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Salisbury State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: PO Box 2030 Salisbury East 4107

Phone: (07) 3717 4888

Fax: (07) 3717 4800

Email: principal@salisburss.eq.edu.au

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

Contact Person: The Principal, Mr Darren Ball.

School Overview

Salisbury State School was officially opened on 27 May 1920. The original school motto 'Nothing But the Best' continues to be reflected in the school culture and traditions, ensuring outstanding achievements in academic, sporting and cultural fields. 'Small school - Big heart' captures our strong belief that the diversity of cultural capital across our student body has engendered a high level of understanding, appreciation of difference and respect for all.

Our school rules, 'Care for Self, Care for Others, Care for Learning and Care for Property', create an environment where every student is encouraged to achieve their potential and be responsible for their progress as a learner. Through the introduction of Positive Behaviour for Learning, our school has introduced a new regime of rewards and acknowledgements. GOTCHA’s, Certificates of Achievement, Class Reward Systems and more promote the high exepectations we have for every student’s behaviour and learning. Data colected through this program is used to design social skills training and behavioural interventions to support all students. Our Salisbury Serpent logo exemplifying this standard has been designed with local indigenous artists, reflecting a local indigenous totem.

We currently have 10 classes consisting of composite and single year levels. This arrangement changes each year according to the needs of enrolments and individual students are considered carefully in class placement, maximising the opportunity for socially cohesive groupings best suited to teaching and learning.

About 30% of our students come from 37 countries and speak up to 21 languages other than English at home. They are supported by our ESL teacher and support staff. Students from an Aboriginal or Torres Strait background are supported through our school pedagogy (eg ASIC Financial Literacy Program, NAIDOC and cultural observance, ACARA). Our school has begun to reach out to community to reestablish relationships with local elders and families. A significant number of families are second and even third generation local residents. Many have family and broader connections to the local area. The housing locally is a mix of older style homes and higher density redevelopment (2 houses, 1 block).

In addition to the implementation of the National Curriculum (ACARA), we offer a number of co-curricular opportunities to enhance our offerings, including a vibrant Sporting Schools program, ICT Club, Cultural Festivals, Student Showcases, Choir, School Band, Inter-School Sport for Years 4 to 6 and student leadership programs such as our Student Council. We have initiated connections with Yeronga SHS to provide Extension, Transition to high school, and other opporutnities for staff (eg STEAM support) and students. Our school is a primary prescence in all local community observances including the RSL ANZAC ceremony.

Our Parents and Citizens Association actively supports the school vision and has contributed significantly to school resources and facilities. Having an extensive range of facilities including pool, tennis courts, multi-purpose hall, resource centre, computer lab, 2 ovals, 2 adventure playgrounds, outdoor learning pod, newly established Kitchen Garden and well-equipped classrooms ensure that every student has the opportunity to engage in a wide range of learning experiences.

We pride ourselves on delivering a partnership with parents and community to ensure that our students are well prepared for life long learning.

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Principal’s Forward

Introduction This report outlines Salisbury State School strategic priorities, achievements both academic and otherwise for the 2016 school year. Salisbury State School is keen to demonstrate the successes achieved by a school community continuing to work together to provide quality education for its students. Teachers are engaged in professional conversations in improving pedagogical practice and the continued implementation of the Australian Curriculum. Flexible staffing arrangements continue to be offered to release teachers to lead different curriculum initiatives within our school. Innovative use of the Investing For Success funds has given the school the ability to further tailor its response to changing student support needs.

School Progress towards its goals in 2016

Actions to Improve Reading

Develop a balanced and whole school approach in the teaching of Reading. Completed 2016

Focus on the key elements of Modelling, Shared and Guided Reading. Completed 2016

Further embed the whole school reading program – Reading to Learn, and Leaning to Read. Continue 2017 AIP

Implement a whole school reading program based on a “swarm” approach. Completed 2016

Actions to Improve Writing

Further refine the consistent and whole school approach to the explicit teaching of writing through Reading to Learn.

Continue 2017 AIP

Closing the Gap

Case manage all Aboriginal and Torres Strait Islander students not making expected improvement in

Reading

Continue 2017 AIP

Develop and monitor individual Learning Plans for all Aboriginal and Torres Strait Islander students. Partially Completed 2016

Ensure curriculum planning is aligned to ACARA and has an explicit focus on Literacy, Numeracy and Science

Teaching staff will be able to utilise C2C as an effective resource guide to quality teaching and learning. Completed 2016

Adapt C2C resources to implement the Australian Curriculum and suit the school context. Completed 2016

All teachers plan, assess and report using the Salisbury State School Whole School Curriculum,

Assessment and Reporting Plan.

Completed 2016

Manage Behaviour and Attitude to Learning

Further develop individual learning plans for students with diverse learning needs. Completed 2016

Personalise learning and “Three Way” Parent/Teacher/Child interviews. Completed 2016

Align school activities to ensure all students have equal access to leadership roles and responsibilities. Completed 2016

Implement Whole School Pedagogical Practices

Further embed school Pedagogical framework which articulates the school’s interpretation of quality

teaching and learning.

Completed 2016

Adopt a pedagogical approach in the school which promotes school wide high expectations and

consistency of practice.

Continue 2017 AIP

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Identify: “Where each Individual Student is at.”; “Where each individual student needs to be.”; “What each

individual student needs to move forward.”; “What students, Parents, Teachers need to do to enable the

student to reach their goal.” – Personalised Learning.

Continue 2017 AIP

Differentiation of product, Assessment and Environment and flexible curriculum delivery. Continue 2017 AIP

Monitor teacher practice and provide developmental feedback through PDP’s walkthroughs, collaborative

mentoring, reflective practices and Desk Top audits with regard to explicit teaching practices.

Completed 2016

Align professional development needs with those outlined in Developing Performance Plans. Completed 2016

Aligns teacher capability and skills as outlined in Developing Performance Plans with school priorities. Completed 2016

Using data to inform teaching practice.

Monitor school Program and Assessment schedule and data storage processes to ensure sufficient data is

collected and effectively used.

Completed 2016

Strategically schedule meetings to allow for a cyclic analysis of diagnostic data. Completed 2016

Provide PD on the use of One School local data – Class Dashboard, Reports etc Completed 2016

Implement whole school assessment tracking document. Continue 2017 AIP

Teachers will analyse data sets in order to set student goals, inform pedagogical practices, review

curriculum implementation and internal moderation.

Completed 2016

Future Outlook - 2017

Improvement Priority # 1 - Develop action plans for each explicit improvement focus with clear actions, targets, timelines and

responsible officers.

Actions Targets Timelines

Provide PD and mentoring support for all staff to implement Tier 1 Module PBL. 100% of staff trained End T2 2017

Enactment of PBL Action Plan across 2017 to ensure Universal systems are effective

and in place. Tier 2 eligibility by Dec 2017

Schedule and implement a social skills program across the school using

SSI program (general)

Additional lessons designed via regular data analysis.

2017 - 25% reduction

in major behaviours

Wk 1 Term 1

Wk 5 Term 1

Community Feedback and Communication events to be held across 2017, achieving

community awareness of the purpose and systems of PBL at Salisbury State School.

Parent Info session x

Semester Wk 2 T2 2017

Actions Targets Timelines

Provide PD (additional +2 key staff in 2017) Learning to Read/Reading to Learn with

Lee Denton (Learning Solutions)

4 staff have attended

all PD

Dec 2017 (8 days

per staff)

Coaching and Mentoring is provided to 100% of staff to design, refine and focus

teaching to cater for all learners. 100% staff Dec 2017

Refine “What does a reading lesson look like at Salisbury SS”? to ensure each element

of the teaching of reading is consistent across all classrooms. Elements evident End T3

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Actions Targets Timelines

Inclusive Practices towards differentiated teaching and learning (general) are

examined, resulting in broader staff understanding of legal obligations, school systems

and effective strategies.

All staff participate By June 2018

ICP Development and enactment (incl. Extension) will occur with all students eligible.

The school will develop criteria to identify the target cohorts.

100% of eligible

students By start Sem 2

Age Appropriate Pedagogies will be introduced across the Prep cohort with an Action

Plan developed to guide actions. Action plan developed By end T1

Student Services Committee Case Management process will be refined and the case

management process provided to staff and community. End T1 By start T2

Improvement priority #2 - Review resource allocations for targeted intervention to ensure the effective use of resources in

tracking and reviewing student goals and outcomes.

Actions Targets Timelines

ICP Outcomes are monitored with reflection on physical and HR resources utilised ie

“Was this the most effective use of our resources?”

95% of ICP goals

attained End Sem 2

Support and coordination provided by the SWD teacher aligns with EAP %’ile, KLA

achievement data and learning outcome data. Data End Sem 2

Targeted support (STLaN interventions in/out of class) for literacy/numeracy is

documented with the “cycle” responding to the whole school data reflection cycle. DRAFT in place End Sem 1

Teacher Aides are focused with discrete briefs of duties to be developed. (eg Intervention, Prep, SWD, etc) ensuring 100% have a defined, clear role linked to a professional development plan.

100% of T/Aides End Sem 1

Improvement priority #3 - Collaboratively develop an observation and feedback protocol that is supported by a coaching

program and is aligned to the agreed pedagogy and the EIA.

Actions Targets Timelines

Coaching program and model is reviewed collaboratively with all teachers. In place End T2 2017

Coaching and Mentoring is provided to 100% of staff to design, refine and focus

teaching to cater for all learners. 100% of staff By end T2

Coaching PD for key “coach-like” or coaching staff (SWD/STLaN) is provided. 3 x staff By end T2

Supervisory Feedback Loop and Annual Performance Planning will occur with a focus

on the school Explicit Improvement Agenda. All teachers

Cycle concludes end

T1, 2018

Actions Targets Timelines

A Feedback Loop focused on the explicit improvement agenda is formalised with a

rationale, timeline, formats for 100% of teachers Wk 5 T2

PDP’s loop and actions aligned to pedagogical framework 100% of teachers End T2, 2017

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Improvement priority #4 - Collaboratively develop a parent and community engagement framework.

Actions Targets Timelines

Complete community consultation with focus on business and community

partners and feedback to the community. Data available End T2

Explore Parent and community framework with P&C, identifying key actions

and timeline, planning actions for the next 3 years.

Action Plan

developed End T2

Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 249 109 140 18 91%

2015* 236 117 119 21 87%

2016 235 114 121 18 90%

Student counts are based on the Census (August) enrolment collection.

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

In 2016, there were no students enrolled in a pre-Prep** program.

** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander

communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the Student Body

Overview Salisbury State School is a band 7 school, which has a cohort of 235 students. Through the year the school has grown and closes in December 2016 closer to our 250 target for 2017. The school serves a diverse population in terms of culture and language background, socio-economic background and learning needs. There is significant diversity in the income, education and professional achievements of parents and families. While overall the school is placed in the 48th %’ile in terms of the National rankings of affluence and disadvantage, there remains a significant level of complex support needs in the community. In 2016, there are 10 classes from Prep to Year 6 that consist of single and multi-age groupings. This school does not form multi-age classes unless there is a specific need. There is growth in the lower end of the school with a large Prep, Year 1, 2 and 3 cohort. Community confidence is increasing along with local residential development, and it is expected that enrolments will continue to grow in 2016/7. Dependant on resourcing and enrolment thresholds, we may increase a class to 11. We value a holistic approach to teaching and learning, The attainment of social outcomes, as well as academic, cultural and sporting achievement, is highly valued.

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Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 21 23 23

Year 4 – Year 7 22 26 25

Year 8 – Year 10

Year 11 – Year 12

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

Curriculum Delivery

Our Approach to Curriculum Delivery A full school Curriculum and Assessment Plan guides the learning in classrooms and provide opportunities for reflection

on student achievements leading to adjustments for diverse learners and rigorous connections to the National Curriculum. C2C resources are utilised to streamline planning across Key Learning Areas, alongside teacher written units of work.

Archer and Hughes’ Explicit Instruction Model - All teachers incorporate Literacy and Numeracy “Warm Ups” as an essential part of practice. - Lessons and Units of Work follow the “I do – We do – You do” model. Gradually releasing responsibility for learning to

the independent student is guided by this framework ie skills are practiced as a whole class in an explicit way until the skills become automatic and can be applied to further learning.

Differentiation/Personalised Learning– all class teachers analyse student data, create learning goals and differentiate instruction to meet individual student needs. These are documented as Support Provisions, An Individualised Curriculum or Support Plan.

Languages Other Than English (LOTE) – Japanese is taught for all students from Years Prep to 6.

Learning Support - Our school has a Special Needs Intervention team which co-ordinates special educational services and programs for students in need of support and extension.

Prep-Prep Programs – We offer an extended multi-visit transition program of Open Days and school experiences that support a smoother transition to school. Under 8’s Week events and invitational literacy events eg National Simultaneous Story Time, Arts performances feature with our pre-prep partners locally.

Instrumental Music – woodwind, bass and percussion commences in Year 4.

Health and Physical education (HPE) – Salisbury focused on swimming in Terms one and four (in our own swimming pool), athletics in Term two and modified games and skills in Term three. The school is affiliated with Sunnybank District sports for interschool and representative sport

Library – activities for students to engage in during lunch breaks including games and computer based activities.

Under 8’s Week – for Prep to Year 2.

Harmony Day – celebrating our cultural diversity.

Fire safety – in conjunction with local fire brigade.

Co-curricular Activities Interschool sport, including Gala Days.

Student Council - A Student Council is an executive component of school operations and our school captains attend, playing an important leadership role in the school

Arts Club runs during breaks weekly

School Choir participates in local events such as Singfest and performs at our school celebrations and in the community

Instrumental Music Program – band camps for Years 4 to 6 enhance weekly lessons

Under 8’s Day out - a day of fun activities designed to develop students’ fine and gross motor, creativity and social Skills, enhance links with early childhood providers and draw enrolments into the school from community

All students have a “brain food” break during the first session of the day to maintain concentration

School Discos – run by Creative Dance and the P&C

Salisbury’s Got Talent and Showcase performances each Semester (every class performs)

Culture Club (weekly)

Tech Club – coding and robotics, 3D Printing

Science Club – (weekly) – a project based, hands on, team collaboration

How Information and Communication Technologies are used to Assist Learning The integration of ICT’s in our classrooms is a key element of the each unit of learning planned by teachers from Prep to Year 6. This ensures that students become familiar with a computer, other technologies and are skilled in their use. While they learn how to use them effectively for research, consolidation of learning, problem solving and presentation of work, we have begun to explore the technology behind the functions.

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In 2016 the school introduced Robotics and Coding across the school (P-6) with the purchase of a variety of programmable robots. A 3D printer has been provided by a generous community donation and it has been put to work in the Year 6 and Tech Club activities as a trial. Drone purchases are planned in 2017 to enlarge our student access to current technologies. Each classroom has an interactive whiteboard, which enhances the teachers’ curriculum interface and allows students to manipulate web documents, their work and interact with learning activities that are student directed. The school has a computer lab attached to the school library with most classes able to access a small bank of 6 machines in withdrawal and shared classroom spaces.

Social Climate

Overview Salisbury State School is a small, warm suburban primary school in a predominantly middle class residential area. Our diversity in culture, religion and language is considered a strength. Through improved student engagement, and the introduction of Positive Behaviour Support, we maintain a safe, supportive and disciplined learning environment, underwritten by our Responsible Behaviour Plan for Students. Our responses to bullying are supported by programs and tools from the “Bullying No Way!” website. Through events such as Harmony Day and our anti-bullying Workbooks, a focus is held on positive interactions between peers. Restorative Justice features in our management of issues between peers. In 2016 we are formulating a more comprehensive set of support services with a more inclusive “embedded in classrooms” focus rather than having students with special needs learning in groups outside of the classroom and away from same aged peers. This ensures that teachers have the opportunity to differentiate for all students within their class programs and units of work. Socially, the benefits include children of all abilities being a true class member and member of our school community. Personalising learning will be an ongoing Explicit Improvement Agenda item in 2016/7. Guidance Services leads the “Students With Additional Needs” Committee. Chaplaincy, Social Skills training, mentoring and leadership programs all contribute to well-being. Behaviour, Therapy, Learning Support and Gifted and Talented programs are all coordinated through this central committee. Student Data and various identified student priority needs drive the allocation of Resources such as assessment, support services and teacher aide time. Student behavior, well-being and the school systems for responding to and supporting positive growth in these areas remains a key concern across the community. 2016 PBL data is displaying progress in reducing frequency and intensity of difficult behaviour. We anticipate further improvements in this area in 2017 as Tier 1 initiatives are embedded across our operation.

Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

their child is getting a good education at school (S2016)

91% 100% 94%

this is a good school (S2035) 86% 81% 94%

their child likes being at this school* (S2001) 87% 96% 94%

their child feels safe at this school* (S2002) 87% 96% 97%

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

96% 85% 78%

their child is making good progress at this school* (S2004)

91% 92% 88%

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

100% 96% 94%

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

91% 100% 80%

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

95% 96% 94%

teachers at this school treat students fairly* (S2008) 95% 92% 88%

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

96% 96% 94%

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

83% 85% 85%

this school takes parents' opinions seriously* (S2011) 82% 67% 77%

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

77% 71% 65%

this school looks for ways to improve* (S2013) 86% 87% 97%

this school is well maintained* (S2014) 83% 80% 73%

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Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 95% 92% 99%

they like being at their school* (S2036) 85% 93% 94%

they feel safe at their school* (S2037) 97% 88% 97%

their teachers motivate them to learn* (S2038) 92% 93% 92%

their teachers expect them to do their best* (S2039) 100% 97% 95%

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

87% 86% 97%

teachers treat students fairly at their school* (S2041) 85% 81% 96%

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

85% 86% 92%

their school takes students' opinions seriously* (S2043)

83% 82% 91%

student behaviour is well managed at their school* (S2044)

66% 74% 84%

their school looks for ways to improve* (S2045) 90% 92% 98%

their school is well maintained* (S2046) 92% 85% 97%

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

89% 84% 92%

Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

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% 91% 100%

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

88% 76% 97%

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

100% 87% 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)

81% 77% 97%

staff are well supported at their school (S2075) 94% 86% 97%

their school takes staff opinions seriously (S2076) 87% 82% 100%

their school looks for ways to improve (S2077) 94% 91% 100%

their school is well maintained (S2078) 94% 86% 89%

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

94% 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 There were many opportunities for parental consultation across 2016. With the arrival of a new Principal, the work of the School

Improvement team (School Review), and the need for a QSR (Quadrennial School Review), a significant consultation has been

undertaken in the form of survey work, questionnaires, community submissions, School Opinion Survey and Vision Night to

distill the needs, desires, ambitions and feedback of our community into a workable set of topics to be addressed in 2017

through establishment of a Community Engagement Framework.

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It is likely the set of improvements that have been recommended will form key actions across our school, enhancing the culture

of positive relationships and clear communication. By revising policies, clarifying school requirements and expectations and

delivering consistently in our interactions, we intend to improve the partnership held between school and homes.

Participation opportunities are formally offered in Showcase Performances, Open events, guided classroom visits

(Walkthroughs), classroom volunteering, parent/teacher contacts, Sport Day, Under 8’s Day, NAIDOC events.

Assemblies and school celebrations are highlighting successes of students. Attendance at performances, community festivals

(Chrome St Fiesta), are growing as are observance of cultural days such as ANZAC Day (70 students and families attended

the local RSL event).

Our P&C is highly active with up to 25 attendees at each meeting, subcommittees undertaking fundraising, school events,

community partnerships with RSL, Rotary, Scouts and more. Grants are sought and won, contributing to our facilities and

resources. Social Media is being used to inform families of P&C events and school dates eg Photo Day, Sports Day, meetings

dates etc.

Our website and newsletter services are timely and freely available. Class newsletters, flyers and notices enhance

communication across the community. Our school sign is a renewed source of key messages.

Respectful relationships programs The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. PBL (Positive Behaviour for Learning) is the major framework we use to address interpersonal relationships, positive behavior at school and safe behavior at school. Additional initiatives and programs include the following:

1. A focus on personal safety and awareness – “Daniel Morcombe” units of work, Braveheart’s presentations annually 2. Identifying and responding to abuse and violence – Braveheart’s presentations, PBL 3. Developing students’ knowledge and skills to be able to resolve conflict without violence – PBL Social Skills program,

SIS Social Skills Program 4. Recognise, react and report when they, or others, are unsafe. – The Salisbury Five, PBL Social Skills Program, SIS

Social Skills Program

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 30 14 16

Long Suspensions – 6 to 20 days 0 1 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology

created time series breaks in 2014 and 2015.

**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

Environmental Footprint

Reducing the school’s environmental footprint Our school community is committed to reducing emissions by managing key resources. Water usage is reduced through native water-wise plantings and reducing watering of non-essential gardens and fields.

Electricity consumption is managed through careful maintenance, replacement of older equipment and managing daily consumption through lights and air conditioning. Monitoring of staff compliance is occurring. Students participate in the routines and contribute to monitoring. Our school has a small number of solar panels.

Our school has established a partnership with the Salisbury Kitchen Garden (hosted on site). We are growing our own Kitchen Garden program as a basis for an extensive Sustainability focus in 2017/8, featuring replanting, composting, recycling and Energy Reeducation (eg Power Rangers).

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 186,895 2,437

2014-2015 94,000 2,149

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ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2015-2016 118,540 2,215

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

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

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

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 21 18 0

Full-time Equivalents 17 10 0

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Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate

Masters 2

Graduate Diploma etc.**

Bachelor degree 16

Diploma 3

Certificate

*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Professional Development Expenditure On and Teacher Participation in Professional Development The total funds expended on teacher professional development in 2016 were $ 16,286

The major professional development initiatives are as follows:

• Reading to Learn, Learning to Read • Curriculum Planning and Assessment • Positive Behaviour for Learning • Twilight sessions – explicit teaching and faces on the data (Sharratt) • iMaths implementation • Non-violent crisis intervention • One School – focused training – ICP’s Dashboard, Markbooks, etc • Senior First aid • Instructional Coaching • National Curriculum • Curriculum Leaders and School Leaders conferences • Cluster Conference days • Prep Cluster Group • Age Appropriate Pedagogies • Data Analysis – collaborative with Administration

The proportion of the teaching staff involved in professional development activities during 2016 was 100%.

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 95% 95% 95%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 100% of staff was retained by the school for the entire 2016.

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Performance of Our Students

Key Student Outcomes

Student Attendance

Student attendance

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 93% 93% 93%

The attendance rate for Indigenous students at this school (shown as a percentage). 87% 94% 94%

*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall student attendance rate in 2016 for all Queensland Primary schools was 93%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2014 92% 89% 92% 94% 94% 93% 95% 93%

2015 93% 94% 93% 94% 94% 89% 92%

2016 94% 93% 91% 94% 94% 91% 92%

*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution The proportions of students by attendance range:

16

14

15

11

8

11

23

21

28

49

57

46

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

2016

2015

2014

Proportion of Students

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

Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

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At this school rolls are marked by class teachers twice per day (morning and afternoon) using One School. Unexplained absences of three days or greater are reported to the Principal who contacts parents/caregivers initially by phone. If unable to be contacted by phone, formal letters are posted to parents/caregivers enquiring as to reasons for absences. Unexplained Absences are reported to parents on the same day, usually before 12pm. Parents are contacted by phone and email as preferred. Children who arrive late to school must report to the office where their reasons are recorded in One School a slip is filled out by the Administration Officer or Principal to be given by the child to the class teacher. If children leave before the end of the school day the parent/caregiver must report to the office first and fill in an early departure register. A slip is then given to the parent/caregiver to give o the classroom teacher before the child is allowed to leave the classroom. Persistent late arrivals or early departures are followed up the Principal through arranging a formal meeting between the parent/caregiver and the Principal. Attendance is a key data set that each teacher is accountable for managing. Significant and ongoing non-attendance (usually <85%) is managed by the Principal who co-ordinates responses and support for families through the Students with Additional Needs (SWAN) committee. Support staff and the Guidance Officer are key members of this committee. Increasing attendance is achieved by offering an engaging, exciting and family focused school calendar. Curriculum and Pedagogy are engaging and motivating. Options exist for students to be involved in a range of activities and events that cater for individual talents and interests. Rewards systems and positive relationships with students is key. Maintaining good communication and likewise, positive relationships with parents and the wider community enhances the welcoming nature of the school climate. Individual blockers to attendance are addressed through connecting families to services in the community.

NAPLAN

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

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

following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

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Conclusion

Salisbury State School is a warm suburban community school that is experiencing growth and renewal. Our connections to community are long and strong. A new chapter is opening in our operation as our school has achieved stable staffing and leadership. Enrolments are expected to increase and the rigor of our pedagogy will see a significant improvement in standardised student outcomes.