Ambrose State School · 2020-01-29 · 2. Indigenous refers to Aboriginal and Torres Strait...

Ambrose State School

ANNUAL REPORT 2018

Queensland State School Reporting

Every student succeeding

State Schools Strategy Department of Education

2018 Annual Report 1 Ambrose State School

Contact information

Postal address 39 Gentle Annie Road Ambrose 4695

Phone (07) 4975 1165

Fax (07) 4975 1432

Email [email protected]

Webpages Additional information about Queensland state schools is located on:

• the My School website

• the Queensland Government data website

• the Queensland Government schools directory website.

Contact person Andrew Collis Principal Ambrose State School


From the Principal

School overview Ambrose State School is a Band 5 school located in the Gladstone district, sixty-five kilometres south of Rockhampton on the Bruce Highway and forty-two kilometres west of Gladstone. The school was established in 1914 and services a number of rural communities. The Ambrose community consists of a town, population approximately 200 comprising a number of established local service, and a settled rural community. Community members are a mix of older town families, land-owners and itinerants. Most of the employment is outside of the community at Cement Australia, Queensland Rail, NRG, Queensland Alumina and COMALCO Alumina. The school has a very dedicated and committed staff and Parents and Citizens Association executive committee. The school is staffed by a teaching principal, 2.8 teachers, two full-time teacher aides, an administration officer, a cleaner and a casual groundsperson. With an enrolment of around seventy, the annual student turnover is low, making for considerable stability. 'Ambrose High Five' encapsulates our core values for every student to Be Fair, Be a Learner, Be Respectful, Be Responsible, Be a Listener. The school is a member of three clusters: Bajool, Marmor and Ambrose meet for 'themed' cluster day activities. Mt Larcom, Yarwun and Ambrose meet for sporting activities, Arts Council performances and professional development. Teaching staff meet with Gladstone schools as part of a curriculum cluster the 5th week of every term. The community of Ambrose aims to provide their youth with the strategies, skills and knowledge to ensure they have the ability to contribute to and communicate in our ever changing global society. The school aims to cater for the students at this site in a variety of ways, by ensuring we contribute to and provide access to experts and networks, develop community partnerships and consistently strive to upgrade our technology and facilities. In addition to the standard curriculum offerings, Ambrose State School offers the following: 30-minute daily fitness activities, ICT integrated programs, Science Primary Connections Programs, You Can Do It Program, ICT Digital projects. Extra curricula activities include: Cluster activities, Arts Council performances, Gardening and cooking projects, Gardening Club, Student Council, District Team sports. The use of computers is integrated into daily routines and classroom experiences. Students learn through interactive software, use of the World Wide Web, Learning Place Project rooms and communication through emails. Year 6 students produce a digital display of their reflections on primary school and hopes for the future as part of a presentation at their Year 6 dinner. School leaders are involved in producing a digital display for the end of year Awards night.

School progress towards its goals in 2018

2018 improvement agenda and targets.

Strategy – Focus on the teaching of reading to engage students.

Actions Targets Timelines Responsible Officer/s

Implement the Ambrose SS Curriculum plan and identify the reading demands of each curriculum learning area.

100% Alignment Term 1 Andrew Collis

Implement P-6 Literacy Continuum and use the reading differentiation planner to track students along continuum. Use skills to develop student reading goals (I can statements) and map on Ambrose SS Reading Tree data wall.

100% of students by end of Term 1

Semester 1 Andrew Collis

Unpack and provide support to embed Ambrose State School Reading Framework.

Key stakeholders actively engaged

Semester 1

Ashleigh Gibson

Meegan Robinson

Belinda Cosgrove

Matthew Williams

Andrew Collis


Classrooms have learning walls identifying unit intent, success criteria, exemplars and all students are able to interact with it.


88% of students achieve A-C in English, Mathematics and Science

Term 1

Ashleigh Gibson

Meegan Robinson

Belinda Cosgrove

Matthew Williams

Andrew Collis

Explicitly map out staff meetings to embed the Ambrose State School reading framework.

100% of staff meetings planned out

Term 1 Andrew Collis

Strategy – Analyse student data with a focus on reading regularly to monitor progress, guide teaching practice and prompt early intervention

Implement and monitor Ambrose State School assessment schedule and continue to provide professional development to build data literacies of staff, students and parents. Use Early Start, The Literacy Continuum, NAPLAN, CQ3S, class dashboard, PM Benchmarks and PROBE data to inform teaching.


Yr 3

100% students achieve NMS

50% of students U2B

Yr 5

100% of students achieve NMS

40% of students U2B

Semester 1

Ashleigh Gibson

Meegan Robinson

Belinda Cosgrove

Matthew Williams

Andrew Collis

Strategy – Align moderation practices with cluster schools to quality assure teaching practice and have consistency with A-E data

Actions Targets Timelines Responsible Officer/s

Access Assessment & Moderation hub to develop moderation process across the school and GASS cluster.

100% of staff

Maintain 100% of staff – I feel confident using student assessment data to improve student achievement at my school – 2017 SOS.

Semester 1 & 2 Andrew Collis


Future outlook

2019 Improvement agenda and targets

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 6


Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

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

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 94 84 75

Girls 41 40 35

Boys 53 44 40

Indigenous 4 2 3

Enrolment continuity (Feb. – Nov.) 93% 89% 91%

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

Characteristics of the student body

Overview

Ambrose State School is made up of a large student body coming from rural properties that are located around the Ambrose area and the surrounding areas of Mt Larcom and Raglan. 6% of the student body has an Indigenous background and 3% of the student body has a verified disability. In general, students who attend Ambrose State School follow the Ambrose High 5 – Be fair, Be a learner, Be Respectful, Be responsible and Be a listener.

Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3 18 21 19

Year 4 – Year 6 22 26

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery Ambrose State School uses achievement standards from the National Curriculum ACARA through Curriculum into the Classroom for the following subject specific areas:

English

Mathematics

Science

Geography

The Arts

Technologies

Physical Activity & Health (PDH/PE)

Languages - Auslan


Co-curricular activities Ambrose State School offers the following extra-curricular activities:

Choir

Guitar Groups

Coding

Robotics

Gardening Club

Softball

Touch football

Soccer

How information and communication technologies are used to assist learning Ambrose State School uses digital devices to engage, enhance and compliment student learning. Students at Ambrose have access to a computer lab of 25 computers, 3 computers in each classroom and 18 iPads. Students use these devices across all subject specific areas to enhance learning. All Ambrose students have a Mathletics and Literacy Planet account to assist with their literacy and numeracy learning.

Students at Ambrose also work with various programs and apps to assist with coding/programming, drones and robotics.

Students are also able to access programs to engage with both video and audio editing to produce audio recordings, video presentations and stop motion animations.

One lunchtime a week coding/robotics club is run by a staff member to enhance student engagement.

Social climate

Overview

Ambrose students use the ‘Ambrose High 5’. The Ambrose High 5 is used to promote excellent values within our school community. The Ambrose High 5 is:

Be fair

Be a learner

Be a listener

Be respectful

Be responsible

Every week of every term has a rule of the week focus which is discussed by the Principal at assemblies at the beginning of the week and then followed up with a series of small lessons by teachers in the classroom. Ambrose High 5 points are given out during each week to those students who display excellent ability to demonstrate correct behaviour. The points are accumulated and used at the end of the term in a rewards day for students which is generally celebrated in the last week of every term.

Behaviour is managed through the staff and Principal. Ambrose State School has a responsible behaviour plan for the school which is updated every year and is accessible from the schools website. The document clearly identifies different levels of behaviour and the school process used to manage the behaviours aligned with appropriate consequences.

The school has a school based Chaplain (2 days a week) and the Principal works very closely with the school based Chaplain to address identified behaviours across the school


and runs various social skills programs to assist students with making appropriate choices and managing their behaviour successfully.

Ambrose State School has built a strong relationship with its parent community and the Principal works very closely with parents to foster positive relationships. The school hosts various events across the school year such as parent information evenings, bush dances, awards nights, graduation ceremonies, culmination activities to continue to engage parents with their students learning.

Parent, student and staff satisfaction Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree # that: 2016 2017 2018

• their child is getting a good education at school (S2016) 100% 91% 100%

• this is a good school (S2035) 100% 95% 100%

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

• their child feels safe at this school* (S2002) 88% 95% 100%

• their child's learning needs are being met at this school* (S2003) 100% 86% 95%

• their child is making good progress at this school* (S2004) 100% 86% 95%

• 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% 86% 95%

• teachers at this school motivate their child to learn* (S2007) 88% 91% 95%

• teachers at this school treat students fairly* (S2008) 100% 86% 100%

• they can talk to their child's teachers about their concerns* (S2009) 88% 95% 95%

• this school works with them to support their child's learning* (S2010) 100% 95% 100%

• this school takes parents' opinions seriously* (S2011) 75% 95% 100%

• student behaviour is well managed at this school* (S2012) 88% 95% 100%

• this school looks for ways to improve* (S2013) 88% 100% 100%

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

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 4: Student opinion survey

Percentage of students who agree # that: 2016 2017 2018

• they are getting a good education at school (S2048) 78% 97% 97%

• they like being at their school* (S2036) 83% 100% 100%

• they feel safe at their school* (S2037) 72% 95% 100%

• their teachers motivate them to learn* (S2038) 86% 95% 100%

• their teachers expect them to do their best* (S2039) 91% 100% 97%

• their teachers provide them with useful feedback about their school work* (S2040) 74% 92% 97%


Percentage of students who agree # that: 2016 2017 2018

• teachers treat students fairly at their school* (S2041) 66% 95% 82%

• they can talk to their teachers about their concerns* (S2042) 71% 87% 91%

• their school takes students' opinions seriously* (S2043) 63% 92% 91%

• student behaviour is well managed at their school* (S2044) 61% 82% 91%

• their school looks for ways to improve* (S2045) 91% 100% 100%

• their school is well maintained* (S2046) 78% 97% 97%

• their school gives them opportunities to do interesting things* (S2047) 53% 95% 97%




Table 5: Staff opinion survey

Percentage of school staff who agree # that: 2016 2017 2018

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

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

• they receive useful feedback about their work at their school (S2071) 91% 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% 92% 100%

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

• staff are well supported at their school (S2075) 91% 100% 100%

• their school takes staff opinions seriously (S2076) 91% 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) 89% 100% 100%




Parent and community engagement

Ambrose State School engages the community on a regular basis. The school has a very active P&C also which is made of a strong parent community. The P&C runs many projects throughout the year such as an auction, participates in the Mt Larcom Show, bush dances, arts nights and other small community events to assist with raising money for the school. The school has two face to face formal meetings with parents throughout the year. Our parent information night and our parent teacher interviews. In general however, many parents come to the school regularly and engage with informal conversations with their children’s teachers to maintain consistency for Ambrose students learning.

Ambrose State School works closely with the Ambrose QCWA. In 2019, QCWA has been running County Kitchens – a cooking health program where students learn about healthy


foods and create healthy food options in the schools tuckshop to sell on the menu for the school every Wednesday when the tuckshop is open.

Ambrose State School also partners with Startup Gladstone, APLNG and ANZ bank to run the Early Preneur program where students learn about small business and financial literacy.

In 2019 Ambrose State School is further partnering with Rotary to provide ‘Rotorkids’ a program that enables students to be focused on supporting the Ambrose community and beyond in other countries around the world.

Decisions are made in consultation with students, staff and P&C – community members. School plans are made through a joint process where feedback from school opinion surveys, student, parent and staff feedback are essential to form the school improvement agenda and school plan.

Respectful relationships education programs

Ambrose State School targets respectful relationships through the curriculum area of ‘Health’ taken from the national curriculum. Through students undertaking completing units of work in Health each term, students are taught the values and foundations for forming responsible relationships with each other, adults and community members.

The Ambrose High 5 is also a central focus for teaching students correct behaviours and leaning behaviour expectations.

The school Chaplain also runs regular social skills programs at the school with targeted students two days week.

The school has a zero tolerance to bullying and takes a strong stance around violence. The school celebrates the National Day Against Bullying and Violence.

Ambrose State School has a strong relationship with the QPS and a school based adopt-a-cop does visit the school regularly to speak with students and share in the schools celebration days.

Ambrose State School also has a program around ‘Resilient Rex’ who visits classrooms teaching students about building ‘resilience’ at school and in the community.

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence 2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 4 2 0

Long suspensions – 11 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint Ambrose State School is very environmentally conscious, and each classroom has selected students take on the role of class ‘power ranger’ – these students monitor regular electricity usage and ensure lights, air-con and


computers are turned off when not in use. Staff regularly look at usage and discuss regularly solutions to continue to reduce usage. The school does have some solar panels and is looking at getting more across the next three years to continue to reduce electricity rates.

Water is held in a series of 8 water tanks that are used to maintain the schools water supply.

Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

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

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 37,718 39,310 41,984

Water (kL)

School funding

School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.


Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 4 6 Less than 5

Full-time equivalents 3 2 Less than 5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters

Graduate Diploma etc.*

Bachelor degree 4

Diploma 1

Certificate 1

Professional development

Expenditure on and teacher participation in profess ional development The total funds expended on teacher professional development in 2018 were $10, 000

The major professional development initiatives are as follows:

• Teaching of Reading;

• Curriculum planning;

• Before and After Moderation planning;

• STEM;

• ICT’s

The proportion of the teaching staff involved in professional development activities during 2018 was 100%


Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders. 95% 96% 93%

Proportion of staff retained from the previous scho ol year From the end of the previous school year, 82% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance The overall student attendance rate in 2018 for all Queensland state Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 94% 93% 93%

Attendance rate for Indigenous** students at this school 84% 81% 93%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 93% 93% 95%

Year 1 91% 92% 95%

Year 2 93% 89% 95%

Year 3 94% 91% 94%

Year 4 96% 94% 92%

Year 5 94% 95% 91%

Year 6 95% 95% 94%


Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendan ce Queensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

At Ambrose State School, class rolls are marked twice every day. Once in the morning and once in the afternoon as per departmental policy.

Once marked, parents/caregivers of students that are absent are sent an SMS requesting a reason for the child’s absence.

If a reason is not given, the Principal will make contact with the parent requesting information around how support can be given to enable students to attend school every day that is a nominated school day.

Ambrose State Schools follows the department’s policy around attendance and formal letters are sent out to parents when needed.

Attendance is monitored by the Principal and teachers and is promoted regularly in classes, on assemblies and at the end of every term where students who have improved their own personal attendance are recognised for their efforts.

NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.

How to access our NAPLAN results

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘NAPLAN’ to access the school NAPLAN information.

9

13

12

11

11

10

32

36

21

48

40

58

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

2018

2017

2016

Proportion of Students

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


Notes:

1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.

2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.

Ambrose State School · 2020-01-29 · 2. Indigenous refers to Aboriginal and Torres Strait...

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