Eudlo State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018

Inspiring minds. Creating opportunities. Shaping Queensland’s future.

Every student succeeding. State Schools Strategy 2017-2021

Department of Education

Contact information

Postal address Corner Rosebed Street and Highlands Road, Eudlo, Queensland, 4554

Phone (07) 5458 0333

Email principal@eudloss.eq.edu.au

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 Ruth Machen

From the Principal

School overview

Eudlo State School is situated in the hinterland of the Sunshine Coast, 20 kilometres from Nambour. The township of Eudlo is closer than you think! The school is situated in the heart of the town and is only ten minutes from the suburbs of Woombye, Chevellum, Glenview, Palmview, Tanawha and Forest Glen, eight minutes from Palmwoods and only six minutes from Mooloolah. Multi-age philosophy and practices and the small, caring environment attract familes from all parts of the Sunshine Coast. A destincitive aspect of our school is that students enjoy and appreciate the environment and creative arts.

Eudlo has approximately 65 students with a permanent staff of 5 Teachers, 4 Teacher Aides, a Business Manager and 2 Cleaners. Eudlo school students work in an inclusive climate, where the cooperative and multi-age grouped classrooms continually facilitate an individualised, child centered approach. Age appropriate and experiencial based pedagogy is embedded. The students and staff relish making learning an enjoyable experience for all and dedicate themselves to the development of the whole child. The class groupings allow for more flexibility than is possible in schools with straight grades and this approach to delivering the Australian Curriculum is responsive to the needs of each individual student, it is transdisciplinary and is intellectually rigorous. It prepares the youth to be active Australian citizens with a deposition to life-long learning.

Eudlo State School community believes that a School Wide Positive Behaviour Support Plan and the Principles of Restoritive Pactice are the most appropriate model to use with our students when encouraging and maintaining positive behaviours. Within the Positive Behaviour Support model there is a strong focus on Proactive strategies, including teaching and supporting the appropriate and expected positive behaviours to all students in the school. Restoritive Practice encourages students to learn the social and emotional skills they will use throughout their lives such as active listening, problem solving, expressing emotion appropriately, developing personal awareness, empathy and taking responsibility. Our school has four “Bee” rules in our Code of Behaviour and a bee mascot has been adopted for promotion of the four rules; Be a learner, Be Safe, Be Respectful and Be Responsible.

Our school has an active Parents and Citizens Association which contributes greatly to the student learning in our school.

School progress towards its goals in 2018

Introduction

In 2018 Eudlo State School’s Explicit Improvement Agenda changed from the previous year. 2018 was the Year of Writing and saw a narrow and sharp focus, plus a commitment, to the teaching of writing. Eudlo State School also committed to maintaining reading and numeracy rich routines and to the promotion of wellbeing. Enrolments rose in the beginning of the year, with families enrolling students from Prep to Year 6. Our smaller class groupings, multi-aged philosophy and safe caring environment continue to attract families from all over the Sunshine Coast.

Our school’s, philosophy is that every student receives the support they need to belong to the school community, the support they need to engage purposefully in learning and the support they need to experience academic success. Our school’s fundamental values of inclusion, respectful relationships, high expectations and integrity place a high priority on building caring citizens of the future who have the desire to become lifelong learners.

All staff participated in professional development to gain a deeper understanding of the Australian Curriculum, English and General Capabilities. The 2018 sharp and narrow focus on writing, linked to the school’s Annual Improvement Plan (AIP), included developing the professional capacity of staff, creating consistent school-wide instructional strategies for writing, student goal setting, and giving authentic feedback.

A highlight of the year was the enormous contribution that the P & C members made to the school. The committee, headed by the forward thinking president, installed a Sound Field System into each classroom. The Sound Field Amplification Systems increased students’ ability to hear and listen, improved the acoustical environment and alleviated teachers’ vocal strain. Two filtered water coolers and colourful concrete artwork also contributed to the learning environment.

The school’s targeted approach to improving the reading outcomes

for students from 2015 to 2017 has

resulted in significant gain well above what

Queensland State schools are achieving.

Members of the parent community also volunteer each morning to run a Breakfast program. This program started in 2017 and continues to be an opportunity for all children to start the day with a breakfast. The Mooloolah IGA and bakery, along with school staff and families, donate to this.

The fourth annual Car and Motorcycle show was held in September and was a huge success in terms of fundraising for the school. The Village and Valley markets were also held on the school’s grounds each term, bringing revenue to the P & C.

There is a high level of parent involvement at Eudlo State School, which is highly valued by staff, students and community. Our 2018 parent information sessions, addressed a range of content including Australian Curriculum information, classroom routines and procedures, and a Zones of Regulations workshop, which is an Emotional Resilience program.

2018 saw the continuation of the successful Before School Tutoring program. Children were selected to receive a boost to their learning with small group tutoring for Literacy and Numeracy. Families have really appreciated this opportunity to allow their children to receive targeted support.

Because Eudlo is in a semi-rural area, families greatly value that staff and students are trained in first aid. 100 % of staff have their First Aid certificates and all students participate in age appropriate first aid/emergency strategies with trained professionals.

The Stephanie Alexander Kitchen Garden (SAKG) program is a dynamic curriculum program for children from Prep to Year 6. The program instills in children the values of growing their own produce and utilising this produce to cook healthy delicious meals. Children learn many valuable life skills through their participation in the program. In 2017 a purpose built Camp Kitchen was built especially for SAKG cooking lessons. The children plant, tend, and cultivate a variety of fruits, vegetables and herbs in a large garden at the back of the school.

As part of the program, each term one of the classes from Prep to Year 6 have lessons in the garden, which is followed by a cooking lesson. Following the Shared Table Philosophy, the children use the fresh produce that they have handpicked from the garden in their cooking lesson and eat the food together.

The school is extremely lucky to have resident artist, Kristen Cutluck. Kristen, who is a Eudlo local, works alongside the Teachers and students to greatly enhance the visual appeal of the school, and supports budding artists in the Visual Arts Curriculum.

Of great benefit for the 2018 students at Eudlo, was the continued employment of a school Chaplain three days a week. The welfare of staff and families is very important. The Chaplaincy program initiated the Breakfast Club, which now runs five days a week. The Chaplain (Chappy) also offers pastoral care to students and families. Throughout the year, Chappy was able to provide financial relief to some of our families so that their children could participate in school camps and excursions. Chappy also conducted Mindfulness programs and opened his room at lunch breaks for three days a week. He also instructed the senior class during Rock and Water sessions and supported the school during special celebrations or excursions. In 2018 our school chaplain was a valued member of our school community.

In summary 2018 was an exceptional year. Great work being done by Eudlo staff, volunteers, Parents and Citizen members and students.

Ruth Machen

Principal

Future outlook

In 2019 the key areas for improvement, as defined in the Annual School Implementation plan for 2019, will continue to be Writing and Wellbeing. The school will continue to embed good routines and practices around the teaching of reading and numeracy.

School Improvement Priority in 2019

Writing within the Australian Curriculum

Strategy –

Teaching Quality

Actions Timelines

Resources Responsible Officer

Milestones/ Targets AIP Progress

Align Staff DPPs to the improvement priority of Writing

Term 1 & 3

DPP Meeting

Staff Meeting

30 mins per staff member

DPP Framework

Principal

100% of staff engage with DPP process

At 3 months:

At 6 months:

At 9 months:

At 12 months:

To develop a shared

understanding and commitment to

developing writing stamina, with

reference to the general capabilities

in the Australian Curriculum, and across all Key Learning Areas

Each term Staff Meetings

Cluster Meetings

SFDs

Principal

HOC

85% of students achieving a C or better in English

Alignment of Achievement standards across KLAs

All teachers engaging in the post moderation

process

Each term In lieu of staff meeting

Principal

100% of teachers attend post moderation

for English

Enhance teacher knowledge of

Australian Curriculum Writing, through deepening

knowledge of Achievement

Standards and Curriculum Intent, through the Pre-

Moderation Process.

Each term 1 teacher released per

term

TRS/ funding

Principal

BSM

100% of teachers using the NCR anchor chart

to plan for English

Provide time for teaching staff to

plan effectively for Writing. Use data

to inform the teaching and

learning program aligned to the

Australian Curriculum

Each term provision of 1 / 2

day planning

per term Principal

BSM

SOS data – teacher satisfaction

Use peer observation, feedback and differentiated

coaching to share best practice and

Each term – walkthrough/formal

observation

3 terms per term

Observation within the

school and outside the

school, using

Principal

Teachers

Teacher Aides

SOS data – teacher satisfaction

improve teaching practice

expertise in the district (Chevellum

Head of Curriculum

teacher)

Deepen staff knowledge,

understanding, and pedagogical

practice of the 4 writing procedures

– Modelling, Shared and Interactive

Writing, Guided and Independent writing

to Pearson’s Gradual Release of

Responsibility Model

Term 1 and Term 2 professional

learning

“How to Teach Writing”

Staff Meetings

Principal

Teacher

Collaborative and co-teaching across the school enables

shared responsibility for the

success of all students through

developing teacher knowledge and

expertise to include and engage all

learners. Specialist staff working

alongside teachers in classrooms to

deliver writing instruction

Term 3 and Term 4 Specialist Teachers

attending pre moderation meetings

Specialist teachers

100% of specialist teachers attending pre moderation meetings

I look forward to 2019 at Eudlo State School

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year to 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 55 58 69

Girls 24 28 33

Boys 31 30 36

Indigenous 5 2 4

Enrolment continuity (Feb. – Nov.) 73% 83% 80%

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

Characteristics of the student body

Overview

Eudlo State School is a co-educational school. 50% students live in the surrounding areas of Eudlo, Ilkley, Mooloolah and Palmwoods, while the other 50% travel from all over the Sunshine Coast to attend this boutique school. Eudlo State School students display an excellent standard of behaviour. As we are a small school, and because of the multi-age philosophy, friendships are made across all of the year levels. At a glance, every day students from prep to year six can be seen associating and playing together. In 2018 Eudlo State School had three classes. A Prep/1 class, a 2/3 class and a 4/5/6 class. Our school Uniform Policy ensures that all students attend school each day in their school uniform. All students are included in mainstream classes, including those with a disability. Students are supported by passionate staff who understood each student’s needs, and who work closely with the children and their parents.

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 21 16 20

Year 4 – Year 6 23 22 15

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

Eudlo State School offers a rich and engaging curriculum with the aim of developing the whole child. This curriculum is defined as all the experiences of the child at school. All formal teaching and learning is underpinned by the Australian Curriculum which at Eudlo is within a multi-age context. The Curriculum encompass knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. Our emphasis is on developing all seven general capabilities, which include Literacy, Numeracy, Information and Communication Technology, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding. The curriculum is delivered in an authentic and meaningful way and promotes skill development through ‘real-life’ investigations and experiences. Our inclusive practices reflect our values and beliefs. Multi-age classrooms allow for individual, tailored programs and student orientated teaching and learning. We individualise support for our students when needed, we offer challenging learning plans for students to maximise their ability and provide opportunities for them to further develop their skills. We access the services of the Chevallum HUB to support our students with special needs. A Guidance Officer visits our school every Wednesday morning to work with staff, students and their families. As part of our commitment to developing the whole child, and to assist the wellbeing of the students, staff and families at Eudlo, the school has a Chaplaincy program. Our Curriculum areas are:

English Mathematics Science Humanities and Social Sciences Art Heath and Physical Education Music LOTE – Japanese.

Our school also offers the following extra curricula activities as part of developing the whole child.

Breakfast club Before school Tutoring Instrumental Music Program - Strings Restorative Practices Inter-house Sports Day, Small Schools Sports Carnival Eudlo Day – held at the beginning of each year to welcome families back and introduce ourselves to new

families Leadership Camp Swimming lessons and a Swimming Carnival Showcase days - Maths and Science Excursions and Incursions Stephanie Alexander Kitchens Garden program Rock and Water program Under 8s Day Grandparents Day Drone College as an integral part of our technologies curriculum School Discos Sunday Market days, where children hold their own stalls Shine program Zones of Regulation Perceptual Motor and daily Smart Moves Fruit and brain breaks throughout the day Mindfulness and Meditation Resident Artist Parent information sessions

How Information and Communication Technologies are used to Assist Learning Eudlo State School is committed to improving student learning outcomes through integrating Information and Communication Technology (ICT) into the Curriculum. Digital Pedagogy refers to the use of digital technologies to engage students with the curriculum and to promote learning. It is a new way of working and learning with ICT. It moves the focus from simply using ICT tools and skills to a way of working in a digital world. We are fortunate to have two Computer Labs with access to the Internet for all students. Students have frequent access to computers. For younger students, this may involve reading and responding to stories, writing stories, creating digital images, using digital photography, programing Bee Bots, using simple versions of word processing, spread sheets, and PowerPoint presentations, as well as using commercial programs for literacy and numeracy skill development. Older students are involved with the above, but also use and program drones and robots, the Internet, web forums, web conferencing and e-learning opportunities for extension and booster courses. All staff are skilled and familiar with use of Interactive Whiteboards and/or Interactive Projectors, which are in every classroom. Digital equipment, such as cameras, still cameras, and iPads are used on a daily basis to consolidate learning.

Social climate

Overview

Eudlo State School has four clear expectations, Be Safe, Be Responsible, Be Respectful and Be a Learner. The Eudlo school community strives to be a happy and safe place of learning. The development of positive relationships between students, staff and parents is viewed as important. Our inclusive curriculum supports positive relationships, which are an important part of our learning community. At Eudlo there is a focus on student self-management and personal responsibility. The small school environment of Eudlo assists the development of a safe and supportive climate. Students are well known by all staff, and issues are dealt with promptly, if and when, they arise. Specific strategies to address bullying are underpinned by the proactive programs across the school such as Structured Play programs, Zones of Regulation and the Rock and Water program. The school expects students to demonstrate a high standard of behaviour and every effort is made to assist them to develop appropriate relationships with each other and all members of the school community. Parents, students and staff all indicated very high levels of satisfaction with the school climate.

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% 100% 100%

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

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

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

their child's learning needs are being met at this school* (S2003) 100% 93% 100%

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

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% 100% 100%

teachers at this school motivate their child to learn* (S2007) 100% 93% 100%

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

they can talk to their child's teachers about their concerns* (S2009) 80% 93% 100%

this school works with them to support their child's learning* (S2010) 80% 93% 100%

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

this school takes parents' opinions seriously* (S2011) 80% 100% 100%

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

this school looks for ways to improve* (S2013) 80% 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) 75% 79% 100%

they like being at their school* (S2036) 88% 95% 89%

they feel safe at their school* (S2037) 94% 100% 89%

their teachers motivate them to learn* (S2038) 100% 74% 94%

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

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

94% 88% 89%

teachers treat students fairly at their school* (S2041) 88% 67% 61%

they can talk to their teachers about their concerns* (S2042) 75% 79% 83%

their school takes students' opinions seriously* (S2043) 88% 89% 78%

student behaviour is well managed at their school* (S2044) 81% 71% 78%

their school looks for ways to improve* (S2045) 88% 100% 89%

their school is well maintained* (S2046) 94% 94% 94%

their school gives them opportunities to do interesting things* (S2047) 94% 100% 94%

* 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 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) 86% 100% 100%

they receive useful feedback about their work at their school (S2071) 86% 100% 100%

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

100% 100% 83%

students are encouraged to do their best at their school (S2072) 86% 100% 100%

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

student behaviour is well managed at their school (S2074) 86% 100% 100%

staff are well supported at their school (S2075) 86% 100% 100%

their school takes staff opinions seriously (S2076) 86% 100% 100%

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

their school looks for ways to improve (S2077) 86% 100% 100%

their school is well maintained (S2078) 86% 100% 100%

their school gives them opportunities to do interesting things (S2079) 86% 100% 100%

* Nationally agreed student and parent/caregiver items.

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

DW = Data withheld to ensure confidentiality.

Parent and community engagement

Eudlo State School works in close partnership with its very supportive and dedicated community. Community members are involved in the school through monthly P&C meetings, and markets which are held each term, while parent volunteers work with our students in classrooms to improve outcomes. School information is updated on the school website, while parents are often contacted via post cards, phone calls, emails or texts regarding their child’s progress. A school-funded Playgroup was offered on Tuesday mornings, where we encouraged all members of the community with children below school age to attend. Our 2018 parent information sessions were well attended and addressed a range of content including classroom rules and routines, Australian Curriculum information, homework, encouraging reading at home and a Zones of Regulations workshop, which is an emotional Resilience program. Parents were consulted throughout the term if learning support was required. The Learning Support Teacher, along with the classroom teacher and parents, collaboratively created individual learning goals and tasks to ensure all students could participate fully at school.

In Term 1, each class teacher held an information session so that parents were well informed regarding the routine of the class. Parent/teacher interviews were offered in both semesters of 2018. These were valuable opportunities for parents and teachers to share information with one another. Newsletters were produced fortnightly to update parents on school events and we transitioned to these being an electronically delivered copy with the newsletter being e-mailed to parents (a paper copy was available in the office). The school newsletters were also uploaded to our website. Student assemblies conducted by our school Leaders were held every Monday at 2:40 am. The timing of this assembly allows parents who are picking up their children to participate and observe students receiving acknowledgements for their positive behaviours and work ethic, as well as view samples of work that classes display.

Respectful Relationships Education programs

The school has developed and implemented programs that focus on appropriate, respectful, equitable and healthy relationships. The Respectful Relationships Education program in Eudlo State School explicitly teaches acceptable behaviour change to prevent undesirable behaviour and to assist students in taking responsibility for their own behaviour. This is done to develop pro-social behaviours that lead to equitable and respectful relationships. A strengths-based approach underpins the development of respectful relationships knowledge and skills.

By implementing the Respectful Relationships Education program, the acclaimed Rock and Water program, and the Zones of Regulation program, Eudlo staff give students opportunities for social and emotional learning in self-awareness, self-management, social awareness, relationships, ethics, values, social norms, stereotypes, human rights, risk and responsible decision-making. A growing body of evidence shows that social and emotional learning of this nature leads to:

Improved social and emotional skills, self-concept, bonding to school and classroom behaviour Less disruptive classroom behaviour, aggression, bullying and delinquent acts Reduced emotional distress such as depression, stress or social withdrawal.

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 0 1 2

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

The school collects and uses its own water through water tanks. Our school relies solely on filtered tank water to use as drinking water. The toilets and gardens use bore water. Our students participate in Clean Up Australia Day, re-cycling, worm farming, battery collection and No Rubbish Lunches (NRL), and return containers for a refund. Data is sourced from school's annual Utilities Return and is reliant on the accuracy of these returns

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) 37,972 9,071 25,904

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.

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 9 10 0

Full-time equivalents 4 4 0

*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.* 3

Bachelor degree 6

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $9 064.90.

The major professional development initiatives are as follows:

Deepening teacher knowledge of Australian curriculum

Traits of effective teachers of writing

Mini lit learning support program

Teacher aide training

Skills for Physical-social teaching, Rock and Water training

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. 97% 95% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 100% 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 90% 90% 91%

Attendance rate for Indigenous** students at this school 91% 97% 97%

* 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 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 91% 89% 90% Year 7

Year 1 91% 92% 90% Year 8

Year 2 82% 92% 95% Year 9

Year 3 94% 80% 94% Year 10

Year 4 90% 92% 84% Year 11

Year 5 95% 91% 91% Year 12

Year 6 90% 96% 97%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

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.

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. Class teachers mark attendance rolls twice daily through the One School application. Parents/caregivers must provide written or verbal description of student absences to the school office. Follow up for an unexplained absence is a SMS message system by 11.30am each morning. If a response is not provided, a follow up SMS message and /or letter is sent home to parents, asking them to explain the absence. Attendance rates and targets are reported in the school newsletter and supported by articles informing families about the relationship of student attendance and student achievement. Attendance awards are presented at the end of each term at school parades. School attendance targets are set through both the Annual Implementation Process and Strategic School Review Process.

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.

13

18

26

14

9

18

25

28

22

48

45

34

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%

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

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.