Embedded

Know our strategy

Utilise school improvement tool to review school performance and refine strategies

Ongoing


Future outlook

School Progress towards its goals in 2019

School Strategies

Reportable Action

Students engaged and learning

Implementation of teaching with a literacy focus across years P-6 in English. Target: 100% of students in P-6.

Review and re-structure PBL approach such that it incorporates, embeds and reflects a Positive Learning Environment including the Berry Street Education Model. Target: 100% in school opinion survey and a 50% decrease in classroom incident referrals.

Implement consistent practises across the school for students to track their progress towards achievement levels. Co-construction of learning walls with students in English. Continue to embed learning walls in every classroom as a teaching and learning tool, regularly monitored and reviewed. Target: 100% in school opinion survey and a 50% decrease in classroom incident referrals.

Develop professional knowledge

Schedule regular moderation processes to support consistency of teacher judgement of accurate reporting against achievement standards. Provide PD for all teachers and teacher aides to improve the teaching of writing.

Know our data Review and refine purpose and scope of data collection and existing data walls including LOA, PBL and Restorative Practises

Create partnerships

Continue Safe, Valued, Confident (SVC) Program to re-engage at risk and disengaged students.

Understanding of systemic priorities and requirements

Establish clear and defined consultative processes within and across the whole school.

Ongoing improvement

Collaborate with regional advisers and support staff to ensure sustained improvement.

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 577 554 549

Girls 299 276 267

Boys 278 278 282

Indigenous 189 185 193

Enrolment continuity (Feb. – Nov.) 96% 90% 90%

In 2018, there were no students enrolled in a pre-Prep program.

Characteristics of the student body

Overview

Kelso State School opened its doors on January 28, 1986 as a small rural school. Today Kelso State School is a well-resourced school with a modern library, science lab, computer lab and multipurpose hall. There are currently approximately 500 students enrolled. The children enrolled in our Prep to Year 6 School come from culturally diverse backgrounds including Africa, Europe, Asia and 35% of our students come from traditional Indigenous Lands. The school provides quality education in a co-education setting. All classroom teachers are highly skilled in curriculum planning and have a deep understanding of the Australian Curriculum. Learning walls are visible in every classroom to promote student engagement and student achievement. We believe all of our students are assessment literate learners. Indigenous perspectives are embedded across the entire curriculum. Music, Sport and Safe Valued and Confident (SVC) and other leadership programs are offered to students. All classrooms are fully air-conditioned and have a refrigerator inside for student lunches. We have a new and active P&C who are endeavouring to have our school tuckshop open as soon as possible.

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 25 21 23

Year 4 – Year 6 27 23 26

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

As a Reef Guardian, Kelso State School has been proudly associated with this action-based to environmental program that examines current issues affecting the Great Barrier Reef since its inception in Townsville in 2003. An excursion program operates for all year levels and across all KLAs designed around curriculum studies and leadership camping programs and leadership programs for students in years 6.

Kelso’s Leadership Program engages students at a number of levels and in a range of ways. These include;

Student Representative Council

Big Buddies Program

Deadly Buddies

SVC

Litter Busters

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities

https://qed.qld.gov.au/publications/reports/statistics/schooling/schools


Co-curricular activities

Readers’ Cup: A team of year 5 and 6 students participate each year in the Townsville District Regional Reader's Cup.

Kelso State School hosts a Concert Band, this band has achieved a Gold Award in the Regional Fanfare Finals. Kelso Also Hosts a Strings Section.

Kelso State School hosts two choirs. The choirs perform in front of real audiences throughout the year and participate in the Townsville District Eisteddfod.

School sport teams are given the opportunity to compete in local competitions including Aunty Cathy Tarpuline Netball Challenge and a highlight being the annual Obei Geia Rugby League Challenge on Palm Island.

Community involvement including ANZAC Day, NAIDOC Week etc.

Global Tropic Futures Young Scholars

How information and communication technologies are used to assist learning

The use of ICT’s for learning is embedded within our integrated planning framework and in the collaborative whole school planning processes. Teachers are encouraged to use internet research and web quests as an integral part of the teaching and learning cycle. Students in all phases of learning use Smart boards, Email, Word, PowerPoint, IPads with age appropriate Aps and the use of websites as part of their program. All classes have access to Smart boards or Interactive TV’s to allow teachers to implement elements of the National Curriculum (C2C Units) and provide a variety of state of the art teaching strategies and pedagogy. All classrooms are supported by networked computers. The Laptop Lab can be accessed by all classes on at least a weekly basis. Computing skills are also taught in the lab using the school’s data projector and other electronic resources. Students and teachers have had access to IPads for learning with them being used in a variety of ways to support curriculum and learning development. All students have an individual, secure log-in for email and saving their work.

Social climate

Overview

We aspire, as part of Kelso’s nurturing of a Supportive School Environment, to develop within children increasing levels of self-reliance enabling them to behave appropriately and to problem solve interpersonal conflicts with minimal/appropriate adult intervention. Our School Responsible Behaviour Plan is based in the philosophy of PBL (Positive Behaviour for Learning) and supports a social skills program and proactive Anti Bullying Program based on “Bullying No way!” Kelso State School also accessed our Chaplain, who is available to assist students in the school and to work with them to provide individual pastoral care. At Kelso State School we believe in and value that our students are; • Safe • Responsible • Respectful

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% 94% 85%

this is a good school (S2035) 100% 100% 70%

their child likes being at this school* (S2001) 100% 94% 81%

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

their child's learning needs are being met at this school* (S2003) 100% 94% 78%

their child is making good progress at this school* (S2004) 93% 100% 81%


Percentage of parents/caregivers who agree# that: 2016 2017 2018

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% 85%

teachers at this school motivate their child to learn* (S2007) 100% 100% 73%

teachers at this school treat students fairly* (S2008) 100% 100% 85%

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% 73%

this school takes parents' opinions seriously* (S2011) 100% 100% 67%

student behaviour is well managed at this school* (S2012) 100% 100% 37%

this school looks for ways to improve* (S2013) 100% 100% 81%

this school is well maintained* (S2014) 100% 93% 78%

* 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) 92% 91% 94%

they like being at their school* (S2036) 92% 89% 87%

they feel safe at their school* (S2037) 80% 89% 89%

their teachers motivate them to learn* (S2038) 90% 100% 100%

their teachers expect them to do their best* (S2039) 97% 100% 96%

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

89% 95% 96%

teachers treat students fairly at their school* (S2041) 80% 95% 83%

they can talk to their teachers about their concerns* (S2042) 87% 85% 79%

their school takes students' opinions seriously* (S2043) 85% 95% 88%

student behaviour is well managed at their school* (S2044) 73% 79% 64%

their school looks for ways to improve* (S2045) 87% 95% 93%

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

their school gives them opportunities to do interesting things* (S2047) 90% 91% 93%




Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 100% 100% 85%

they feel that their school is a safe place in which to work (S2070) 100% 100% 85%

they receive useful feedback about their work at their school (S2071) 97% 94% 90%

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

100% 100% 89%


Percentage of school staff who agree# that: 2016 2017 2018

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

students are treated fairly at their school (S2073) 97% 100% 88%

student behaviour is well managed at their school (S2074) 100% 100% 50%

staff are well supported at their school (S2075) 100% 100% 70%

their school takes staff opinions seriously (S2076) 100% 100% 77%

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

their school is well maintained (S2078) 100% 97% 85%

their school gives them opportunities to do interesting things (S2079) 100% 95% 85%




Parent and community engagement

The school views parents and families as important partners in their child’s education and is committed to developing opportunities for them to participate in their child’s learning development. Whole-school events including athletics carnivals and Under 8’s Day are recognised as opportunities for staff members to interact with a larger number of parents. The school employs a dedicated Indigenous CLO in a full-time capacity. The role is specifically linked to the wellbeing of all members of the school community. The CLO offers support to families in crisis through coordination of community support services, by in-kind and financial support. This support includes a partnership with Coles Supermarkets that provides grocery items for the Breakfast Club and food hampers that are distributed twice a week to support families of students attending the school. All students with a disability are supported inclusively in their learning with personal learning plans. Some students have an Individual Support Plan (ISP) to address other learning needs.

Respectful relationships education programs

The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships.

Kelso State School has implemented a number of programs that focus on personal safety and development, resolving conflict without violence and recognising when to react and report when unsafe. These programs include SLIP, SVC, Rock & Water, School Chaplain, Restorative practices.

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 74 78 168

Long suspensions – 11 to 20 days 4 10 9

Exclusions 0 0 0

Cancellations of enrolment 0 0 0


Environmental footprint

Reducing this school’s environmental footprint

At Kelso State School we are proactive in developing energy and water saving strategies to ensure a reduction in our environmental footprint. Our staff, students and school community are committed to proactive energy saving strategies.

Kelso State School is a Reef Guardian School that educates students and the community about the connection between our everyday actions and the health of the Great Barrier Reef. Students have been involved in identifying where water ways drain to and allocating bins to reduce litter.

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) 237,059 220,145 232,847

Water (kL) 7,288 4,154 5,155

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 34 21 <5

Full-time equivalents 33 16 <5

*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 0

Masters 0

Graduate Diploma etc.* 1

Bachelor degree 32

Diploma 1

Certificate 0

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $115 304.93.

The major professional development initiatives are as follows:

Mentoring Beginning Teachers

QASSP State Conference

Restorative Justice Coaching (X 3)

Workplace Health & Safety Certificate 4

Band scaling

Instructional Coaching Cycle

North Queensland Youth Engagement Program

Unpacking/aligning the Australian Curriculum with Unit Planning

Unpacking The Early Years Levelled Reading

Trauma Informed Practices

Crossing Cultures

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. 96% 97% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 94% 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 89% 89% 86%

Attendance rate for Indigenous** students at this school 85% 84% 81%

* 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

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 88% 92% 85%

Year 1 87% 87% 87%

Year 2 89% 85% 83%

Year 3 90% 91% 86%

Year 4 89% 89% 87%

Year 5 90% 90% 84%

Year 6 88% 87% 89%


Student attendance distribution

Graph 1: Proportion of students by attendance rate

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.

Kelso State School manages non-attendance by:

Weekly class percentages

Daily SMS for unexplained absences

Weekly unexplained absences – letters sent home to parents/carers

Phone calls home to parents/carers when 3 unexplained are recorded in one week

20 Day Attendance challenge – Whole School

Try for Five – Whole School

Enforcement of Attendance process followed

Rolls are marked before 9 am daily and again by 2pm daily.

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.

32

24

27

15

13

13

24

23

26

29

40

34

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%

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx




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.

http://www.nap.edu.au/naplan

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