North Arm State School Queensland State School Reporting 2014 School Annual Report

Postal address Cnr Fairhill and Yandina Creek Road via Yandina 4561

Phone (07) 5472 9888

Fax (07) 5472 9800

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

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

Contact person Principal, Kelly Edgar

Principal’s foreword

North Arm State School offered a vibrant and caring learning environment for 390 Prep to Year 7

students in 2014. ‘Life Long Learning for Heart, Mind and Earth’ is the school motto and one which it

proudly enacts through:

• caring staff and positive relationships between students, parents and staff (Heart);

• challenging learning opportunities and high expectations that all students will reach their

academic potential (Mind); and

• environmentally responsible programs such as the Stephanie Alexander Kitchen Garden

(Earth).

Welcome to the North Arm State School Annual Report for 2014. This report contains information

relating to our school and its policies, along with aggregate data about the student outcomes for all

students who were enrolled at our school in 2014.

School progress towards its goals in 2014

FOCUS AREA SCHOOL PRIORITIES

PROGRESS

Successful Learners

Implement the Australian Curriculum

Fully implemented the English, Maths, Science, History & Geography Curriculum as mandated.

Successful Learners

Key Literacy & Numeracy Development Strategies

Partially completed the embedding of a balanced Reading program throughout the school and will be fully embedded by June 2015.

Did not commence the development of a balanced Spelling program due to the time and focus required for the Reading program. Will commence in July 2015.

Numeracy development extended and deepened through ongoing professional learning and coaching of the ‘mental warm-ups’ procedure.

Successful Learners

Differentiation Strategies

Whole School differentiation strategies for Upper 2 Band students (the NASS Growing Excellence for North Arm Students GENAS program for Years 3-7) and for students at risk of not meeting the national minimum standards (the Great Results Intervention program for Prep – Year 7) were fully embedded.

Differentiation strategies on an individual class level are an ongoing goal for improvement and refinement.

Great People Developing Performance Reviews for all staff

Fully implemented for all staff with 3 meetings each, per year.

Great People Learning & Wellbeing Framework

Not commenced in 2014 but strategies in place to monitor staff and personal wellbeing.

Empowerment Enact a pedagogical framework based on ASOT

Partially implemented in 2014. The framework has been developed and the staff participated in a range of professional learning focusing on Design Questions 1 (Learning Goals), 2 (Introducing New Knowledge) and 6 (Routines & Procedures). This will continue in 2015, with the focus on DQ 1, 2 & 5 (Engaging students).

Engaged Partners

Getting Ready for Secondary School

Fully implemented in 2014 with successful completion of all Year 6 & 7 students and successful transition to junior secondary school.

Engaged Partners

Parent & Community Engagement Framework

Fully implement in 2014 with a range of communication channels used to reach parents and a range of opportunities provided for them to participate in the life of the school. This will continue in 2015.

High Standards

Teaching & Learning Audit Priorities

Partially implemented in 2014 and will continue throughout 2015 until the full school review in Term 3.

High Standards

Discipline Audit Priorities

Participated in the discipline audit and implemented the recommendations, which will be continued in 2015.

High Standards

Internal Audit Priorities

Fully implemented in 2014, based on recommendations from the 2013 Audit report.

High Standards

Opinion Survey Priorities

Fully implemented in 2014.

Future outlook

Key areas for improvement as outlined in the 2015 Annual Implementation Plan include:

• Continuing to analyze student data to improve student outcomes. • Improve student attendance to 96%. • Cater for student needs (academic, social and emotional). • Focus on improving the results of our students in the Upper 2 Bands. • Implement a strategy to demonstrate improved NAPLAN results. • Implement the national curriculum, including the introduction of Civics & Citizenship

(Yrs 3-6) and Business & Economics (Yrs 5-6) as mandated. • Embed the balanced Reading program. • Introduce a balanced Writing/Spelling program. • Continue the focus on Numeracy Mental Warm-Ups for all classes. • Develop opportunities for the Master Teacher to work alongside classroom teachers to

improve pedagogy in Writing and Spelling. • Continue to embed ASOT throughout the school, focusing on DQ 1, 2 & 5 in 2015, as

linked to the Developing Performance Goals. • Establish Professional Learning Teams focusing on DQ 1, 2 or 5 and year level teams. • Promote the whole school improvement agenda of: attendance, reading, writing,

spelling and Upper 2 Bands. • Implement previous audit and survey results and recommendations. • Work with our colleagues at local primary and high schools to ensure consistency of

program delivery across schools and sectors. • Continue to provide opportunities for parents to become part of the life of the school.

•

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2014: Prep Year - Year 7

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 362 175 187 89%

2013 356 167 189 94%

2014 393 180 213 93%

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

Characteristics of the student body:

North Arm’s enrolment generally remained stable at around 390 students across Prep to Year 7 in 2014.

These students are drawn from the North Arm, Yandina, Eumundi, Coolum Beach, Peregian Springs and

Maroochy River areas. Gender percentages in the school are relatively consistent and extensive class

selection processes ensure an even spread of talents and abilities in all classes, although some year levels

do tend to be either gender heavy. Fifteen students identified themselves as Indigenous. The student

population is relatively stable. Our Students With Disabilities Teacher supported approximately 25

students with a disability in 2014, all of which were integrated into mainstream classrooms. This was an

increase of 11 SWD students on the previous year, so this group in increasing. Many other students and

families were supported by the Student Welbeing Officer and Guidance Officer. Most students graduating

from Year 7 enrolled at private schools and Nambour State High School.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 19 19 19

Year 4 – Year 7 Primary 27 24 26

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

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

Curriculum offerings

Our distinctive curriculum offerings

The school implements a range of distinctive programs to meet local needs. These include:

• GENAS (Growing Excellence for North Arm Students) extension classes for Year 4-7 students in:

Writing, Mathematics, Science and Art

• Student Leadership Program

• Interschool Sports Program

• Buddy system (older students supporting younger classes)

• Learning Support Program across the school

• Intervention programs

• Support a Talker Program

• Support a Reader Program

• Reading Recovery Program

• School Marimba Music Program and Extension Bands

• Guitar

• Instrumental music

• Violin

• Rock Band

• School camps and excursions

• Stephanie Alexander Kitchen Garden Program (Years 3-7)

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 1 3 0

Long Suspensions - 6 to 20 days 0 0 0

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0

Extra curricula activities

North Arm State School provides a base for extra curricula activities and other community services.

These include:

• Outside School Hours Care (7.00-9.00am and 3.00-6.00pm) and is licensed for 40 children

• After school Tai Kwan Do Classes

• Venue for North Arm/Yandina Netball Club training

• After School AusFunk Dance Classes

• Class excursions for all year levels from Prep to Year 7

• Class camps for all year levels from Years 4-7

• School discos

• School Christmas Concert

• Private Tennis Coaching before/after school

How Information and Communication Technologies are used to assist learning

Access to computers in a ‘lab’ situation allows teachers to plan learning experiences within units of

work where ICT is used purposefully throughout the learning process to achieve curriculum intent. The

interactive, multi-media and communication characteristics of Information and Communication

Technologies that we have available – webcams, video and digital cameras, movie making facilities,

robotics, claymation software, graphics tablets, and interactive whiteboards, are used to provide

challenging and motivating learning experiences which in turn promote high levels of engagement and

student skill. As well as whole class visits to the computer lab where students are instructed by their

classroom teacher and the ICT co-ordinator/teacher librarian, students also visited singly and in small

groups. Every classroom is equipped with either an interactive whiteboard or data projector to allow

whole class explicit instruction using ICT as a valuable teaching and learning tool. A class set of 28

laptops and a recharging trolley was purchased and available for loan by all teachers to enrich learning

opportunities utilising ICTs in 2013 and this was supplemented with an additional 14 laptops and 2

more trolleys in 2014. A trolley (with 14 laptops) was located in the Year 5-7 block (allowing 4 classes

to access these) and the Year 3-4 block (allowing 4 classes to access these) and the Library (allowing

the 8 P-2 classes to access these). An additional 10 ipads were also purchased and made available for

classroom use as needed.

Social Climate

The North Arm State School motto of ‘Lifelong Learning for Heart, Mind and Earth’ is strongly

embedded in the culture of the school. The school community works together to provide an

environment that is challenging and stimulating, while nurturing the joy of learning. The social and

emotional well-being of staff and students is an important aspect of the school. North Arm State

School has implemented a variety of proactive strategies during 2014 to ensure the social climate is

supportive for all stakeholders.

The school has a variety of staff whose role is to support staff, students and families. These include the

Student Wellbeing Officer and Guidance Officer. An example of the programs offered during 2014

included:

1) Social Skills programs: various children

2) Self-Esteem programs: various children

3) Protective Behaviours Programs: all classes

4) Individual counselling sessions: on application

5) Family Planning Queensland’s Sexuality Education Program: Years 5, 6 & 7 students

6) Program Achieve ‘You Can Do It’ (Prep – Year 7): Organisation, Confidence, Persistence,

Resilience, Getting Along

7) Our Responsible Behaviour Plan for Students encourages the use of a non-coercive approach

that builds relationships, encourages self-evaluation and focuses on quality and this helps to

develop a positive social climate.

8) Our North Arm State School AntiBullying Policy outlines a range of strategies for dealing with

Bullying, including: Bullying Surveys (Yrs 4-7) every term, the

bullybuster@ntharmss.eq.edu.au email address for reporting bullying concerns and

restorative practices when things go wrong between children.

Parent, student and staff satisfaction with the sch ool

Performance measure

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

their child is getting a good education at school (S2016) 100% 97% 96%

this is a good school (S2035) 100% 97% 96%

their child likes being at this school* (S2001) 97% 100% 92%

their child feels safe at this school* (S2002) 95% 100% 98%

their child's learning needs are being met at this school* (S2003) 97% 94% 90%

their child is making good progress at this school* (S2004) 97% 97% 90%

teachers at this school expect their child to do his or her best* (S2005) 100% 97% 98%

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

95% 94% 89%

teachers at this school motivate their child to learn* (S2007) 95% 94% 96%

teachers at this school treat students fairly* (S2008) 100% 100% 96%

they can talk to their child's teachers about their concerns* (S2009) 100% 97% 98%

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

95% 97% 91%

this school takes parents' opinions seriously* (S2011) 92% 88% 87%

student behaviour is well managed at this school* (S2012) 89% 94% 88%

this school looks for ways to improve* (S2013) 100% 100% 98%

this school is well maintained* (S2014) 95% 91% 98%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 98% 97% 96%

they like being at their school* (S2036) 90% 86% 93%

they feel safe at their school* (S2037) 100% 92% 95%

their teachers motivate them to learn* (S2038) 100% 97% 99%

their teachers expect them to do their best* (S2039) 98% 99% 99%

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

92% 94% 100%

teachers treat students fairly at their school* (S2041) 86% 77% 88%

they can talk to their teachers about their concerns* (S2042) 87% 83% 90%

their school takes students' opinions seriously* (S2043) 94% 92% 93%

student behaviour is well managed at their school* (S2044) 82% 91% 93%

their school looks for ways to improve* (S2045) 94% 96% 98%

their school is well maintained* (S2046) 98% 92% 97%

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

96% 94% 97%

Performance measure

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

they enjoy working at their school (S2069) 100% 91%

they feel that their school is a safe place in which to work (S2070) 100% 97%

they receive useful feedback about their work at their school (S2071) 88% 88%

students are encouraged to do their best at their school (S2072) 100% 97%

students are treated fairly at their school (S2073) 100% 97%

student behaviour is well managed at their school (S2074) 97% 91%

staff are well supported at their school (S2075) 85% 85%

their school takes staff opinions seriously (S2076) 74% 60%

their school looks for ways to improve (S2077) 100% 97%

their school is well maintained (S2078) 100% 94%

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

84% 87%

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

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

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

Parent involvement is highly valued and encouraged at North Arm State School. This belief is central to

maintaining a strong sense of community in our school setting. Traditionally families are involved in a very

hands-on fashion in the lower school, which is greatly appreciated by children and teachers. Some activities

that involve parents in their children’s education are as follows:

· General classroom help including changing Home Readers and facilitating small group instruction

· Parent and community presentations and learning celebrations

· Support-A-Reader volunteers

· Support-A-Talker volunteers

· Parents and Citizens Association monthly meetings

· Parents and Citizens fundraising activities

· MaD (Making a Difference) Volunteer Program

· Parent and Teacher Information Sessions at the beginning of the school year

· Reporting processes including interviews

· Tuckshop Volunteers

· Stephanie Alexander Kitchen Garden Program – gardening and kitchen volunteers

130th Birthday Planning Committee

· Excursion and Camp Volunteers

Reducing the school’s environmental footprint

We continue to manage our water usage by repairing any leaking taps as quickly as possible; establishing soaker

systems with timers through the school gardens and have regular “Waterwise” discussions with grounds staff

and cleaners.

We manage our power usage by keeping all lighting eco friendly and on a timer. All school lighting is

automatically swtiched off at approx 7pm each evening Mon – Friday. Staff are reminded to turn off computers,

lights, fans and airconditioning when rooms are not in use. Plantings of shade shrubs are encouraged against

western walls to shade and passively cool buildings.

Environmental footprint indicators

Years Electricity kWh Water kL

2011-2012 71,222 3,015

2012-2013 67,714 1,745

2013-2014 65,055 1,501

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

Our staff profile

Staff composition, including Indigenous staff

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

Headcounts 28 20 0

Full-time equivalents 23 11 0

Qualification of all teachers

Highest level ofattainment

Number of Teaching Staff *

Certificate 0

Diploma 2

Advanced Diploma 0

Bachelor Degree 23

Graduate Diploma etc.** 0

Masters 3

Doctorate 0

Total 28

02

0

23

0

3

00

5

10

15

20

25

*Teaching staff includes School Leaders

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

Expenditure on and teacher participation in profess ional development

The total funds expended on teacher professional development in 2014 were $21 774.80

The major professional development initiatives are as follows:

• The development and teaching of a balanced reading program

• The Art and Science of Teaching

• Self-Development: Thriving in Times of Change; Increasing Work/Life Satisfaction in Schools; and Effective Teamwork in Schools

• Collaborative Planning & Moderation

• Reading coaching

• Numeracy coaching

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

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 95% 97% 96%

Proportion of staff retained from the previous scho ol year

From the end of the previous school year, 98% of staff was retained by the school for the entire 2014 school year.

School income broken down by funding source

School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

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

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

Performance of our students

Key student outcomes

Student attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 92% 93% 92%

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

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

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

Year 11

Year 12

2012 92% 93% 90% 91% 91% 91% 92%

2013 94% 93% 93% 93% 93% 93% 95%

2014 91% 95% 94% 92% 93% 92% 92%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

13

9

9

16

13

14

36

33

31

35

46

46

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

2012

* 2013

2014

Proportion of Students

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

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

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing

Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for

managing and recording student attendance and absenteeism.

School Rolls are marked by teachers twice per day – by 9.30am and 2.00pm. Students who arrive late to

school are required to collect a ‘Late Slip’ from the office and those who leave early are required to collect

an ‘Early Departure’ slip from the office. Reasons for absences are provided by parents using either the

Absence Line or email.

Student absences are monitored through a weekly process where unexplained absence details are

followed-up with parents by Admin, with a letter sent home with the children. In cases of 3 or more

unexplained absences, these letters are sent home by post. In cases of long term unexplained absence,

Compulsory Schooling letters are sent to parents to ensure all students are attending school as per the

legislation.

Proactive strategies that are being used to increase attendance included congratulatory comments on the

report cards for attendance above 98% and certificates for those students.

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

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

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

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

Achievement – Closing the Gap

The number of Indigenous students who were enrolled at our school in 2014 was 15. Average

attendance of these students was approximately 2% less than the non-indigenous students and

achievement was slightly less in Year 3, 5 & 7, although the numbers in each year level are only 2

students in years 3 and 5 and no indigenous students in year 7.