McIlwraith State SchoolQueensland State School Reporting2014 School Annual Report

Postal address 322 McIlwraith Road McIlwraith via Gin Gin 4671

Phone (07) 4157 2371

Fax (07) 4157 2558

Email the.principal@mcilwraiss.eq.edu.au

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

Contact person Mrs. Felicity Wallace - Principal

Principal’s forewordIntroductionIt is with much pride I present the 2014 School Annual Report for McIlwraith State School. This report provides parents and members of the community with information about the school’s activities and performance during 2014. It highlights our successes and areas for development. The reader will find statistics and information relating to how our students and staff have worked to further the learning outcomes of the students entrusted to our care.

The mission of McIlwraith State School is to provide a supportive school environment in which every pupil can feel happy and safe and will be provided with the opportunity to learn important skills in all curriculum areas appropriate to their age and ability.

The staff, children and school community of McIlwraith State School are very proud of the work undertaken during the 2014 academic year. As Principal I would like to thank the staff and parents who work hard together to achieve our motto, “Strive to Achieve” and make a significant difference in children’s lives.

School progress towards its goals in 2014In 2014 the School Priorities were Reading, Numeracy and Upper 2 Band Improvement.

Goal Addressed Ongoing

1. Embed a balanced reading program Embed a shared understanding and pedagogical practice of the 5 reading procedures i.e.

1.Reading Aloud to students; 2. Modelled Reading; 3. Shared Reading; 4. Guided Reading; 5. Independent Reading.

Ensure the 5 aspects of reading are explicitly addressed ie: 1. Fluency; 2. Broad and Deep Vocabulary; 3. Active comprehension Strategies; 4.Text and Textual features; 5. Knowledge of the World

Continue the use of a variety of teaching processes and resources to support the development of the literacy skill of inference eg: Cars and Stars; QAR, Sheena Cameron Comprehension Strategies

Embed comprehension strategies into the reading procedures Use the reading procedures as a focus for Instructional Leadership to build teacher capacity

through observation and feedback

Develop a balanced writing program

Develop a shared understanding and pedagogical practice of the 4 writing procedures:

1. Modelled Writing; 2. Shared Writing; 3. Guided Writing; 4. Independent Writing

Embed Sheena Cameron writing strategies into the writing procedures Align writing pedagogy to Pearson’s Gradual Release of Responsibility Model Continue the use of a variety of teaching processes and resources e.g. 7 Steps to Writing

2. Increase student knowledge and understanding of the strand of number within the KLA of numeracy.

Embed Numeracy Rich Routines that address key aspects of number as identified through NAPLAN and internal data sources ie PAT M.

Ensure a range and balance of assessment tools are being used (Diagnostic, formative and summative) to support quality teaching and reporting.

Build teacher capacity to recognize and remediate key misconceptions through the Numeracy Rich Routines that align to C2C content, Number lines, Part/Whole relationships, Reasoning and Estimation

Practice and deepen number facts

3. Upper 2 Bands Priority Ensure a variety of processes are in place for the identification of possible U2B students

(process to begin in Prep) - Brigdance screener- Early Start Numeracy and Literacy screeners

Implement strategies and programs to cater for the ability levels and optimal learning for these students (differentiated teaching, On Line Upper 2 Band Project, UNSW testing, , Numeracy enrichment lessons in partnership with High school, ‘Mathletics’ online maths program, daily warm ups.)

Embed differentiation strategies across all year levels using diagnostic assessment processes and ACARA recommendations

Future outlookSCHOOL PRIORITIES: The following are a priority for our school in 2015:

Expand and improve students Vocabulary knowledge and skills Explicitly teach Inferential Comprehension Skills across all grade levels Explicitly teach the literacies of numeracy High Attendance

FOCUS AREA SCHOOL PRIORITIES 2015

IMPROVEMENT STRATEGIES AND ACTIONS 2015

Successful

LearnersKnow your Learners

Meet your learners’ needs

Analyse Student Data

Implement and engage in regular data review cycles to inform improvement, guide teaching and prompt early intervention.

Further develop teacher expertise in data analysis to inform effective teaching and learning.Maintain Student Attendance

Analyse trends in student attendance and implement strategies to maintain student attendance at or above 92.2%.

Cater for Student Needs

Implement strategies to cater for students’ academic, social and emotional needsUpper 2 Bands Priority

Ensure a variety of processes are in place for the identification of possible U2B students (process to begin in Prep)

Implement strategies and programs to cater for the ability levels and optimal learning for these students (differentiated teaching, On Line Upper 2 Band Project, UNSW testing, implement a higher order thinking program.

Embed differentiation strategies across all year levels using diagnostic assessment processes and ACARA recommendations

NAPLAN Strategy

Complete a thorough interrogation of NAPLAN data - 2013 / 2014 in preparation for 2015 NAPLANDevelop a NAPLAN action strategy with a focus on improving Reading, Numeracy and U2B

Great People

Teaching Quality

Develop Professional Knowledge

Develop Professional Practice

Develop Professional Engagement

ACARA Priorities

Embed English, Mathematics, Science, History & Geography (National Curriculum) using the C2C resource ensuring alignment with community expectations.

Implement Civics and Citizenship (from Year 3) & Economics and Business (from Year 5) using the C2C resource

Familiarize staff with the curriculum area “Health and Physical Education, Technologies, Languages & The Arts” using the C2C resource in preparation for implementation in 2016 and in line with roll out protocols.

Continue to align and embed Australian Curriculum in all settings. Implement the North Coast Region: " A Guide to School Based Assessment Tools and Year Level

Expectations" Literacy Priority

Continue to embed a balanced reading program

Embed a shared understanding and pedagogical practice of the 5 reading procedures i.e. 1. Reading Aloud to students; 2. Modelled Reading; 3. Shared Reading; 4. Guided Reading; 5. Independent Reading.

Align reading framework to Pearson’s Gradual Release of Responsibility Model (Refer Framework for the Teaching of Reading)

Ensure the 5 aspects of reading are explicitly addressed ie: 1. Fluency; 2. Broad and Deep Vocabulary; 3. Active comprehension Strategies; 4.Text and Textual features; 5. Knowledge of the World

Continue the use of a variety of quality teaching processes and resources to support the development of the literacy skill of inference eg: Cars and Stars; QAR, Sheena Cameron Comprehension Strategies

Embed comprehension strategies into the reading procedures Use the reading procedures as a focus for Instructional Leadership to build teacher capacity through

observation and feedback Implement SAR through Great Results Guarantee Funding Implement daily speech therapy with target children through Great Results Guarantee funding.

Develop and embed a balanced writing program

Develop a shared understanding and pedagogical practice of the 4 writing procedures:1. Modelled Writing; 2. Shared Writing; 3. Guided Writing; 4. Independent Writing

Embed Sheena Cameron writing strategies into the writing procedures Align writing pedagogy to Pearson’s Gradual Release of Responsibility Model Continue the use of a variety of teaching processes and resources e.g. 7 Steps to Writing

Numeracy Priority

Embed Numeracy Rich Routines that address key aspects of number as identified through NAPLAN and internal data sources ie PAT M.

With PEAAC support and cluster opportunities (Best Practice Networks), develop best practice pedagogy and greater teacher knowledge in the teaching of Mathematics

Ensure a range and balance of assessment tools are being used (Diagnostic, formative and summative) to support quality teaching and reporting.

Build teacher capacity to recognize and remediate key misconceptions through the Numeracy Rich Routines that align to C2C content, Number lines, Part/Whole relationships, Reasoning and Estimation

Practice and deepen number facts.ASOT

Continue to develop and embed an overarching Curriculum Framework based on ASOT Investigate and implement locally selected Design Questions - (What will I do to?) and (What will I do

to?) of the ASOT frameworkModeration

Develop opportunity for inter and intra-school moderation processes ensuring sound assessment practice

BPN Priority Engage in quality professional development and professional sharing via BPNs. Foster participation of

whole of leadership team in improvement via discussions and participation. (Ensure whole of school leadership team involvement in professional learning activities relating to improvement priorities)

Developing Performance Framework

Embed the DPF with all staff (teaching and non-teaching) ensuring alignment to school improvement priorities and individual needs.

Great People

Principal Leadership & Performance

Lead Teaching and Learning

Develop self and others

Lead improvement, innovation and change

Learning Communities

Principal Performance Development Plan in place with ARD with clearly identified leadership focus. Lead and model learning to develop a shared belief that all students can learn and all teachers can

teach. Develop localized structures that enable teachers to engage in discussion and analysis of effective

teaching and learning. Enable teachers to engage in effective coaching opportunities to improve teaching practices.Develop capacity amongst potential future leaders and provide opportunities for aspirants as they arise.

High

Standards

School Performance

Know your data

Know your strategies

Explicit Improvement Agenda

Analyse whole school trends to develop an explicit improvement agenda Articulate a whole school improvement agenda that is shared and known by all in the school community

and overtly and rigorously enacted.Curriculum Teaching and Learning/ Discipline Audit

Ensure staff, students and community easily recognise and recall the three main school rules of Be safe, Be Respectful, Be Responsible.

Interal Audit

Implement strategies to fulfil internal audit requirements and recommendationsOpinion Survey Priorities

Use the opinion survey data to respond to concerns in order to ensure better outcomes for students.Engaged Partners

Regional Support

Maintain alignment

Develop consistency

Scale up success

Alignment and Consistency

Continue to develop opportunities to work with regional support staff and services. Develop opportunities for schools to work together to share knowledge and resources. Implement the recommendations from the School Improvement Unit as required.Flying Start initiative

Develop mutually satisfying partnerships with Secondary Schools Maintain opportunities to ensure the junior secondary initiative is successful. Develop a range of locally pertinent communication strategies that enable the sharing of information.Continue the fostering of strategies concerning staffing and resource allocations

Engaged Partners

Local decision making

Embrace autonomy

Create partnerships

Partnerships

Continue to work with regional support services to support and sustain school improvement Develop partnerships within and beyond the school that support student learning. Embrace opportunities to collaborate with local communities. Explore opportunities, develop partnerships and develop a transition plan with local Early Childhood

Education Centres.

Parent and Community Engagement Strategy

Promote parent participation in school events and provide opportunities for families to observe student learning and celebrate student achievement

Use multiple communication channels to communicate with parents e.g. email, SMS, telephone, web portal and letter

Provide programs and opportunities for parents to build their capacity to support their child’s learningActively seek and develop a wide range of community partnerships

Our school at a glance

School ProfileCoeducational or single sex: Coeducational

Year levels offered in 2014: Prep Year - Year 7

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 21 14 7 95%

2013 19 12 7 86%

2014 22 10 12 95%

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

Characteristics of the student body:In recent years McIlwraith State School’s student enrolment has continued to be maintained due to a reasonably stable population base. The school numbers are controlled by an ‘Enrolment Management Plan’, which is in operation limiting numbers to 24. An enrolment waiting list is in place with names recorded of children outside the catchment area should positions become available.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 21 22 22

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 0 0 1

Long Suspensions - 6 to 20 days 0 0 0

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process.* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.

Curriculum offeringsOur distinctive curriculum offerings

The learning framework at McIlwraith aims to prepare students for living in complex, multicultural, networked societies by implementing enhanced curriculum offerings. School programs are inclusive and cater for all target groups within resource restraints and the core curriculum areas. Other distinctive curriculum offerings include;

A very successful Japanese program High student/computer and ipad ratio Online learning programs for all students A specialized HRE program for lower, middle and upper school students. A distinctive music program offering individualised class programs, grouped into lower and upper/middle

year groups, teaching singing, guitar, keyboard and recorder lessons. The school Physical Education Program provides individualised lessons for all classes from Prep to Year

7, specialised athletic days and interschool sport. In Term 4 a swimming program is provided from Prep to Year 7. The classroom teacher, aides and visiting learning support teachers, support children with special needs. Individualised intervention programs have been designed for students identified through Year 3, Year 5 or

Year 7 validation/state testing programs, and through general assessment and reporting procedures across the school when required.

Where appropriate enrichment opportunities are offered for students at the school.

Extra curricula activities

Gardening in the Garden of Learning – vegetable gardens School Robotics Club: All students in Year 3- 7 participate in weekly robotic lessons and have the

opportunity to compete in the CQUniversity Challenge, Maryborough Technology Challenge, State titles and National Titles.

Active After School Sports Participation in UNSW tests

Opportunity for senior students to compete in Bundaberg Maths Challenge Attending Arts Council, Life Education Van and Under 8’s Day. Schoolwork displayed in local show as well as student work entered into various categories. Participation in interschool sports carnivals, netball, softball, touch football, cricket, soccer, and multi-skills

day. Participation in Small Schools Athletic Days Participation in Gin Gin District Athletics Participation in Small Schools Cross Country carnival with other local small schools. Participation in Gin Gin District Cross Country event Annual 4 day/3 night School Camp. In 2014 it was to Bargara Beach Excursions to the Gin Gin High School Musical Production Combined Schools Advanced Musical Instrumental Camp

How Information and Communication Technologies are used to assist learning

ICT’s are embedded into all curriculum areas across all grade levels as part of student’s daily learning and assessment items. Students have access to well-maintained computers. All computers are connected to the Internet. Prep and Grade 1/2 students have a group logon with individual user folders on their H Drive, while Grades 3-7 have individual logons, email accounts and drive space on the server.

The classroom has an interactive whiteboard and two interactive to assist teachers and students in the delivery of an increasingly digital curriculum. The curriculum server provides every curriculum computer with access to programs that assist students in their everyday learning. Students use computer and online programs to develop reading and Mathematics skills, as well as to research topics using the Internet, to communicate with each other and the outside world and to complete assessment tasks. Students in grade 3 – 7 participate in weekly robotic lessons where they are challenged to design programs to enable their machine to complete tasks in the shortest time possible, perform dance routines and a variety of movements. Younger students are introduced to robotics through Bee-Bots.

Students from Prep to Year 7 take part in weekly Focused Skill Lessons, which cover all aspects of computer basics, such as turning the computer on and off, logging on and off, saving files etc. Also covered in these lessons

is more specific knowledge of Word, Excel, Publisher and PowerPoint. Classroom is resourced with an interactive whiteboard as well as interactive televisions.

Social Climate

The school has a family feel, and all school functions are well supported. The school is very much a child centred environment. We rely upon families to help with working bees and P&C functions as well as in the classroom. Students in year 4-7 run a Student Council which holds discos, movie nights, fun runs, pie drives as well as growing and selling vegetables to raise funds for student activities. The 2014 school opinion survey highlighted that school-community relations have remained positive over the last 12 months, however, 2014 saw the introduction of online parental surveys and as such, our school did not have as many parents complete the survey as in previous years. The 2014 data shows that 100% of parents are satisfied that their child is getting a good education and 100% of parents are satisfied that the teachers expect their child to do his or her best. Our school Parent and staff opinion survey results are slightly lower than the previous years, but it must be noted that in previous years almost all parents participated, whereas in 2014 only 4 parents completed the survey. We will be aiming to improve the level of satisfaction by catering for the learning styles and needs of all the students at our school. We believe these results reflect the high expectations, skills, enthusiasm and dedication of staff and supportive parents.

McIlwraith State School has a variety of mechanisms to provide a Supportive School environment. These include a Responsible Behaviour Plan for Students, a document detailing how the school manages student behaviour as well as specialist staff, including Behaviour Management and Guidance Officers who support teachers and staff. Key elements of the Responsible Behaviour Management Policy focus on ‘positives’ with all staff supporting a proactive approach in conjunction with consequences for inappropriate behaviour. This plan was reviewed and published in collaboration with parents, staff and students. It will continue to be reviewed annually to ensure the policy remains effective and meets the needs of our students. Other Pastoral Care programs are comprehensive and include School Leaders and Student Council Representatives. Although not part of the School Chaplaincy Program, our close ties with neighbouring cluster schools allow us to access their school based chaplain in times of great need.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2012 2013 2014

their child is getting a good education at school (S2016) 100% 100% 100%

this is a good school (S2035) 91% 100% 75%

their child likes being at this school* (S2001) 91% 100% 75%

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

their child's learning needs are being met at this school* (S2003) 100% 100% 75%

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

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

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 100% 90% 75%

teachers at this school motivate their child to learn* (S2007) 91% 100% 75%

teachers at this school treat students fairly* (S2008) 100% 90% 75%

they can talk to their child's teachers about their concerns* (S2009) 91% 90% 75%

this school works with them to support their child's learning* (S2010) 90% 90% 75%

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

student behaviour is well managed at this school* (S2012) 91% 100% 75%

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

this school is well maintained* (S2014) 100% 100% 75%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 100% 100% 100%

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

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

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) 100% 100% 91%

teachers treat students fairly at their school* (S2041) 86% 91% 82%

they can talk to their teachers about their concerns* (S2042) 100% 100% 100%

their school takes students' opinions seriously* (S2043) 86% 82% 91%

student behaviour is well managed at their school* (S2044) 100% 82% 100%

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

their school is well maintained* (S2046) 100% 82% 100%

their school gives them opportunities to do interesting things* (S2047) 100% 91% 91%

Performance measure

Percentage of school staff who agree# that: 2012 2013 2014

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

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

they receive useful feedback about their work at their school (S2071) 100% 100%

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

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

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

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

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

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

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

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

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

Parents at McIlwraith SS are involved in every aspect of school life. Many parents are involved in classrooms assisting with learning activities such as Science, Reading and Writing. Others are involved in classroom activities, but not directly with learning activities, e.g. changing students’ home readers and class readers on a regular basis. Some parents are involved with the sporting life of the school, while others offer to assist with educational excursions.

The school also has a very active P&C, which meets monthly and provides a great deal of financial and moral support to the school, its staff and the students. Several parents also support the school through their work in a voluntary capacity in the school tuckshop. During 2014 the P&C and school worked closely to facilitate contributing to the cost of school excursions and the annual school camp. The major fundraising events for the Parents and Citizen’s Association were the annual trivia night, lamington drive and Mothers’ Day flower stall. The school is very grateful for the support it receives from the P&C.

Reducing the school’s environmental footprint

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.Staff and students work to reduce electricity and water usage by turning off lights during breaks, shutting down computers each afternoon, only using air conditioning when necessary, turning off taps when hand washing, planting water wise plants in gardens so that no watering is needed. Although electricity usage has increased, charges have also increased. The school utilises solar panels to decrease our electricity costs and changed to energy efficient light bulbs throughout the school. We use our kitchen garden to educate students about the use of rainwater tanks and composting.

Environmental footprint indicators

Years ElectricitykWh Water kL

2011-2012 10,982 0

2012-2013 11,708 0

2013-2014 12,849 0

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.

Our staff profile

Staff composition, including Indigenous staff

2014 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 2 6 0

Full-time equivalents 2 2 0

Qualification of all teachers

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

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2014 were $748

The major professional development initiatives are as follows:

Regional Band 5/6 Business Principals’ Network Meetings North Coast region Principals’ Business Forums Student Engagement & Behaviour Management Skills OneSchool Training Quality Schools, Inclusive Leaders Digital Practice Guide Student Protection, Code of Conduct Awareness, First Aid Training

The proportion of the teaching staff involved in professional development activities during 2014 was100%.

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 98% 97% 93%

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 2014 school year.

School income broken down by funding source

School income 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 says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry webpage.

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

Performance of our students

Key student outcomes.

Student attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 96% 96% 95%

The overall attendance rate in 2014 for all Queensland Primary schools was 92%.

Student attendance rate for each year level (shown as a percentage)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Year 11

Year 12

2012 98% DW 97% 95% 95% 97% 93%

2013 97% 96% 94% 98% 94% 97% 97%

2014 90% 94% 95% 97% 97% 94% 93%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

4

5

29

23

38

71

73

58

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

2012

* 2013

2014

Proportion of Students

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

*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing StudentAbsences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.At McIlwraith State School, rolls are marked twice daily, in accordance with policy. Most parents phone the school on the day of absence, to explain why their child is not in attendance. The phone calls are recorded for the teacher and entered on the roll. Where explanation is not received by phone call or note, teachers generally requested an explanation from the parent in person, which is then recorded in the roll. Any remaining unexplained absences are then followed up by letter, at least once a term. Chronic cases of non-attendance would be referred for further assistance, such as the school’s guidance officer.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

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 says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

Achievement – Closing the Gap

In 2014 there were no Indigenous students enrolled at McIlwraith State School.