killarney p-10 state school...2018 annual report 1 killarney p-10 state school contact information...

Killarney P-10 State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Killarney P-10 State School

Contact information

Postal address Acacia Street Killarney 4373

Phone (07) 4664 6333

Fax (07) 4664 6300

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 Mrs Rowie Price (Principal)

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

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

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


From the Principal

School overview

Killarney P-10 State School has an excellent reputation for nurturing self-belief that brings out the hero in all of its students. Our task in education is to provide our children with real life, engaging, challenging, intellectually demanding and individualised learning experiences that actively empowers them to develop a passion for lifelong learning. Through the delivery of the Australian Curriculum using the Curriculum to the Classroom initiative, we seek to build pathways to the future for our students. Our active involvement in forging partnerships with local businesses and work placement program provides our students with access to school-based apprenticeships. Pathways to Peace® assists in building effective relationships for life and learning. This approach actively values and teaches a non-violent approach to developing positive social and behavioural skills. A wide range of extra curricula activities (including instrumental music, sporting programs, choir, musical, etc.) are provided to promote the all-round development of our students. Our school is privileged to have a highly supportive and active Parents and Citizens Association and local business community.

School progress towards its goals in 2018

Explicit Improvement Agenda – Learner Agency

Learner Agency - Curriculum

Continue to develop and implement school wide writing framework o Continue to explore research proven best practice in writing pedagogy through

Professional Learning Communities (PLC) cycle of inquiry (2019 focus) Trial innovative curriculum delivery and design for promoting critical and creative learners in

Numeracy (2019) Implement and embed the Australian Curriculum through the full implementation of the C2C

initiative


Learner Agency - Learning

Enhance learner agency through the explicit instruction model with an emphasis on: o Problem solving and growth mindset o Goal setting o Intent and evidence linked to student point specific feedback o SMART goals in reading and writing for each student

Align evidence based plan (supporting students at risk) processes to the Literacy Continuum with a focus on Writing and Reading

Trial Early Start implementation in Prep

Implement and refine a highly effective case management model to support students at risk of not progressing 12 months for 12 months of schooling in Reading

Explicitly align Teacher Annual Performance Plans to the school's professional learning agenda of coaching and feedback

Implement PLC cycles of inquiry to develop a school wide approach to a problem solving and writing pedagogy

Implement a co-teacher model of professional learning in literacy and eLearning (P-2)

Explore opportunities to enhance internal moderation processes

Learner Agency – Relationships and Culture

Implement strategies to assist students in exploring inspirational pathways as they transition towards senior secondary including supporting the transition to the new Queensland Certificate of Education system

Implement strategic infrastructure plan in consultation with key stakeholders

Future Outlook

To continue our school’s sharp and narrow focus on learner agency, our 2019 focuses include:

Sharp and Narrow Focus

Learner Agency - Curriculum

Continue to develop and implement school wide writing framework

o Continue to explore research proven best practice in writing pedagogy through Professional Learning Communities (PLC) cycle of inquiry

o Write a school wide writing framework

Review and revise reading framework

Trial innovative curriculum delivery and design for promoting critical and creative learners in Numeracy

Implement and embed the Australian Curriculum through the full implementation of the C2C initiative

Learner Agency - Learning

Enhance learner agency through the explicit instruction model with an emphasis on: o Problem solving and growth mindset o Goal setting o Intent and evidence linked to student point specific feedback o SMART goals in reading and writing for each student

Implement attendance incentives to reward and recognise students reaching target each term.

Implement recommendations of evidence based plan review processes with a focus on Writing and Reading

Continue Early Start implementation in Prep and extend to Year 1

Implement and refine a highly effective case management model to support students at risk of not progressing 12 months for 12 months of schooling in Reading

Explicitly align Teacher Annual Performance Plans to the school's professional learning agenda of coaching and feedback

Implement PLC cycles of inquiry to develop a school wide approach to writing pedagogy

Implement a co-teacher model of professional learning in eLearning (P-2)

Enhance internal moderation processes

Learner Agency – Relationships and Culture

Continue to implement and refine cycles of inquiry (PLC) processes within the school and develop understanding amongst stakeholders of the school’s vision, processes and goals.


Implement strategies to assist students in exploring inspirational pathways as they transition towards senior secondary including supporting the transition to the new Queensland Certificate of Education system

Implement strategic infrastructure plan in consultation with key stakeholders o wireless upgrade, undercover play area Smart Schools Subsidy Scheme, junior

secondary playground(completed 2019)

In 2019, Mrs Rowena Price was appointed to the Principal position for 2 years and has reinvigorated the school’s Peace Code through the allocation of classes to model on parades. She has introduced attendance recognition certificates to students who meet the whole school target of 95% each term and presents a Principal Award to students whom she identifies as deserving each week on her weekly walkthroughs or observations of classes and students. She is also very committed to ensuring that students recognise the importance of what they are learning by regularly asking students the intent of what they are learning and the evidence that they need to demonstrate their understanding of what they have learnt. She is looking forward to their full school review in term 3 to assist in identifying what the school is doing well in and areas of improvements to inform the next 4 year strategic plan for the school.


Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 10

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 161 149 145

Girls 81 78 71

Boys 80 71 74

Indigenous 12 16 21

Enrolment continuity (Feb. – Nov.) 86% 90% 87%

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

Characteristics of the student body

Overview

Our students come from a wide range of backgrounds with approximately 20% of families deriving a proportion of their income from rural industry. Around 15% of our students are indigenous. Our school has been identified as a Low SES School over a number of years.

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 17 17 16

Year 4 – Year 6 24 19 21

Year 7 – Year 10 15 12 14

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

Our curriculum has a central focus for high levels of engagement and achievement in both literacy and numeracy. The curriculum areas of The Arts, Health and Physical Education and Japanese are serviced by specialist teachers with the primary classes accessing the subject specific skills of our secondary teachers.

Our school values and aspires to the development of high levels of Reading Comprehension. We believe that Reading Comprehension is the cornerstone of educational and life successes. In Prep to Year 3, this is seen as practices aimed at improving the oral language development using explicit teaching of reading processes across the whole school.

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

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


Year 7 and 8 provide opportunities for students to trial a range of subjects on offer across the junior secondary years. In Years 9 and 10, students have access to core and elective subjects. Work Placement is actively encouraged in Years 9 and 10 with students being provided access to a broad range of career opportunities including School-based Apprenticeships and Traineeships. Our school is a Registered Training Organization which includes a Hospitality certificate on the scope of delivery.

New to our school’s focus is a priority to enhance Learner Agency in our students. Learner Agency teaches and promotes student engagement and accepting personal responsibility for their learning using high levels of critical and creative thinking

Co-curricular activities

In addition to this formal curriculum our students have access to an extensive range of extra-curricular activities including:

Interschool sport program with schools in Warwick and Allora (including the Broncos Cup Competition);

Zone and District Sporting Teams;

Sports coaching during lunch hours and before school;

Highly acclaimed instrumental music program and band;

School Choir which performs at local, district and regional events;

Leadership program instilling in our students’ positive virtues, assisting them in becoming successful leaders and achievers while building towards their futures;

Tours, camps and excursions to link learning to real life outside the school;

Engagement of external professionals to work with students to bring real life experiential learning to the forefront, allowing promotion within the school, local community and wider community, e.g., Small Town Culture School Song, dance program;

Hospitality activities including catering for community functions;

Sporting Schools Program; and

School Musical biennially with Killarney’s Got Talent and an Arts Focus Event in the year between

Student council events promoting community awareness and service.

How information and communication technologies are used to assist learning

Information Communication Technologies are embedded in all aspects of learning at Killarney P-10 State School. ICT expectations are embedded within the school’s curriculum.

Teachers and staff recognise the need to utilise digital technologies in a range of contexts to assist learning and also as a tool for demonstrating evidence of learning. All classes have access to interactive whiteboards, digital cameras, laptop computers, desktop computers and colour printers. Secondary students are offered access to a one-to-one take home laptop program through school and P&C funding.

Staff have been supported through professional learning with ICT. Continuous improvement is achieved through an ongoing focus for staff on the use of ICT and eLearning to enhance the intellectual rigour and social modes of learning. An e-Learning coach has been appointed to support staff and students in using Ipads as a tool for students to access the curriculum and demonstrate their learning. Staff mentors have been recognised and are assisting in the achievement of this to ensure maximum learning opportunities for students are provided and that staff are supported in their learning journey. We recognise that staff confidence in using digital technologies directly impacts on student learning outcomes in this area.

With the implementation of the Digital Technologies Syllabus, students are engaged in learning about coding in a practical, hands on manner through the sequentially developed curriculum.


Social climate

Overview

The social climate of our school is of utmost importance to us. Central to our school’s operation is the Pathways to Peace philosophy. This involves all students from Prep to Year 10 working to model, learn and develop social problem solving skills for life within a positive and supportive framework that provides feedback for reflection by all involved.

Important features that have and continue to enhance and contribute to our school climate include:

Work Placement Chaplaincy Program Student Council

Leadership Program School Choir

Interschool Sport Instrumental Music School Musical

Gr8 M8s Program (socio-emotional program) School nurse

Personal Safety delivered through the Health Curriculum

Data from school opinion surveys suggests that these programs have contributed to:

Students and parents reporting that our school is a safe school;

Parents and students reporting that teachers provide useful feedback on student’s school work;

Parents and students can talk with their teachers about their concerns


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) 89% 82% 60%

this is a good school (S2035) 89% 64% 60%

their child likes being at this school* (S2001) 89% 82% 40%

their child feels safe at this school* (S2002) 100% 100% 80%

their child's learning needs are being met at this school* (S2003) 89% 82% 80%

their child is making good progress at this school* (S2004) 83% 100% 80%

teachers at this school expect their child to do his or her best* (S2005) 100% 91% 80%

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

94% 100% 100%

teachers at this school motivate their child to learn* (S2007) 89% 91% 80%

teachers at this school treat students fairly* (S2008) 83% 73% 60%

they can talk to their child's teachers about their concerns* (S2009) 100% 91% 100%

this school works with them to support their child's learning* (S2010) 89% 91% 80%

this school takes parents' opinions seriously* (S2011) 89% 64% 20%

student behaviour is well managed at this school* (S2012) 83% 64% 20%

this school looks for ways to improve* (S2013) 89% 73% 80%

this school is well maintained* (S2014) 100% 91% 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) 92% 89% 80%

they like being at their school* (S2036) 93% 80% 79%

they feel safe at their school* (S2037) 91% 98% 83%

their teachers motivate them to learn* (S2038) 95% 98% 89%

their teachers expect them to do their best* (S2039) 96% 98% 91%

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

95% 95% 87%

teachers treat students fairly at their school* (S2041) 88% 79% 81%

they can talk to their teachers about their concerns* (S2042) 85% 85% 80%

their school takes students' opinions seriously* (S2043) 88% 83% 80%

student behaviour is well managed at their school* (S2044) 83% 88% 75%

their school looks for ways to improve* (S2045) 96% 93% 89%

their school is well maintained* (S2046) 95% 91% 91%

their school gives them opportunities to do interesting things* (S2047) 93% 88% 80%


Percentage of students who agree# that: 2016 2017 2018




Table 5: Staff opinion survey

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

they enjoy working at their school (S2069) 100% 95% 95%

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) 95% 95% 90%

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

93% 92% 93%

students are encouraged to do their best at their school (S2072) 100% 95% 100%

students are treated fairly at their school (S2073) 100% 95% 89%

student behaviour is well managed at their school (S2074) 100% 89% 95%

staff are well supported at their school (S2075) 100% 84% 75%

their school takes staff opinions seriously (S2076) 95% 89% 79%

their school looks for ways to improve (S2077) 100% 95% 95%

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

their school gives them opportunities to do interesting things (S2079) 100% 89% 85%




Parent and community engagement

Our community actively participates in our school through involvement in:

Our P&C - monthly meetings, tuckshop helpers, uniform committee, collation of Book Club, major fundraising event: Border

Ranges Trail Bike Ride, catering and hospitality;

Classrooms – help with reading, assistance with art programs, excursion helpers and transport providers, transition programs,

assistance with curriculum programs such as dance instruction and implementation of art projects, religious instruction,

demonstrations for learning

Extra-curricular – audience for events such as P-2 Easter Concert, musicals, band concerts, Variety Concert, Room to Read

volunteers, introduction events such as class picnics;

Sporting – annual athletics carnival; refereeing; coaching; Sporting Schools

Celebrations – Awards Night, Year 10 dinner, monthly P&C meetings, Parent / Teacher meetings, Good News Week, weekly

newsletters “Killarney Kapers,” monthly P&C awards, Principal Awards; Facilities team awards – “Golden Broom”; in class

activities;

Vocational Education – work placements, school based traineeships and apprenticeships, assistance with hospitality events;

We value our connection with our community’s early education provider. This assists our school in being responsive to the

needs of our young people. This includes the provision of library access for Kindy students and invitations to many school

events;

Parents and community members are supported and encouraged to be active participants within our school environment. Practices are frequently reviewed in terms of access for all, to ensure everyone feels welcomed within our community including specific events;

Our school consults regularly with parents and care givers of children with diverse needs enabling these students to access and participate fully at school and to positively contribute to the wider community;

We value our strong links with external agencies that provide partnership in supporting our student, their families and our staff in a sustained manner.


Respectful relationships education programs

The school has developed and implemented a programs that focus on appropriate, respectful, equitable and healthy relationships. These include our Gr8 M8s program, integration of the Morcombe curriculum into the Health program and our school’s Pathways to Peace Program.

These programs focus on personal safety and awareness, including identifying and responding to abuse and violence, with specific reference to preventing and responding to domestic and family violence and abuse; increasing gender equality, developing students’ knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they, or others, are unsafe.

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 15 2 14

Long suspensions – 11 to 20 days 0 0 2

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

Our school has made a concerted effort to reduce our environmental footprint. Activities to support this include:

rainwater harvesting to reduce the use of potable water for irrigation

solar energy system to offset energy consumption

recycling waste bins

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) 59,521 63,424 96,012

Water (kL) 1,230 492 1,218


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.

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 16 13 <5

Full-time equivalents 15 10 <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

Masters 1

Graduate Diploma etc.* 1

Bachelor degree 13

Diploma 2

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $20 000.

The major professional development initiatives are as follows:

Professional Learning Communities problem solving (in kind professional learning)

Reading P – 2

Instructional leadership

Cluster Moderation and Pre-moderation (in kind professional learning)

Mathematics Pedagogy

Building capacity in Writing Pedagogy

Learner Agency - Explicit instruction methodology, goal setting, collaborative learning strategies, higher order thinking,

problem solving

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% 95% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 93% 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 P-10/P-12 schools was 89%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school


Overall attendance rate* for students at this school 93% 92% 90%

Attendance rate for Indigenous** students at this school 88% 91% 84%

* 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 93% 93% 93% Year 7 93% 90% 86%

Year 1 94% 90% 91% Year 8 93% 91% 82%

Year 2 94% 95% 92% Year 9 93% 89% 86%

Year 3 93% 93% 92% Year 10 91% 99% 90%

Year 4 92% 95% 93% Year 11

Year 5 93% 90% 93% Year 12

Year 6 92% 93% 90%

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

24

17

14

16

10

9

25

22

36

35

51

41

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


Marking in State Schools, which outline processes for managing and recording student attendance and

absenteeism.

We actively encourage student and their parents/caregivers to ensure high levels of student attendance through:

Rolls marked twice a day;

A variety of ways to notify the school of an absence are available including QParents, SMS, email, phone message as well as notes and in person.

An unexplained absence text is sent each morning after roll marking;

Regular articles in the school newsletter promoting the benefits of regular attendance;

Requiring that all non-attendances are explained to the class teacher;

The class teacher following up regular or long absences with a telephone call home;

The office following up through a letter unexplained absences of 3 or more days. Should attendance not improve, formal Departmental procedures are then commenced.

Parents of students at risk of not attending above 85% attendance sent text message to let them know the status of their child’s attendance.

Dedicated support staff to assist with monitoring and following up student attendance issue

Students who meet our whole school target of 95% attendance are recognised each term with a certificate and recognition on school parade and newsletter.

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.

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



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


Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school


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

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

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Early school leavers

The destinations of young people who left this school in Year 10, 11 or before completing Year 12 are described below.

Killarney P-10 State School supports students in continuing their education through to Year 12. The school provides a comprehensive and supportive transition program to assist student move from Year 10 to Year 11 at Warwick State High School. This transition program continues to be monitored after enrolment to ensure processes are aligned with student needs.

In 2018, 90% of students successfully transitioned to Year 11. 10% of students the destination is unknown.

Destination data of students exiting the school is carefully monitored to ensure that students are engaged in learning or in the workforce.

https://qed.qld.gov.au/publications/reports/statistics/schooling/learning-outcomes/next-step

killarney p-10 state school...2018 annual report 1 killarney p-10 state school contact information...

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