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Wavell Heights State School

2017 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2017-2021

Department of Education

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Contact Information

Postal address: Minore Street Wavell Heights 4012

Phone: (07) 3624 2888

Fax: (07) 3624 2800

Email: principal@waveheigss.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: Graham Rickuss Principal

School Overview

The mission of Wavell Heights State School is to create and maintain a caring environment for children and

adults in which learning, success, self esteem, responsibility and co-operation are valued and developed. It

is in this environment that students, teachers and parents will be most effectively engaged in assisting all

learners to develop to their full potential. As members of the state education system we are committed to

effective learning and teaching, respect and recognition for people, participation and consultation and

professional and responsive services. We support the principles of equity and social justice and

accountability for our actions and outcomes, and we strive to achieve quality and continuous improvement

and effective and efficient management within available resources.

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Principal’s Foreword

Introduction

Welcome to Wavell Heights State School. It was with great pleasure that I became the principal of Wavell Heights State School in 2017 to work with the staff, students, families and the Wavell Heights community on the continued educational journey. Our school has an excellent team of dedicated, caring and experienced staff who value strong working relationships with students and parents.

Each year state schools throughout Queensland publish a School Annual Report related to student and school performance across a range of school activities for the previous school year. This Report relates to our educational journey as a school community during 2017. This Report also notes the progress made by the school in terms of our achievement of the goals we had established for 2017. We are very proud of the work of our students, staff and parents during the course of the year and have much pleasure in providing this Report to you.

This document can be accessed on the school website or a hard copy is available from the office.

Regards, Graham Rickuss Principal

School Progress towards its goals in 2017

In 2017 our priority was to improve our school performance in Reading, Numeracy and Attendance. During 2017 we focused on the following activities. We collaboratively reviewed and updated school documents including Pedagogical Framework, The Teaching and Learning Expectations in English and the Teaching and learning Expectations in Mathematics to ensure that they captured the teaching and learning that we were doing at the school.

Our collaborative review of the Pedagogical Framework, which is underpinned by Jim Knight’s High Impact Instruction included the review and updated the Model of Teaching and Learning to align to the Gradual Release of Responsibility Model by Fisher and Frey. Year level colleagues visited each other’s classroom to observe each step of this model.

The Teaching and Learning Expectations in English review included revisiting our teaching practices within Reading and Writing to create our Reading at Wavell Heights SS and Writing at Wavell Heights SS documents. During 2017, teacher developed and displayed learning walls in English and Mathematics, which consist of an example of the assessment task, the marking guide and vocabulary to support the students.

The teaching and Learning Expectations in Mathematics review conducted by the Master Teacher included a focus on problem solving strategies for students to use and outlining the main concepts required for each year level. To support the understanding of students’ basic facts, we developed a process using the North Coast Diagnostics for teachers to focus on whole class and individual needs.

During 2017, we reintroduced year level collaboratively unit planning in English and Mathematics facilitated by the Head of Curriculum. This planning focussed on the assessment requirements and concepts. During the process, the teacher planned fortnightly formative assessment tasks that were used during year level moderation to ensure the students were on track for the assessment task. This gave the teachers a chance to provide students with feedback and discuss with colleagues about teaching strategies to use

Future Outlook

For 2018, we will be focusing on using feedback and student goal setting to improve learning outcomes in reading, writing and mathematics.

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2017: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2015 433 203 230 33 91%

2016 462 230 232 41 93%

2017 464 217 247 47 93%

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

In 2017, 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 (https://qed.qld.gov.au/earlychildhood/families/pre-prep-indigenous).

Characteristics of the Student Body

Overview Wavell Heights State School students reside predominately in the suburbs of Wavell Heights and Chermside, with others coming to our school from the surrounding suburbs. The school has a number of students from ethnically diverse backgrounds with approximately 10% of students identifying as Aboriginal and/or Torres Strait Islander and 35% of students with a language backgrounds other than English. The school has upwards of 35 different cultural groups represented. The school community actively celebrates the diversity of cultures at the school. Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2015 2016 2017

Prep – Year 3 23 24 22

Year 4 – Year 6 23 26 28

Curriculum Delivery

Our Approach to Curriculum Delivery

In 2017 the implementation of the Australian Curriculum continued at the school ensuring consistency of content and standards in line with national expectations. The school’s pedagogical framework underpins the way in which curriculum is planned, taught and assessed and is driven by our values, beliefs and community environment. Wavell Heights State School has a proud history of curriculum programs that support the diverse nature of our students. The school has excellent facilities and resources to support teachers to

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present challenging and stimulating programs for our students. In addition to this, the school has a number of specialist teachers and facilities which allow for specific programs and expertise. These include:

- Languages teacher (Japanese) - Music teacher - Physical Education teacher - Support teacher literacy and numeracy - Special Support teacher (Students with Disabilities) - English as an additional language or dialect (EAL/D) teacher - Guidance Officer - Speech therapist - Teacher librarian - Advisory visiting teacher (as required)

To complement the work of classroom and specialist teachers, a team of highly skilled and dedicated teacher aides provide additional support to students and curriculum programs. Co-curricular Activities In 2017, the school offered a diverse range of extra curricula activities including:

- Choirs (junior, senior and a specialist vocal group) - An instrumental music program including concert bands and music camps - ICAS competitions - Interschool house sports program including swimming, cross country and athletics carnival Interschool sport program through the City District organised Gala Days each semester - Kedron Wavell Cluster student leaders program facilitated by secondary school student

leaders - Student council - Peer support leaders program - Year 5 and 6 camp program - District mathematics and literacy competitions organised by Wavell State High School - School musical is an highlight of our extra curricula program that provides a fantastic

opportunity for more than 100 students to perform on stage in the production. How Information and Communication Technologies are used to Assist Learning At Wavell Heights State School all students have access to computers and iPad to enhance curriculum teaching and learning. All teaching spaces have interactive whiteboards that are used throughout the day. Teachers and students are also able to access the school’s computer lab for whole class instruction and use. All computers are connected to Education Queensland’s network providing for safe internet access for students.

Social Climate

Overview The staff, parents/caregivers, and students of Wavell Heights State School are proud of the school’s inclusive, positive social climate. The school focuses on the promotion of the rules – Be safe, Be responsible, Be respectful and Be a Learner. This provides for a supportive school environment in which students can do their best as they feel happy and safe at school. The school continues its priority on maintaining this supportive environment through constant reflection and emphasis by the leadership team and teachers on building positive and respectful relationships with students and their families. This environment is underpinned by the school’s Responsible Behaviour Plan for Students which establishes high expectations for student behaviour and firm, but fair discipline practices with known and consistence consequences. This inclusive and positive environment is also supported by the school’s:

- Extracurricular programs including sport, camp, music, dance and drama. - Student leadership program within the school and across the cluster. - Buddy programs supporting our prep students settle into the school environment. - Student council program support our school and those that are in need in our community.

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Parent, Student and Staff Satisfaction

Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2015 2016 2017

their child is getting a good education at school (S2016) 90% 96% 96%

this is a good school (S2035) 86% 92% 96%

their child likes being at this school* (S2001) 97% 96% 98%

their child feels safe at this school* (S2002) 93% 97% 98%

their child's learning needs are being met at this school* (S2003) 90% 97% 98%

their child is making good progress at this school* (S2004) 83% 96% 96%

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

97% 96% 100%

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

83% 94% 98%

teachers at this school motivate their child to learn* (S2007) 87% 93% 98%

teachers at this school treat students fairly* (S2008) 79% 91% 98%

they can talk to their child's teachers about their concerns* (S2009) 93% 98% 98%

this school works with them to support their child's learning* (S2010) 80% 93% 92%

this school takes parents' opinions seriously* (S2011) 75% 91% 90%

student behaviour is well managed at this school* (S2012) 76% 85% 94%

this school looks for ways to improve* (S2013) 79% 92% 94%

this school is well maintained* (S2014) 93% 97% 98%

Student opinion survey

Performance measure

Percentage of students who agree# that: 2015 2016 2017

they are getting a good education at school (S2048) 97% 98% 95%

they like being at their school* (S2036) 98% 97% 92%

they feel safe at their school* (S2037) 96% 97% 94%

their teachers motivate them to learn* (S2038) 99% 98% 96%

their teachers expect them to do their best* (S2039) 100% 99% 98%

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

97% 97% 93%

teachers treat students fairly at their school* (S2041) 96% 94% 88%

they can talk to their teachers about their concerns* (S2042) 95% 92% 89%

their school takes students' opinions seriously* (S2043) 94% 92% 81%

student behaviour is well managed at their school* (S2044) 86% 87% 64%

their school looks for ways to improve* (S2045) 96% 95% 91%

their school is well maintained* (S2046) 97% 99% 85%

their school gives them opportunities to do interesting things* (S2047) 97% 98% 94%

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Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2015 2016 2017

they enjoy working at their school (S2069) 97% 93% 95%

they feel that their school is a safe place in which to work (S2070) 100% 95% 90%

they receive useful feedback about their work at their school (S2071) 91% 92% 90%

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

100% 100% 100%

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

students are treated fairly at their school (S2073) 97% 95% 100%

student behaviour is well managed at their school (S2074) 91% 80% 85%

staff are well supported at their school (S2075) 89% 85% 85%

their school takes staff opinions seriously (S2076) 94% 87% 87%

their school looks for ways to improve (S2077) 91% 90% 90%

their school is well maintained (S2078) 97% 98% 95%

their school gives them opportunities to do interesting things (S2079) 88% 82% 90%

* Nationally agreed student and parent/caregiver items # ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and community engagement The school is committed to building a spirit of partnership and cooperation with parents/caregivers and the wider community. The leadership team, teachers and other staff are approachable and committed to effective communication with parents/caregivers and the local community. The Parents and Citizen’s Association was the body used by the school for consultation on matters to do with school improvement and development. During 2017, initiatives to promote parent/caregiver and community involvement included:

an effective Classroom Volunteers Program

celebrations and special community activities, including; Harmony Day and parade, NAIDOC week activities and parade, book week parade, ANZAC Day parade and participation at the Kedron Wavell RSL march and ceremony on ANZAC Day.

weekly assemblies at which parents/caregivers and the community are welcome to attend. Classes are timetabled once during the year to do a curriculum based performance that parents are encouraged to attend.

prep information sessions in term 2 and 3 with orientation days during term 4.

parent information evening at the beginning for the year for parents to meet with the class teacher.

class curriculum newsletters are sent home to parents at the beginning of each term.

fortnightly school newsletters

the school website which is regularly updated.

the creation of a Facebook page. The Facebook feed is linked to our school website for those families that do not have a Facebook account.

parent/teacher interviews conducted at the end of term 1 and as required throughout the year.

the provision of written student progress reports to parents/caregivers throughout the year

an active Parents and Citizen’s Association which supports the school in a variety of ways and runs the school tuckshop and uniform shop on behalf of the school.

our student council which fundraises for a number of community charities including our yearly donation drive at Christmas for St Vincents de Pauls Society.

participation in a variety of events hosted by Wavell SHS.

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Respectful relationships programs

As part of our HPE (Health) units, Wavell Heights State School has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships.

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 2015 2016 2017

Short Suspensions – 1 to 10 days 10 3 10

Long Suspensions – 11 to 20 days 2 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

Environmental Footprint

Reducing the school’s environmental footprint Our school has a solar heating system for the pool and solar panels on one of our classroom blocks. A number of our rooms have automatic lighting that turns on and off depending on the use of the room. Teachers and students are proactive in turning off lights and fans when classrooms are not in use. We have an automated watering system for the oval and is used to ensure that this area is kept in peak condition by varying how much and how often it is watered.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity - kWh Water - kL

2014-2015 41,959 975

2015-2016 87,883 5,618

2016-2017 141,151 6,922

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.

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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.

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Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2017 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 34 21 <5

Full-time Equivalents 29 12 <5

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school

leaders at the school

Doctorate 0

Masters 1

Graduate Diploma etc.** 6

Bachelor degree 22

Diploma 1

Certificate 0

*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 2017 were $12 500.

The major professional development initiatives are as follows:

Collaborative Planning with colleagues and head of curriculum.

Moderation of task fortnightly with year level colleagues and across school moderation in term 2 and term 4.

Review of Pedagogical Framework.

Review of the Teaching and Learning expectation in English including the review of reading.

Review of the Teaching and Learning expectations in Mathematics including the use of Problem Solving strategies in Mathematic lessons.

Review and observations by colleagues for the aspects of the Model of Teaching and Learning

Impact of Tramua on student learning.

The proportion of the teaching staff involved in professional development activities during 2017 was 100%.

Staff Attendance and Retention

Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2015 2016 2017

Staff attendance for permanent and temporary staff and school leaders.

97% 97% 96%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 97% of staff was retained by the school for the entire 2017.

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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 2017

Description 2015 2016 2017

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

92% 93% 92%

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

87% 88% 88%

*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 2017 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

2015 92% 91% 93% 91% 93% 92% 94%

2016 91% 93% 93% 94% 92% 93% 95%

2017 94% 92% 93% 91% 93% 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

16

12

12

12

25

25

25

47

50

47

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

2017

2016

2015

Proportion of Students

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

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Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the Department of Education procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. At Wavell Heights State School, class rolls are marked by 9am each day. A daily text message is sent to parents for absent students that have no explanation. Parents are able to respond to this by text or phone. We have a dedicated absence line for parents to inform the school. Students that continue to be absent are contacted by class teachers in the first instance. If absences continue, this is referred to the administration and either the principal or deputy principal contacts that family. For students with ongoing absences, a meeting with parents/carers are organised to work out the best way to get students to school.

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/.

Our results in all testing indicates that our students are achieving schools similar to all students throughout Australia for the same test.

To access more 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.