Mount Morgan Central State School Queensland State School Reporting 2014 School Annual Report

Postal address PO Box 42 Mount Morgan 4714

Phone (07) 4912 5333

Fax (07) 4912 5300

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

Webpages

Additional reporting information pertaining to Queensland

state schools is located on the My School w ebsite and the Queensland Government data w ebsite.

Contact person Mr. Blair Harp - Principal

Principal’s foreword

Introduction

It is w ith pleasure that I present this Annual Mid-Year School Report to parents and community. We at Mount Morgan Central are

incredibly proud of our past achievements, our progression towards identif ied goals, and our daily commitment to seeing every

child in every classroom learning daily. Our dedicated, talented and caring staff are passionate about providing the very best

teaching and learning programs and opportunities for students.

In 2014, our school continued to make improvements across the f ive strands of NAPLAN, placing us once again among the most

improved schools in Central Queensland. Improved Literacy and Numeracy results for students are at the heart of our focussed

intervention, something w e have been able to enhance through Greater Results Guarantee funding. This funding has extended to

include Learning Support Interventions, Teacher Coaching, Targeted Teacher Aide Programs and Social and Emotional support.

Our focus on early intervention and early years community partnerships was further strengthened in 2014. The B4 Learner (Birth

to Four Years) Program saw many parents and pre-prep aged students attending weekly learning programs. Partnerships with

local Child Care Providers under the Mount Morgan One Educational Precinct Init iative thr ived. Transition programs during

Semester Tw o included fortnightly visits by Child Care Centre students and staff. Red Cross’ HIPPY (Home Intervention Program

for Parents and Youngsters) continued into its second year of operation from our campus with three Home Tutors employed to

support children and their families prepare academically and socially for school life. This suite of pre-prep programs w ill broaden

further in 2015 w ith the introduction of a w eekly Playgroup program.

Mount Morgan Central provides a positive and successful learning environment through embedded expectations via our School

Wide Positive Behaviour Support Program. Signif icant numbers of our students are rewarded for demonstrating our three school

rules: Be Responsible, Be Safe and Be Respectful on a daily, weekly and term by term basis. Qualif ied staff present a range of

Social and Emotional support programs to ensure students are learning in a nurturing and calm environment conducive to

productive teaching and learning. Our award winning After School Communities Sporting Program continued to attract a large

participation rate providing students experiences in soccer, rugby league, softball and netball.

This report outlines the progress we have made in improvement and achievement at Mount Morgan Central during 2014. It

includes data from systemic sources including School Opinion Surveys and NAPLAN. Comments on progress towards goals and

targets are also included.

This report will also be available on the school’s web site and copies are available from the school off ice upon request. While all

state schools are required to complete this document for compliance purposes, it has served as a celebration of school year 2014

at Mount Morgan Central State School.

I trust you enjoy reading this.

Yours sincerely,

Blair Harp (Principal).

School progress towards its goals in 2014

In 2014, there was strong progress towards the achievement of school wide goals. This included implementation and refinement of

data based, intervention programs across the school, specif ically in writing, supported by comprehensive coaching and

professional development opportunities.

In this section, headings are taken from our 2014 Annual Implementation Plan and are accompanied by progress comments.

Implementation of on-line Whole School Curriculum Framework

School Curriculum Framework, Pedagogical Framework and School Related documentations are now contained in one place; a

newly developed EdStudio (Learning Place).

Daily Rapid Recall Routines

RRRs continued three times daily in every classroom and utilise Whole School Weekly Considerations for Core Skills Practice. In

term 4, these were enhanced to include Vocabulary using Freyer’s Model, and “Blending, Segmenting and Tracking” strategy.

These additions are to be embedded in ‘2015 School Expectations for RRR’.

Geography

Geography commenced from Term One with teachers utilising CQ ACARA Geography P-10 (Ed Studio).

Improving Student Outcomes in Reading, Writing, Spelling, Grammar & Punctuation and Number (NAPLAN).

Details of strategies were identified in our Greater Results Guarantee (see school website). Details of improvements across each

of these five areas across Y3, Y5 and Y7 can be found on MySchool Website.

Writing

All classrooms utilised either the NAPLAN Writing Guide (Y2-7) or Early Year Writing Assessment (YP-1) with student progress

measured against benchmarking sample taken in T4, 2013. Writing data was submitted at five weekly intervals, with results used

to inform individual student goals.

Intervention: Literacy – “Let’s Go! Program” in light of NAPLAN item analysis – (Intervention teacher employed – GRG) The existing program was enhanced with the following goals achieved: (i) closed performance gap through explicit, regular and targeted small group intervention for students across bands; (ii) increased representation in U2B 2014 NAPLAN. (iii) NAPLAN Preparation. All intervention classes were delivered using Explicit Instruction Frame.

Explicit Instruction: Mastery Level: Professional Development Explicit Instruction was maintained as the signature pedagogy in all classrooms. EI Induction process for all new (full and part time) teaching staff was supported by School-based Pedagogy Coach. This was further supported using a Differentiated Coaching

model across our nine classrooms.

M ount Morgan Educational Precinct: Pre-Prep Community Partnerships

Our school’s innovative B4 (Birth to 4) Learning Program engaged with the local Pre-prep community including local childcare

centres and Red Cross’ HIPPY Program. School Based Programs were promoted across other centres to maximise school

readiness (including sight words, books, and counting).

Home School Partnership: Communication

In response to Parents School Opinion Survey, the school enhanced its communication services with parents by updating School

Website using Websites for Schools Service, installing School notice board throughout the school with standardised displays,

email option for receiving Newsletters and upgraded newsletter format on line.

Home School Partnership: Online Student Programs

The school purchased subscription to online educational programs (Reading Eggs and Mathletics) to promote an educational

culture and 24/7 access to reading and numeracy resources at home.

Future outlook

In 2015, key priority areas for our school have been identified in the school’s Explicit Improvement Agenda and the Annual

Implementation Plan. They include:

Writing: School Program

Following on from our school’s learning as part of the regional SITIL (Instructional Leadership – Yvana Jones) program, School

Planning across the school is progressing toward the implementation of a five part (document) process:

Implementation of on-line Whole School Curriculum Framework with emphasis upon ACARA content descriptors as

linked to school based targets and data foci. (Document 1 – Yvana);

Professional development in strategies and skills required to implement local needs through a Term by Term data foci

as directed by admin, and linked to reading and writing (Document 2- Yvana); Differentiation models based upon NAPLAN ‘triangles’ that are school based but identify ‘next step’ teaching (to be

explored in Curriculum Catch Up sessions – Document 3 – Pedagogy Coach); Whole school data capture reflected upon 5 weekly capture, to drive next unit (Document 4);

Unit planners (class level, identifying Reading and Writing breakdown, core skills etc outlined in the above 4 documents)

developed further to consider a bank of relevant teaching strategies (Document 5 - Yvana); Revisit the whole school planning process (2008) to ensure consistency across the school and mandated use of the

above documents monitored through Quality Assurance Processes;

Writing Action Plan updated and implemented.

Daily Rapid Recall Routines (3 per day in every classroom)

Admin directed inclusions (monitored through Quality Assurance processes every five weeks):

daily blending, segmenting and tracking;

weekly use of Freyer Model (Teaching of Vocab)

weekly inclusions for Grammar and Punctuation RRRs using teaching considerations from 2014 testing.

weekly inclusions for Numeracy RRRs include Number, Space and Number Facts.

Effectiveness of implementation monitored through Quality Assurance processes every 5 weeks.

Teaching of Reading

Full implementation of Reading Action Plan, iRead@MMCSS {incl. Whole School Teaching of Reading (indicators P-2;

3-5; 6-8)} DECODING, COMPREHENSION, Teaching Reading Explicitly@MMCSS};

Support a Reader for 4 students in every classroom, Monday to Thursday. (data consideration)

Spelling

The school has introduced Write2Read2Spell across the school from Term 1 Week 1 with facilitation of implementation supported

by Regional Capability team.

Literacy and Numeracy Support – Top ½ of Academic Performing Students

‘A’ Standard Exemplars (and C) are utilised in every classroom in the teaching of writing.

Individual student goals in reading and writing.

Explicit Instruction: Mastery Level: Professional Development

Explicit Instruction maintained as signature pedagogy in all classrooms.

EI Induction process for all new (full and part time) teaching staff.

Feedback processes maintained between Teachers (WOW) and Principal (Quality Assurance)

Staff access Anita Archer and John Fleming Resources, and WOW (Watching Others Work) within the school.

Differentiated coaching model used across eight classrooms, specialist teachers to support Explicit Instruction.

School Benchmarking Data System The school is increasing and enhancing its engagement with the CQ3S Data tool.

Attendance Management: School Attendance Officer

The school’s Attendance Officer provides a weekly report to the Principal around student attendance, with the timely actioning of

student absence enabling prompt response and enacting of school attendance processes. Case management of chronic

absenteeism is progressed via the school’s Social Justice Program.

Our school at a glance

School Profile

Coeducational or single sex: Co-educational

Year levels offered in 2014: Prep Year - Year 7

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 249 130 119 82%

2013 229 115 114 86%

2014 216 113 103 82%

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

Characteristics of the student body:

Mount Morgan Central State School (student pop: 220) and Mount Morgan State High (student pop: 170), both heritage listed, are

the only schools located in Mount Morgan, a town boasting immense historical signif icance. In 2012, the primary school

celebrated 125 years of public education; the high school its centenary.

Mount Morgan (pop: 2500), located in the heart of Central Queensland some forty kilometres south west of Rockhampton, has a

rich appreciation of Aboriginal and Torres Strait Islander culture. The traditional owners are the Gangulu people. Approximately

one third of the student population identify as Indigenous.

The staffs of both schools are dedicated and passionate professionals who provide comprehensive support for students in their

academic, social, sporting and cultural pursuits. School Wide Positive Behaviour Support programs operate across both the

primary and high schools, further enhancing the educational climate for learners.

Mount Morgan Central and Mount Morgan State High are committed to the vision of establishing One Educational Precinct for this

community; one that provides a high quality, individualised education for every young person from birth to w ork or tertiary learning.

We recognise a strong pedagogical connection, aligned behaviour (SWPBS) and attendance processes will enhance the

transition of students from primary to high school. To complement this , both schools are committed to enhancing the relationship

and partnership with other local agencies including the Mount Morgan Child and Family Support Hub and the Aboriginal and

Torres Strait Islander Community.

Both schools are united in their goal of developing public confidence. Increased representation in higher bands in NAPLAN results

is also our objective as is providing high quality pathways during, prior to, and beyond school. Student improvement and

achievement in literacy and numeracy, student engagement (including maximising attendance and minimising disciplinary

absences) and ensuring our teachers and staff are highly skilled, are central to decision making. We are determined to ensure

that all geographical and social barriers are overcome in order to achieve these objectives and that the primary and high schools

of Mount Morgan are the preferred educational providers for all members of the community.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 21 21 20

Year 4 – Year 7 Primary 27 26 24

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

# Exclusion is an abbrev iated title which ref lects suspensions with recommendations f or exclusion, which may result in an exclusion or be set aside

through an appeals process.

* Caution should be used when comparing 2014 data with prev ious y ears SDA data as amendments to the disciplinary prov isions in the Education

(General Prov isions) Act 2006, passed in late 2013, created a time series break.

Curriculum offerings

Our distinctive curriculum offerings

In addition to the delivery of a quality curriculum, Mount Morgan Central provides the follow ing distinctive offerings for students:

Quality Literacy and Numeracy blocks enhanced through the use of daily Explicit Instruction as the signature pedagogy.

Innovative and engaging project based classroom units.

Extension opportunities for Gifted and Talented Students including participation in Regional Maths Teams’ Challenge and

Project 600.

Comprehensive Intervention Programs for students in Year Tw o to Seven in Reading and Spelling.

B4 Learner Program for children of Pre-Prep age.

Strategic support programs for Social and Emotional Development including Solving the Jigsaw, Rock and Water ,

Limitless and Shine for Girls. Speech Language Support through programs developed by Advisory Visiting Teacher.

Celebrations of Indigenous Cultures throughout the year including NAIDOC Week and Sorry Day.

Off Site Student Leadership Programs.

Quality sporting programs w hich includes participation in Rockhampton Primary School Competitions.

Extra curricula activities

Instrumental Music Program: Offered for students in year 5-7.

Indigenous Culture: Experiences in indigenous art, music and dance.

Community Involvement: May Day Weekend Activities, ANZAC Day, Mt Morgan Show .

After School Sports Program (Active Communities): 2012 State Aw ard for Best Site in Queensland.

School Community Under Eights Celebration.

How Information and Communication Technologies are used to assist learning

The Mount Morgan Central School Community sees the effective use of Information and Communication Technologies (ICTs) as

an integral part of the Teaching and Learning Process. Some strategies used to enhance the use of ICTs include:

Inclusion of ICTs in all classroom unit planning.

Interactive Whiteboards in all classrooms and Resource Centre.

Dedicated computer lab to service twenty eight students at a time.

Online resources used by students to complement classroom learning.

Digital and video cameras utilised by teachers and students.

School staff access online materials for professional development and curriculum development.

Assisting in the engagement of ‘at risk’ students, including those on modif ied programs and modif ied timetables.

Enhancing speech language support.

ICT Technician employed to prioritise and action school requirements.

Classroom access to iPads.

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 45 36 44

Long Suspensions - 6 to 20 days <5 <5 0

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0

Social Climate

Mount Morgan Central’s Responsible Behaviour Plan is underpinned by an embedded School Wide Positive Behaviour Support

Program. Students are rewarded for demonstrating the school rules daily, weekly and at twenty, thirty and forty day intervals. At

weekly parades, students are reminded to Be Responsible, Be Safe and Be Respectful and to come to school every day.

Recognising student achievement and celebrating appropriate student behaviour with prizes and experiences are a major

element of w eekly parades and provide excellent incentives for students.

The school has a strong reputation for catering for student diversity including support for students at educ ational and behavioural

risk. A proactive and passionate Social Justice Team w hich includes school based staff, Guidance Officer and Regional

Behaviour Team Representative, coordinate appropriate intervention and support for these students, and at times, their families.

The School Chaplain provides pastoral care. Counselling is provided, w here appropriate, through the Guidance Officer and other

agencies including Relationships Australia and Red Cross. A breakfast club runs daily.

Students are taught to “Do the Five” in response to bullying behaviour. This is further supported by our school’s Anti-Bullying

Charter. The school is also a signatory of the Alliance Against Violence. Clear actions for dealing with Bullying and Violenc e are

made clear in our Responsible Behaviour Plan.

Parent, student and staff satisfaction with the school

Parents:

For the fourth year in a row, Parent Satisfaction levels at Mount Morgan Central continued to grow w ith 2014 producing the best

results to date. The percentage of parents satisf ied that ‘this is a good school’ now sits at 100%, up from 67% in 2012. Other

parent satisfaction levels at 100% include: ‘their child likes being at this school’, and ‘their child feels safe at this school’.

The response from parents for ‘student behaviour is w ell managed at this school’ now sits at 86%, up from 60% in 2012.

Students:

Student Satisfaction levels in 2014 have also increased overall. All respondents agreed that ‘teachers motivate them to learn’ and

‘teachers expect them to do their best’.

Staff:

Staff morale and satisfaction levels in 2014 w ere again high w ith questions around ‘morale’ and ‘being supported’ at 100%.

Performance measure

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

their child is getting a good education at school (S2016) 64% 89% 93%

this is a good school (S2035) 67% 86% 100%

their child likes being at this school* (S2001) 86% 93% 100%

their child feels safe at this school* (S2002) 71% 86% 100%

their child's learning needs are being met at this school* (S2003) 73% 79% 93%

their child is making good progress at this school* (S2004) 71% 79% 93%

teachers at this school expect their child to do his or her best* (S2005) 87% 85% 100%

teachers at this school provide their child w ith useful feedback about his or her school w ork* (S2006)

71% 89% 85%

teachers at this school motivate their child to learn* (S2007) 73% 93% 100%

teachers at this school treat students fairly* (S2008) 79% 75% 92%

they can talk to their child's teachers about their concerns* (S2009) 79% 89% 93%

this school w orks with them to support their child's learning* (S2010) 79% 82% 93%

this school takes parents' opinions seriously* (S2011) 71% 81% 92%

student behaviour is w ell managed at this school* (S2012) 60% 79% 86%

Performance measure

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

this school looks for w ays to improve* (S2013) 87% 85% 100%

this school is w ell maintained* (S2014) 67% 77% 86%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 89% 89% 90%

they like being at their school* (S2036) 69% 81% 97%

they feel safe at their school* (S2037) 68% 82% 91%

their teachers motivate them to learn* (S2038) 88% 94% 100%

their teachers expect them to do their best* (S2039) 100% 96% 100%

their teachers provide them w ith useful feedback about their school w ork* (S2040) 87% 88% 89%

teachers treat students fairly at their school* (S2041) 73% 81% 88%

they can talk to their teachers about their concerns* (S2042) 88% 81% 83%

their school takes students' opinions seriously* (S2043) 68% 78% 86%

student behaviour is w ell managed at their school* (S2044) 59% 60% 76%

their school looks for w ays to improve* (S2045) 79% 86% 94%

their school is w ell maintained* (S2046) 95% 82% 96%

their school gives them opportunities to do interesting things* (S2047) 93% 88% 90%

Performance measure

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

they enjoy w orking at their school (S2069) 100% 100%

they feel that their school is a safe place in w hich to w ork (S2070) 100% 100%

they receive useful feedback about their w ork 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 w ell 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 w ays to improve (S2077) 100% 100%

their school is w ell maintained (S2078) 100% 100%

their school gives them opportunities to do interesting things (S2079) 95% 100%

* Nationally agreed student and parent/caregiv er items were incorporated in the School Opinion Surv ey in 2012.

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

redev elopment of the surv ey s (parent/caregiv er and student in 2012; staf f in 2013), comparisons with results f rom prev ious y ears are not

recommended.

DW = Data withheld to ensure conf identiality .

Involving parents in their child’s education

Mount Morgan Central acknow ledges that positive parental partnerships are foundational for successful student outcomes.

Improving public confidence is a high priority of the school.

The School P&C continues to wholeheartedly support school initiatives and direction through finances and in kind. Parental

involvement in school life includes participation and partnership in:

Decision making forums;

Class and school excursions and sporting events;

Learning Celebrations and special events .

Classroom teaching and learning programs.

Several staff, parents and community members are involved in our Indigenous Steering Committee w hich assists in planning for

the progression of our Indigenous and Closing the Gap agenda.

Around tw o thirds of our parents attend Parent Teacher Interview s at the end of term one. Signif icant numbers also attend Friday

sport, particularly f inals.

Reducing the school’s environmental footprint

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.

Mount Morgan Central considers the impact of its actions on the environment. A recycling program operates throughout the

school. In classrooms, recycling and environmental sustainability are taught and actioned including Water Wise programs. Solar

panels were installed in 2010 as were energy eff icient light bulbs. Further Solar Schools applications were submitted in 2011 and

in 2012, and additional solar panels w ere installed.

Environmental footprint indicators

Years Electricity

kWh Water kL

2011-2012 117,245 0

2012-2013 0 0

2013-2014 111,764 689

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 w hich 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 20 13 <5

Full-time equivalents 16 9 <5

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certif icate 1

Diploma 6

Advanced Diploma 0

Bachelor Degree 11

Graduate Diploma etc.** 0

Masters 2

Doctorate 0

Total 20

1

6

0

11

0

2

00

2

4

6

8

10

12

*Teaching staff includes School Leaders

**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certif icate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2014 w ere $11,249.00.

The major professional development initiatives are as follow s:

Training of all teachers, teacher aides and school leadership in Explicit Instruction;

The Teaching of Writing;

Internal Coaching Models;

Freyer’s Model of Teaching Vocabulary ;

Yvana Jones Consultancy – School Leadership Models for Whole School Reform;

Training and support for teachers in data analysis.

The proportion of the teaching staff involved in professional development activities during 2014 w as 100%.

Average staff attendance 2012 2013 2014

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 80% of staff was retained by the school for the entire 2014 school year.

School income broken down by funding source

School income broken dow n by funding source is available via the My School w ebsite at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You w ill then be taken to the My School w ebsite with the follow ing ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school you w ish to view , and select <GO>. Read and follow the instructions on the next screen; you w ill be asked to accept the Terms of Use and Privacy Policy before being given access to

the school’s My School entry w ebpage.

School f inancial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry w ebpage. 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). 90% 88% 88%

The overall attendance rate in 2014 for all Queensland Primary schools w as 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 93% 86% 91% 89% 93% 87% 90%

2013 82% 90% 90% 89% 87% 91% 86%

2014 90% 80% 90% 87% 89% 86% 90%

DW = Data withheld to ensure conf identiality .

Student attendance distribution

The proportions of students by attendance range.

*The method for calculating attendance changed in 2013 – care should be taken w hen 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 w ith the DET 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.

At Mount Morgan Central, w eekly attendance reports are compiled by the Administration Officer and forwarded to the principal.

These are based on the daily entries of class teachers. Class rolls are marked tw ice a day (9:30am and 2:30pm). Classes

achieving targets are acknowledged on parade and classes achieving the best weekly attendance receive a trophy. Students with

<80% attendance are case managed by the Social Justice Team. The Chaplain plays an important part in the processes for

students w ith chronic absenteeism. Students w ith 100% annual attendance are recognised at our Annual Aw ards Ceremony.

Our Positive School Wide Behaviour Support Program links incentive prizes to attendance. School Academic Awards and

Indigenous Student Aw ards have as part of their criterion, satisfactory school attendance.

All unexplained absences are followed up by class teachers and administration initially by phone. Protocols are followed in line

w ith DET policies. Unexplained absences are followed up by administration w ith phone calls and w here necessary, letters.

22

29

30

14

13

13

23

19

27

41

38

29

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%

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, w riting, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, and 7 are available via the My

School w ebsite at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You w ill then be taken to the My School w ebsite with the

follow ing ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school w hose NAPLAN results you w ish to view , and select <GO>.

Read and follow the instructions on the next screen; you w ill 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

The ‘Closing the Gap Education Strategy’ is the department’s overarching strategy for the education of Aboriginal and Torres

Strait Islander students in state schools with an ultimate short term goal to eliminate the performance gap that presently ex ists

betw een Indigenous and non-indigenous students.

Mount Morgan Central State School embeds Indigenous Perspectives into daily school life and has key events such as NAIDOC

and Sorry Day as part of its annual calendar.

Mount Morgan Central State School (Attendance):

Indigenous attendance in 2014 sat at 87.6% with non-Indigenous just 0.1% better at 87.7%. This is improved from Indigenous

attendance rate of 86.8% in 2013. In Prep, Y1, Y2, Y6 and Y7, Indigenous attendance was better than non-indigenous attendance

w ith Year 7 being the best at 92.6%.

Mount Morgan Central State School (Attainment):

The performance of Indigenous students in Y3, Y5 and Y7 NAPLAN in 2014 increased across Year 3, Year 5 and Year 7. This

trend is in line w ith whole school improvement.