gympie west state school...creative generations – students participate with other gympie schools...

Gympie West State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Gympie West State School

Contact information

Postal address 41 Cartwright Road Gympie 4570

Phone (07) 5489 8200

Fax (07) 5489 8288

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 Principal – Michael Hobson

http://www.myschool.edu.au/

http://data.qld.gov.au/

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

During its 50 plus years of service to the Gympie community, Gympie West State School has earned itself a reputation as a high quality place of learning for children from Prep to Year 6. It is now the largest of the Gympie region's 22 primary schools. Our curriculum is organised around Queensland's 8 Key Learning Areas and school programs cater for children's learning needs across a broad spectrum from Learning Support programs, through monitoring of Year Level curriculum expectations, to Extension Learning programs for our more capable and motivated students. We also cater for a significant number of students with a range of disabilities within our Intensive Classroom Support. This program allows these children to learn in the way that suits their specific needs. Some are able to access withdrawal classes for all or part of the day, others spend most of their time in mainstream classes with support from our HOSES and Inclusion staff. Gympie West's biggest strength is the quality of our teaching and support staff. Our long term, stable and experienced teachers and aides are the key to our positive reputation. Only The Best For Gympie West!

School progress towards its goals in 2018

Gympie West State School has had the following priority areas in 2018:

1. Building Teacher Capacity – Enhancing the teaching of reading and mathematics

2. Reading – embedding whole school reading practices

3. Writing – review whole school writing practices

4. Numeracy – Building teachers data literacy skills to enhance the teaching of mathematics

5. Transition – Building relationships with early years educators and Early Learning Centres

• Continued the implementation of the gradual release model for Reading across the whole school.

• Targeted teacher aide allocation to a 40 minute daily guided reading lesson from P-6

• Embed the Daily Rapid Reading enhancement program in Year 2

• Alignment of expectation for the use of pre-assessment tasks to be implemented in Mathematics and English, to inform teaching.

• Individual tracking and monitoring of student progress in English and Mathematics to ensure all students’ needs are being catered for in their learning programs.

• Further embed the Early Start Diagnostic assessment for Prep, Year 1 and Year 2

• Teacher Curriculum planning time allocated each term to support English and Mathematics data literacy development and linking gradual release model in Reading and Writing.

• Numeracy teacher continued to lead the Gympie Mathematics Alliance to enhance the teaching of mathematics and student outcomes.

• Timetable Moderation of both Maths and English. (Maths is moderated with the cluster of schools in the Gympie Maths Alliance) Continuing to develop a deep understanding of the Australian Curriculum and the Achievement Standard for assessment and reporting.

• Implementation of the Pre-Prep Transition program which enabled Prep teachers to visit Early Learning Centres, parent information evenings both at school and in Early Learning Centres and transition visit programs for pre-preps in term 4.

• Continued the GWSS Playgroup, which runs weekly on a Friday.

Future outlook

Gympie West State School’s explicit improvement agenda for 2019:

Reading to Writing

Improvement priority for 2019 is to embed the teaching of reading and build teacher capacity in the teaching of Writing.


Teaching staff will participate in the observation/feedback coaching cycle for reading and writing with the leadership team.

Increase teaching staff participation in the instructional rounds focusing on the gradual release guided reading

94% Attendance target is monitored, communicated with students, staff and parents. Student attendance data is used to inform intervention and extension programs.

100% of student data is recorded, collated and used to inform the teaching of Reading, Writing and maths using the improvement-achievement matrix.

Continue to implement PLTs – Professional Learning Teams in each year level to lead and engage in evidence-informed inquiries about effective practices drawing on the ‘problem of practice’ identified when moderating summative assessments.

Continuation of target teacher aide usage to improve student outcomes in reading – 40 min guided reading block and Daily Rapid Reading in Year 2.

Embed the Reading Links program to support early intervention in phonological awareness and phonics, informed by the continuation of the Early Start diagnostic assessment in Prep, Year 1 and Year 2.

A-E achievement data and NAPLAN data is analysed to inform differentiation and future whole school programs.

Collaborative development of the GWSS Curriculum plan on OneNote with all teaching and support staff.

Continue the use of the GMA Diagnostic assessment tasks for Mathematics.

Timetabling across P-6 classes in Mathematics in the target areas of Number Fact Fluency, Cognitive Activation Tasks and Open-ended problem solving.

Numeracy teacher leading the development and refinement of the summative assessment tasks in Mathematics ensuring the continued use and alignment to the guide to making judgement.

Continue to use the Reading data surfboards and the Maths placemats to analyse student results and differentiate instruction for individuals and groups each term.

Continue to upskill staff in the use of One School as the primary collection point for all school data.

Budget allocation provided to continue ensuring resourcing for priority areas.

Continue to develop community partnerships with our Early Learning Centres.

Continue to promote and increase numbers in our GWSS Playgroup and develop opportunities for Playgroup to feel they are a part of the school community. Such as, attending Under 8s activities.

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Early Childhood - 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 523 524 524

Girls 255 254 253

Boys 268 270 271

Indigenous 51 61 72

Enrolment continuity (Feb. – Nov.) 93% 91% 92%

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

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities


Characteristics of the student body

Overview

Student numbers have steadily increased throughout 2018. Our community would be classified as mid to low socio-economic. We have a diverse student body with a good proportion of indigenous and multi-cultural students. Our student population live within the town limits, with a number of students also living in outer rural and acreage locations. Large proportion of students rely on family owned transport to and from school. The school has a number of students with disabilities who are being supported through our ECDP, mainstream and intensive support classes.

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 20 20

Year 4 – Year 6 26 22 22

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

At Gympie West State School we teach and deliver the Australian Curriculum for English, Mathematics, Science, HASS and Health in 2018 – 2019. Specialist teachers in Physical Education, the Arts and LOTE are familiarising with the Australian Curriculum for full implementation in 2020. Classroom teachers are familiarising with The Arts and Digital Technologies for 2019 with full implementation in 2020. Until full Australian Curriculum implementation in 2020, we deliver Australian and Queensland curriculum in the 8 key learning areas.

Expectations for teaching at Gympie West SS include:

Class timetables clearly outlines the learning areas and school priority areas.

All classes implementing the Gradual Release model for Reading, with a 40 minute Guided Reading block daily.

Guided reading with an explicit focus, follows on from modelled and shared reading in all classrooms and moving to writing.

Teacher aide usage to target guided reading and reading intervention and extension programs.

Planned differentiated instruction during collaborative planning time in year level teams occurs to ensure that every student is being catered for.

Intensive support classes and programs are in place to target early intervention and support identified learning needs in both Literacy and Numeracy.

Reading and Numeracy Success Programs to support Year 3 and 5 NAPLAN readiness.

Extension programs delivered online and in classes.

Sporting excellence opportunities given through interschool, zone and state carnivals.

Instrumental Programs available for Year 3-6 students and a school choir.

Musica Viva Program implemented Term 2 each year, with culminating performance that students attend.

Leadership programs to support Year 6 transition to high school implemented.

Co-curricular activities

Creative Generations – students participate with other Gympie schools annually in the Creative Generations Choir.

Year 1 visits to Cooinda Aged Care.

Year 4 Stay backs, sleepovers and activities at school that form part of their whole class behaviour expectation and reward.

Year 4 and Year 6 Camps annually

Year 5 Careers Expo annually

Year 6 Science and Engineering Day, Leadership Day at CCC and Leadership program lead by Darren Burns, Brisbane Broncos Game Development Officer.

Year 6 attend James Nash State High School Musical every two years.

Life Education Van annual visits for all classes.

African Drumming and Bush Dancing lunch time programs

Opti-minds – extension students in Years 5 and 6

Maths Teams Challenge – Year 5 and 6

Broncos Rugby League Challenge – Year 5 and 6

https://qed.qld.gov.au/publications/reports/statistics/schooling/schools


Pre-Prep Transition visits occur in November.

100 days of school celebrations

Prep-2 Participation in Under 8s Day activities in partnership with neighbouring Early Learning Centres.

P.O.W Lecturette Competition – Years 4 – 6 annually.

ICAS Competitions in English, Mathematics and Science

Instrumental Soiree Nights – Once a term

ANZAC Commemoration Program and Service annually lead by Year 6 student leaders.

Carols out West – Term 4

Day of Action Against Bullying and Red for Daniel Day used as key learning opportunities to support our Positive Behaviours for Learning expectations.

Social Skills programs in conjunction with Anglicare.

How information and communication technologies are used to assist learning

Teachers and students are encouraged to embrace the digital age via the use of a variety of devices to enhance teaching and learning. In 2018 our Head of Curriculum and Numeracy- Digital technology Teacher have been investigating the implementation of the Australian Curriculum: Digital Technologies (ICT), integrated into our Key Learning areas of English, Mathematics and Science. Whiteboards, projectors, iPad, laptops, computers and Mac computers are used in classrooms, labs and the Resource Centre. ICTs are embedded within our specialist teacher lessons. The schools budget outlines the commitment to the ongoing development and replacement of our computers and devices to enhance learning and to allow access to learning through technologies. IT support is in place on Mondays to maintain, manage and to support staff and student access.

Social climate

Overview

At Gympie West State School we implement Positive Behaviours for Learning. This is an evidence-based framework that looks at behavior and learning from a whole-of-school as well as an individual student perspective. It provides our school with a process for teaching social and behavioural skills and helps our students and staff to develop a positive, proactive, and systematic approach based on our school data. Our school rules are Be Safe, Be Respectful and Be a Learner. At Gympie West State School, we believe that opportunities for learning and achievement increase if:

The school environment is positive and supportive

Expectations are consistently clear

Students are consistently taught expected behaviours

Expected behaviours are consistently acknowledged

Inappropriate behaviours are consistently responded to in a fair and equitable way.

Student support and welfare are in the foremost interest of all staff at Gympie West. Through the guidance of support staff many programs and processes are in place to help, support and guide our students, staff and families. We have fortnightly Student Support Committee meetings which are attended by the Principal or Deputy Principal, Head of Special Education, Specialist Teachers of Literacy and Numeracy, Guidance Officer, Speech Language Therapist and Classroom Teachers. Our school engages a Chaplain that supports student social skills programs and family support on a Wed-Fri program. Our schools Well-Being Committee meet once a term to organize and lead initiatives for staff well-being in our school.

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) 97% 94% 98%

this is a good school (S2035) 94% 97% 95%

their child likes being at this school* (S2001) 100% 94% 91%

their child feels safe at this school* (S2002) 100% 97% 95%

their child's learning needs are being met at this school* (S2003) 94% 92% 88%

their child is making good progress at this school* (S2004) 100% 92% 95%

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

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

97% 94% 95%

teachers at this school motivate their child to learn* (S2007) 97% 97% 93%


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

teachers at this school treat students fairly* (S2008) 100% 83% 91%

they can talk to their child's teachers about their concerns* (S2009) 91% 97% 95%

this school works with them to support their child's learning* (S2010) 97% 97% 93%

this school takes parents' opinions seriously* (S2011) 91% 86% 93%

student behaviour is well managed at this school* (S2012) 97% 82% 91%

this school looks for ways to improve* (S2013) 92% 94% 90%

this school is well maintained* (S2014) 94% 94% 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) 98% 97% 94%

they like being at their school* (S2036) 93% 94% 90%

they feel safe at their school* (S2037) 96% 90% 91%

their teachers motivate them to learn* (S2038) 96% 95% 94%

their teachers expect them to do their best* (S2039) 100% 99% 99%

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

96% 93% 95%

teachers treat students fairly at their school* (S2041) 89% 91% 89%

they can talk to their teachers about their concerns* (S2042) 91% 82% 85%

their school takes students' opinions seriously* (S2043) 95% 92% 89%

student behaviour is well managed at their school* (S2044) 88% 78% 78%

their school looks for ways to improve* (S2045) 97% 97% 98%

their school is well maintained* (S2046) 96% 97% 92%

their school gives them opportunities to do interesting things* (S2047) 97% 97% 94%




Table 5: Staff opinion survey

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

they enjoy working at their school (S2069) 97% 93% 86%

they feel that their school is a safe place in which to work (S2070) 97% 95% 89%

they receive useful feedback about their work at their school (S2071) 86% 82% 74%

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

89% 82% 95%

students are encouraged to do their best at their school (S2072) 98% 100% 94%

students are treated fairly at their school (S2073) 97% 84% 70%

student behaviour is well managed at their school (S2074) 90% 64% 56%


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

staff are well supported at their school (S2075) 91% 71% 61%

their school takes staff opinions seriously (S2076) 91% 75% 62%

their school looks for ways to improve (S2077) 100% 93% 89%

their school is well maintained (S2078) 91% 91% 88%

their school gives them opportunities to do interesting things (S2079) 89% 84% 75%




Parent and community engagement

Parental partnerships are valued at Gympie West. Every opportunity available to have parent interaction and participation in school life is taken. Our P&C is an active group in our school and have helped to support our school culture both within our school and in the community. Parents are encouraged to attend meetings, parent information sessions, classroom and transition visits and volunteer support within classrooms, the tuckshop and for special events, such as sports days and Carols out West. Parent Teacher interviews occur in Term 1 and Term 3 each year. This is an opportunity for teachers to highlight student growth and aspects for continued development. It allows parents an opportunity to ask questions and impart information to their child’s teacher which can support their learning and engagement at school. Parents are reminded to contact their child’s teacher and or administration if they have any concerns or issues. Parents are requested to at all times use respectful language when communicating with school personal. All staff are working in the best interests of the students and this is to be remembered. Parents and our school community are encouraged to subscribe to our fortnightly newsletter and like our Gympie West SS Facebook page to keep up-to-date with the current events and celebrations of student and staff achievements.

Respectful relationships education programs

Gympie West State School has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. Through our Health curriculum, Gympie West State School implements the Respectful Relationships programs. Students are explicitly taught to respect and tolerate and understand diversity. Weekly PBL lessons reinforce the acceptable and appropriate behaviours and social skills that active and successful learners need in order to experience success at school and in life. Personal Safety and awareness through explicit teaching, parade announcements, newsletter articles and special awareness days are part of our whole school program to implement our Respectful relationship programs. Physical misconduct and Bullying are both unacceptable behaviours and will not be tolerated at Gympie West State School. Through our school Responsible Behaviour plan, major behaviour incidents are notified and followed up with parents and the appropriate support agencies. The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships.

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 33 34 56

Long suspensions – 11 to 20 days 1 0 1

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Gympie West State School makes a significant effort to minimize our effect on the local and broader environments through participation and awareness raising educational activities and programs. Sustainability is a capability of the Australian Curriculum and is embedded into the learning of our subjects. Specifically through our Science, HASS and Health programs students are learning about how to recycle and take care of their local and global environments.


Gympie West has implemented a ‘Litter Free’ environment in our three school eating areas for many years. Students are encourage to use recyclable packaging, containers and to take rubbish home to minimize our school waste. Compost bins and worm gardens are used to recycle food scraps and are used within our school gardens. All these endeavors have promoted student and staff pride in our learning environment.

Reducing this school’s environmental footprint

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) 164,316 169,130 167,098

Water (kL) 351 2,125 2,658

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 44 44 1

Full-time equivalents 38 26 1

*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 0

Masters 4

Graduate Diploma etc.* 0

Bachelor degree 36

Diploma 4

Certificate 0

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $69867.22

The major professional development initiatives are as follows:

Observation/Feedback, instructional rounds and coaching cycles

PBL training

Gympie Math’s Alliance – Numeracy Training

Supporting Successful Transitions

Middle Leaders Coaching

Reading – Gradual Release model, Reading Links, Daily Rapid Reading training

The proportion of the teaching staff involved in professional development activities during 2018 was 90%

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. 96% 95% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 93% 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 93% 93% 92%

Attendance rate for Indigenous** students at this school 89% 92% 91%

* 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% 92% 92%

Year 1 93% 91% 92%

Year 2 93% 93% 90%

Year 3 93% 94% 94%

Year 4 93% 93% 93%

Year 5 92% 93% 92%

Year 6 93% 93% 91%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

16

13

15

12

11

11

28

26

22

44

50

52

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%


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.

‘Every day Counts’ is the key message that is communicated to staff, students and parents regarding attendance at Gympie West State School. Student attendance is highly important and is directly related to student achievement data. Our school has an overall attendance target of 94%. Students should be within the 92-100% attendance range.

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.

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.

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx



http://www.nap.edu.au/naplan

gympie west state school...creative generations – students participate with other gympie schools...

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