Widgee State SchoolQueensland State School Reporting2015 School Annual Report

Postal address 2156 Gympie-Woolooga Road Widgee 4570

Phone (07) 5484 0888

Fax (07) 5484 0800

Email principal@widgeess.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 Ashley Leis (Acting Principal)

Principal’s foreword

Welcome to Widgee State School. This Annual Report will provide a summary of our school year during 2015.

Widgee is located within the Gympie Regional shire, approximately 25km west of Gympie.  The school services the needs of students within an approximate 15 km radius of the school.  The community is predominantly rural based. Many homes are on acreage and families enjoy horse sports.  Industries such as pastoral, timber and small cropping are present.  In recent times a number of specialised small businesses have established themselves in the industrial area. Widgee is a small school with a progressive, child-centred philosophy, where staff are committed to providing the best learning and support for every child. This report will highlight our achievements to help students to grow, develop and perform to the best of their abilities. Having no room for complacency, our staff have engaged in professional learning to review and update knowledge, skills and delivery of teaching and learning practices to optimise student learning. At Widgee, we firmly believe in establishing solid foundations in literacy and numeracy skills which promotes successful life-long learning. Our practices reflect our motto: ‘We take pride in doing what is right’. As well, this report will reaffirm Widgee State School’s commitment to its long and cherished history since 1892, as an integral part of a very supportive school and local community. We regard education as multi-faceted, involving parents, staff, community and children. We foster and celebrate strong partnerships between all to promote a safe, challenging learning environment – a setting that not only strives for improved academic results, but prepares our students for their future. In 2015, our school embraced some new challenges and worked successfully towards achieving a number of its school improvement priorities.

This report outlines some of the key achievements of 2015 and where it is proposed that the school travels to in 2016 and beyond.

School progress towards its goals in 2015

The year 2015 brought exciting changes for Widgee State School. Enrolments continued to rise, reaching 46.  This enabled Widgee School to maintain its second teacher and continue to provide a high ratio of teacher-to-student.

From surveys, our new families to the school were seeking smaller class sizes with a nurturing learning environment for their children, which our small school could provide. 

The school year began with two vibrant classrooms. From day one, students were familiar with learning routines and behaviour expectations and were ready for learning and fun.

Staff began the year with full appraisals of every child and were able to quickly tailor teaching and learning to our high learning standards.Our Prep/1/2 teacher and teacher aides provided an engaging, hands-on beginning program for our youngest students to ensure critical groundwork was comprehensive and they had the best possible foundation for their future learning. Students in Years 3-6 were supported by a teacher, fulltime teacher aide and additional part-time teachers to hone and consolidate their learning through differentiated learning programs and individual goals.

The multi-age setting provided an excellent environment for social, emotional and academic development. Collaboration with Guidance Officer, Speech Pathologist, STLaN, AVT-ASD, Teacher for SWD, parents and staff enabled support structures for teaching and learning to be embedded across the whole school. 

In line with all Queensland State Schools, Widgee State School consolidated its delivery of National Curriculum for Maths, English, Science, History and Geography in 2015. Our enthusiastic, hardworking staff members enjoyed the challenges of renewal and implementing new curriculum, and continued to develop learning units tailored for teaching and learning in a multi-age setting. In accordance with our annual School Improvement Goals (to improve reading strategies comprehension skills), staff engaged in professional development to update their knowledge and skills to develop a high level of teaching and learning practices.

All classes focused on improving reading strategies.  Teaching delivery and practices were sharpened with the implementation of ASoT (Art and Science of Teaching, Marzano) initiatives and these initiatives were combined with explicit instruction. 

Over 2015, we improved the educational outcomes of our children across a range of teaching, learning and assessment practices. A whole school reading block was introduced addressing the prioriety of reading. All students engaged in either the MiniLit, MultiLit or Sheena Cameron Guided reading programs. Internal tracking and monitoring of student data indicated good individual student progress and highlighted areas for targeted teaching and intervention.

Whilst 2015 was a very eventful year for staff and the school community, our staff morale, parent and student satisfaction with Widgee State School continued to be very high according to school opinion surveys. This data provided excellent feedback to our school community, that staff efforts were not only valued, but they provided an excellent learning environment for our

students. In 2015 our staff and community worked vigorously to achieve a very successful year for student learning. 

Future outlook

The future for Widgee State School continues to look bright, with enrolments in 2015 remaining above 40. Our school is embracing our newest students and families and a new Prep-Year 1 teacher. 

At Widgee State School we’ll continue to strive for a high standard of teaching and learning for our students and staff. Our key priority is to build on our School Improvement Agenda to continue improving reading comprehension skills. Staff will keep abreast of new curriculum initiatives, especially as the National Curriculum continues to be rolled out into classrooms.  Widgee State School has implemented National Curriculum Maths, English, Science, History and Geography in 2015 and will continue to do so in 2016. Staff will continue to engage in professional development, including explicit teaching, to ensure teaching practices are continually reviewed and refined to provide the best possible delivery of learning outcomes. 

Procedures for tracking and monitoring of student achievements will continue to be refined to engage and inspire students to take ownership of their learning, and form habits as responsible learners.  Another goal for 2016 is to share collegiality with other schools. Through moderation of student work standards and shared professional development, we will enhance student learning outcomes and the growth and development of teaching skills and knowledge. 

Widgee State School will continue to build on its very good technology base and upgrade devices according to our School Asset Replacement policy. As well, we will modernise with new ICTs and products which can enhance curriculum delivery and student learning - either assisting learning support, consolidating learning, or extending our gifted and talented students. Our bank of PCs provide an excellent work centre for learning and research as each is networked to School software programs and has internet access. 

The future for Widgee State School looks bright, with increasing enrolments and proactive endeavours towards achieving high standards of curriculum delivery and learning for students. Our small school, multi-age setting provides a safe, nurturing environment in which our students can develop and prosper. 

Our school at a glance

School ProfileCoeducational or single sex: CoeducationalIndependent Public School: NoYear levels offered in 2015: Prep Year - Year 6Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 41 19 22 92%

2014 41 20 21 2 93%

2015 46 23 23 2 91%

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 2015, 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:

Widgee State School is a co-educational facility with a balance of girls and boys in all clases. We cater to the full range of all student needs,

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 23 25 21

Year 4 – Year 7 Primary 17 17 25

Year 7 Secondary – 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.

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 0 0 1

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

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.

Curriculum delivery

Our distinctive curriculum offerings

This school is strongly focused on the development of the whole child.   The caring and supportive staff nurture students’ academic, personal and emotional growth. The school takes pride in doing what is right for the students, families, staff and community of Widgee State School.

Our school engages students though a range of very interesting curricular activities. These include web conference based extension activates for writing, numeracy and information technology and design. The school has made links with a neighboring school to allow the students to be in a sporting talent development program.  This program is managed by our Physical Education specialist. Japanese is offered both with face to face instruction and on line and provides students with a stimulating and engaging way to develop their language skills through the use of information and communication technologies.

Support and language intervention is provided to students who need it through the use of an excellent researched based program called MULTI-LIT.  This program was designed by the Macquarie University and delivers explicit instruction to students at their ability level and has been able to significantly improve student learning across all key learning areas.

Even though we are a small school we offer all the benefits of schools in larger towns. Our talented music teacher trains the choir and offers instrumental lessons to students in the upper grades.

Extra curricula activities

* Pets and people information session

* Adopt a cop and related relationship building with the Department of Police

* Walk to school day

* Ride to school day

* Creative generations

* U 8’s day

* Naidoc week celebrations

* Hockey coaching by the sports development officer from Gympie hockey association

* Excursions to museums and live theatre

* Dance fever

* Line dancing

* Lunch time competitions including handball and table tennis

* Small school ball games day

* Small school athletics day

* Participation in ANZAC day parade and ceremony

* The school attends four sports development days each year in Gympie.  These days allow the older students to mix with students from other schools and try out new sports.

* The students travel into Gympie for swimming lessons as part of the Health and Physical Education program.

* The older students also go to the Sunshine Coast University career information day at the Gympie campus  called Smart Jobs

* School gardening group

* Widgee Creek catchment care group monitoring the water quality

* Cats Claw eradication form the Widgee Creek environment

How Information and Communication Technologies are used to improve learning

All learning spaces have access to networked computers.  Students use then as tools to access information through the internet, for desk-top publishing of word and as part of simulation tasks.  Importantly they also access the network to participate in web conferences for Japanese and extension lessons in English, Mathematics and Design Technology.

Social Climate

Situated 20 minutes west of Gympie on the Gympie Woolooga Road, Widgee State School embraces an enthusiastic, supportive community spirit. Being a small school environment, Widgee has a close-knit culture which extends to all parents and staff. Our school has a long history of working closely with Widgee Community Groups.  These community groups support the school in many ways, sponsoring the awards nights, volunteering to teach from line dancing and running writing competitions.

Given our small school environment, teachers and staff have regular informal conversations with parents which ensures an open policy of communication and that parents are well informed. Staff have a very good understanding of every child’s progress and tailor their learning through individual programs. Staff provide students with emotional support and encouragement on a daily basis, and more specifically when circumstances require. 

One of the greatest advantages of our small school is the excellent environment in which our students learn and develop respectful and caring interpersonal and communication skills. Student learning is enhanced by increasing awareness of their personal learning strengths and weaknesses, and taking responsibility to develop these. Widgee State School has a ‘family’ atmosphere where older students show caring support for younger students. Students socialise with all age groups.  At our school we recognise that we support others when we take time to consider the needs and motivations of others – to help, encourage and co-operate. As a consequence, peer pressure and bullying are absolutely minimised. Our School Opinion survey results reflect consistently high parental, student and staff satisfaction and pride in our School, which contributes to a very positive foundation for a vibrant learning environment.

Parent, student and staff satisfaction with the school School Opinion surveys of students and parents attest to the socially just and welcoming climate of our school. 100% of our families are satisfied that Widgee is a good school. 100% of our parents and students are satisfied that we are providing a good education in a caring and supportive environment. Whilst the School Opinion survey results in the tables below are exceptionally good, our school is not complacent when endeavouring to provide the best possible learning environment and outcomes for our school.

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 83% 100% DW

this is a good school (S2035) 92% 100% DW

their child likes being at this school (S2001) 92% 100% DW

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

their child's learning needs are being met at this school (S2003) 85% 100% DW

their child is making good progress at this school (S2004) 92% 100% DW

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

teachers at this school provide their child with useful feedback about his or her school work (S2006) 92% 100% DW

teachers at this school motivate their child to learn (S2007) 92% 100% DW

teachers at this school treat students fairly (S2008) 100% 100% DW

they can talk to their child's teachers about their concerns (S2009) 92% 100% DW

this school works with them to support their child's learning (S2010) 85% 100% DW

this school takes parents' opinions seriously (S2011) 91% 100% DW

student behaviour is well managed at this school (S2012) 92% 100% DW

this school looks for ways to improve (S2013) 92% 100% DW

this school is well maintained (S2014) 100% 100% DW

Performance measure

Percentage of students who agree# that: 2013 2014 2015

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% 85% 89%

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% 100%

teachers treat students fairly at their school (S2041) 100% 100% 89%

they can talk to their teachers about their concerns (S2042) 100% 77% 100%

their school takes students' opinions seriously (S2043) 100% 100% 100%

student behaviour is well managed at their school (S2044) 100% 75% 100%

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

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

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

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

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

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

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

(S2070)they receive useful feedback about their work at their school (S2071) 100% 100% 100%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 100% 100% 100%

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

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

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

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

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

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

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

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

# ‘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

Parental support for Widgee State School is very strong and is evidenced by the commitment they make in choosing to educate their children at our school.   Our P & C continues to be very active with fundraising and making decisions to improve and renew a range of initiatives in the School. Parents are supportive of staff and students and are encouraged to be a part of and contribute to the life and decision making processes for the future direction of our school. Community members are involved in many ways with the School. They contribute to the positive atmosphere and ethos of our school. Given we are a small school with a small number of families, our parents and community volunteers give support over and above the norm, through a variety of roles. 

Monthly P. and C. meetings – sharing ideas, participation in decision making and fundraising to meet agreed goals.

Volunteer work – Tuckshop, Classroom (reading and support).  Working bees – grounds maintenance  Gardening – helping in the vegetable garden.   Physical & financial support for camps and excursions  Parent/teacher interviews and regular informal parent conversations  Regular newsletters

Reducing the school’s environmental footprint

In 2015 Widgee State School continued daily practices and routines that reduce its environmental footprint. Its solar panels on the library roof generate electricity which feeds back into the State grid and reduces our electricity costs. Lights, fans and air conditioners are used wisely and are turned off when not in use. Staff and students adopt a range of initiatives which include improving everyday practices in an effort to reduce energy use and recycle products, including for art and craft. Teaching and learning will continue to include sustainable practices: growing fruit and vegetables in the outdoor learning area, composting lunch scraps, recycling paper and mulching garden beds to conserve water.  

Our School relies solely on rain water and creek water pumped up. Rain water is connected to all buildings for drinking, cooking and everyday purposes and the school has plenty of stored rain water.  

Environmental footprint indicators

Years ElectricitykWh Water kL

2012-2013 27,512 0

2013-2014 28,532 0

2014-2015 27,469

*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

2015 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 3 6 0

Full-time equivalents 2 3 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 2015 were $6200

The major professional development initiatives are as follows:

Highest level ofattainment

Number of Teaching Staff *

Certif icate 3

Diploma 0

Advanced Diploma 0

Bachelor Degree 2

Graduate Diploma etc.** 1

Masters

Doctorate

Total 6

3

0 0

2

1

0

0.5

1

1.5

2

2.5

3

3.5

* Multi lit reading intervention 

* Australian Curriculum (ACARA) – updating, reviewing, evaluating, developing programs and implementing new curriculum in English, Maths, Science, History and Geography 

* Reading Comprehension strategies (Sheena Cameron)

  * ASoT – Art and Science of Teaching (Marzano) 

* One School training (Finance)training 

* ICTs – online, professional reading, peer sharing 

* Education Queensland mandatory updates:

  * Child Protection & Code of Conduct & Ethics Awareness 

* Asbestos Management Procedures 

* Rights to information 

* Information Privacy Act 

* Staff internet Usage/Email Protocol 

* Workplace Health and Safety  * Emergency Evacuation Procedures 

* Curriculum Risk Assessment training 

* Variation of School Routine 

* Peer mentoring

* Classroom profiling

The proportion of the teaching staff involved in professional development activities during 2015 was 100%

.

Average staff attendance 2013 2014 2015

Staff attendance for permanent and temporary staff and school leaders. 98% 98% 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 2015 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 ‘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.

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

The overall attendance rate for the students at this school (shown as a percentage). 91% 93% 93%

The attendance rate for Indigenous students at this school (shown as a percentage). 96% 93%

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 attendance rate in 2015 for all Queensland Primary schools was 93%.

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

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

2013 96% 93% 89% 95% 85% 88% 94% 95%

2014 96% 92% 93% 92% 94% 88% 91% 94%

2015 93% 91% 93% 93% 94% 86% 94%

*From 2013, the methodology used for calculating attendance rates effectively counts 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.

11

16

17

13

18

7

26

18

50

50

49

26

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

2015

2014

2013

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 DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Widgee State School supports the “Everyday Counts Campaign” to promote consistent learning routines. Rolls are marked twice daily. If parents do not call to explain a child’s absence, the School will telephone home to seek clarification of a child’s absence and ensure support if required. 

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.

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 ‘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.