mount surprise state school

Mount Surprise State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Mount Surprise State School

Contact information

Postal address c/- Post Office Mount Surprise 4871

Phone (07) 4062 3130

Fax (07) 4062 3160

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 Eleanor McKay (Principal)

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

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

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


From the Principal

School overview

Mount Surprise School is small, warm and friendly and a great place for students to learn and work in a town high on community spirit. At Mount Surprise we AIM HIGH academically and socially. All students are taught the Australian Curriculum through the Curriculum to the Classroom (C2C) resources in a multi-level classroom. There are a range of programs and extra-curricular activites offered at Mount Surprise school.

The specific learning needs or individuals is highly valued and teachers response to the demands of our education system to ensure that every student, in every clasroom, is successful in their learning every day. The student learning journeys are closely monitored and documented through case managemtn mettings between the Principal, classroom teacher and any other stakeholders. The school and commmunity regularly celebrate the achievements of the students and staff I our school through parades, newsletters and community events.

We implement the School Wide Positive Behaviour for Learning Framework (SWPBL) with a focus on teaching the appropriaet behaviours for learning and participation in the community. Our school has the 5 key beliefs that if students Be Respectful, Be Responsible, Do their Best, Be Safe and Fair and Protecrt Property they will be successful in their schooling and beyond. Underneath the strong academic focus lies a foundation of social emotional learnings. Students are explicitly taught HOW to LEARN and the healthy life skills of success, persistence, confidence, relational skills and value of emotional intelligence.

Mount Surprise philosophy endeavours to ensure that teachers enjoy teaching and students enjoy learning in a safe, supporting and encouraging environemnt every day.

The 4 Year Strategic Plan of Mount Surprise State School is working toward instructional leadership, a systematic devivery of the Australian Curriculum along with a strong communty partnership to improve the outcome of all students.

School progress towards its goals in 2018

In 2018 the School’s Explicit Improvement Agenda was to Improve the Reading of all students.

Strong delivery of Australian Curriculum with the developments of the Whole School Provision of Curriculum.

Development of a Whole School Reading Framework.

Staff Professional development around the school reading programs.

Implementation of the Soundwaves Program and STARS program throughout the whole school.

Reviewed and sharpened the schools data collection by developing a standardised, diagnostic and formative assessment schedule with all teaching staff.

Future outlook

The 2019 Annual Implementation Plan includes:

Systematic Curriculum Delivery by implementing a whole school curriculum plan: We will continue to implement a strong curriculum delivery through planning and developing with cluster schools at SFD in 2019.

Develop an instructional Leadership Framework: We will improve staff knowledge and skills in the teaching of reading my developing a formal coaching and feedback process. A formal process will be implemented in Semester 2, 2019.

Improve Reading: We aim to improve reading in all students by implementing the whole school reading framework from the start of 2019. We will begin the development of a whole school writing framework in Semester 2 2019.

Create a culture that promotes learning, wellbeing and community engagement: We will create the Community Engagement Framework in collaboration with the P&C and Chaplain.


Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Early Childhood - 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 19 23 23

Girls 7 11 12

Boys 12 12 11

Indigenous 3 1 1

Enrolment continuity (Feb. – Nov.) 89% 90% 84%

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

Characteristics of the student body

Overview

In 2018, Mount Surprise State School offered two multi-aged classrooms with Prep-Year 2 and Year 3-Year 6. The enrolments are fairly balanced with 12 girls and 11 boys. The school also offeres the State Delivered Kindergarten program and there were 3 Kindy students enrolled for 2018.

Families are largely self-employed as graziers, employed on local cattle stations, are employed in local businesses or are employed within the school. There are a number of families that live on cattle stations out of town and the students travel to school on a privately run bus. At Mount Surprise, student attend their primary school years and then they move into the private boarding school sector for their high school years. The stduents population is fairly stable with very few transient enrolments.

Being in a remote community, the students and parents are often called upon to travel extensive distances to access extra-curricular activities, medical and dental appointments and visit extended families. The whole school attends a variety of inter-school sporting events annually.

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 18 22 8

Year 4 – Year 6 15

Year 7 – Year 10

Year 11 – Year 12

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

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


Curriculum delivery

Our approach to curriculum delivery

Australian Curriculum is accessed through adjusted and modified Curriculum to the Classroom (C2) unit planning and assessment. Teachers deliver differentiated curriculum for inclusive practises. Multi-aged units are introduced with straight year level assessment task that are designed and created by the cluster teaching staff. The units are accessed through the digital guides on the C2C website. Curriculum is planned within the dimensions of the Teaching and Learning Framework.

Structures Literacy and Numeracy Programs are implemented to develop the phonics, reading, comprehension and foundational maths skills for each year level. Students engage in programs such as Soundwaves, STARS and CARS, PM Reading Books, Targeting Maths, Mental Maths and Jigsaw Maths. Explicit Instruction practises including consolidations, monitoring and feedback are implemented daily. Age Appropriate Pedagogies are also implemented as part of the Pedagogical Framework.

The school has created a teaching and learning handbook which outlines the standardised testing and data collection that occurs throughout the year. This handbook will be published on the school website.

Co-curricular activities

Mount Surprise State School participates in a range of Extra-Curricular Activities Such as

School Camps and Excursion

Sporting Events

o Swimming

o Touch Football

o Hockey

o Basket Ball

o Athletics

o Cross-Country

o Dane Eisteddfod

Leadership Programs

Digital Technology Programs

How information and communication technologies are used to assist learning

Information, Communication and Technologies (ICT’s) are used to assist and enhance students learning across all learning areas, in a variety of ways. The digital pedagogies include enquiring, creating, communicating and operating across all learning areas. ICT’s are used in our school as an important and valuable pedagogical tool that enhace the teaching and learning. The Year 5 and 6 students rely heavily on computers and technology when the participate in a weekly LOTE lesson through the Cairns School of Distant Education. All students have access to laptops, I-pads, robotics and drones.

Social climate

Overview

Being a small school in a remote community, the school social climate is one of a close knit friendship, family values and community spirit. The attributes are reflected in the social atmosphere of the school. The students enjoy close relationships with each other and are well known within the community. Parents, extended family members and visitors are welcome at our school and are often here volunteering their time and effort. At the end of each year, the community comes together at the annual “Christmas Tree Night” to celebrate the achievements of the year. This event is organised by the school staff and P&C.

Our school community is a great place for every child to feel valued and reach their full potential. A Pastoral Care program is offered through the Scripture Union, in the form of a Chaplain who travels to the school once a fortnight for a day. The Chaplain offers support to the students, staff members and outer community. There is a social, emotional and well-being program that is being run by the Chaplain each fortnight that involves leadership, team building and friendship skills being taught through fun and hands-on activities.


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) 63% 100% 100%

this is a good school (S2035) 71% 100% 100%

their child likes being at this school* (S2001) 88% 100% 100%

their child feels safe at this school* (S2002) 75% 100% 100%

their child's learning needs are being met at this school* (S2003) 63% 83% 100%

their child is making good progress at this school* (S2004) 63% 100% 75%

teachers at this school expect their child to do his or her best* (S2005) 75% 100% 100%

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

63% 100% 100%

teachers at this school motivate their child to learn* (S2007) 75% 100% 75%

teachers at this school treat students fairly* (S2008) 63% 83% 100%

they can talk to their child's teachers about their concerns* (S2009) 75% 100% 100%

this school works with them to support their child's learning* (S2010) 63% 100% 100%

this school takes parents' opinions seriously* (S2011) 63% 100% 75%

student behaviour is well managed at this school* (S2012) 63% 100% 100%

this school looks for ways to improve* (S2013) 75% 100% 100%

this school is well maintained* (S2014) 75% 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% 92%

they like being at their school* (S2036) 89% 100% 92%

they feel safe at their school* (S2037) 100% 93% 92%

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)

78% 93% 85%

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

they can talk to their teachers about their concerns* (S2042) 78% 86% 92%

their school takes students' opinions seriously* (S2043) 78% 93% 92%

student behaviour is well managed at their school* (S2044) 100% 93% 92%

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

their school is well maintained* (S2046) 100% 93% 100%

their school gives them opportunities to do interesting things* (S2047) 78% 100% 92%


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% 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 100% 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%




Parent and community engagement

Our students, staff and community take pride in our school and are happy to share all of the wonderful achievements we have made. We are continually committed to improving the social, emotional, physical and academic outcomes of all of our students. We aim to ensure that our community trusts our school to deliver quality education to all of the students.

Mount Surprise school has a strong Parent & Citizen Association (P&C). Members of the P&C influence the direction of the school and members are aware of their ability to be involved in the school. Parents are encouraged to become involved in the education of their child through undertaking voluntary work at the school or extra-curricular events. The school participates in a range of broader community events each year such as Anzac Day, Markets and Camp Drafts. A newsletter is provided to parents and community members each fortnight and this suggests ways that parents can get involved with the school, the broader community and their child education.

The school regularly organises community events each term and plan specifically to accommodate to the needs and interests of the families within our community.

Respectful relationships education programs

The school has developed and implemented the program to focus on appropriate, respectful and healthy relationships with assistance from the Tablelands Sexual Assault Services, the Director of Nursing at the local primary health centre and the local police officer. The school also runs the Daniel Morecombe Foundation’s program “Keeping Kids Safe.”

Students engaged in weekly lessons from the Respectful Relationships Program.


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 0 0 0

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

Throughout 2018, Mount Surprise State School has strived to reduce its carbon footprint in a variety of ways. We encourage everyone to be water wise and more energy efficient.

The school uses bore water to water plants and the oval. The groundsman has included more irrigation and plumbing for better access to the school grounds. A rainwater tank was added to the school building to collect drinking water for the drink fountain.

The school has solar panels to generate electricity. A conscious effort was made to reduce the number of air-conditioners that were being used. Awnings and shade sails were added to reduce glare and provide added shade to reduce the heat entering the classrooms and buildings.

Students participated in the National Tree Day through Planet Ark and they planted 36 native trees on our school oval. The school will purchase native bees in 2019. The students also set up a worm farm and vegetable garden in the school. The school will purchase chickens in 2019.

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) 17,438 21,063 17, 404

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 5 0

Full-time equivalents 3 2 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 2

Diploma

Certificate


Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $8177.00.

The major professional development initiatives are as follows:

Improving Reading through teaching staff attending the Teaching Reading Series

Principal development through attending Principal Business Meetings

Remote Kindergarten Program through staff attending the Conference

The proportion of the teaching staff involved in professional development activities during 2018 was 100%. All of the staff at Mount Surprise State School participated in Professional Learning during 2018. There were opportunities for school visits, staff in-service and professional development courses.

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. 98% 98% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 60% 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% 94% 87%

Attendance rate for Indigenous** students at this school 88% 93% 82%

* 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 DW 92% 90% Year 7 100%

Year 1 85% 87% 78% Year 8

Year 2 89% 98% DW Year 9

Year 3 DW 94% 95% Year 10

Year 4 89% 92% 89% Year 11

Year 5 DW 95% 83% Year 12

Year 6 92% 87%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

37

4

16

11

11

42

30

39

42

22

46

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.

All rolls are marked at 9.00am each morning and straight after first lunch at 2.00pm. If for some reason your roll can’t be marked on One School, or if you are a TRS taking a class, a paper roll can be collected from the office. This will need to be marked at 9.00am and sent down to the office with a student so it can be transferred onto One School by office staff or Teacher Aide. It will also need to be marked and sent down again at 2.00pm and sent to the office to be entered onto Onechool. Any student who comes to class after the roll has been marked MUST have a note or phone call from a parent with an explanation.

Procedures:

Parents are to notify the school of student absence by calling the school office (40 623 130) or emailing the Principal. It is not appropriate for students to report sibling absences or parents to use messenger.

Any child who has not attended school should return with a note from their parent/guardian stating the dates of and reason for their absence. Teachers are required to phone parents to pursue the reason for the child’s absence. Record all conversations or messages left on One School (OS).

Teachers are requested to send any absentee notes to the office for filing.

Principal, Admin Officer or delegated Teacher Aides are also required to edit One School records for explained absences.

Any prolonged or unexplained absenteeism or absenteeism of a regular pattern is to be reported to your Principal who will follow up with Regional Office (#What ever it takes). Same day notification of unexplained absences are recorded byt the Principal, Admin Officer or designated Teacher Aide. In particular, absences for children in care MUST be reported to their carer ASAP on the SAME DAY of the absence.

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


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

mount surprise state school

Documents