North Lakes State College

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

Contact information

Postal address PO Box 335 North Lakes 4509

Phone (07) 3482 5555

Fax (07) 3482 5500

Email principal@northlakescollege.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 Samantha Knowles (Executive Principal)

From the Principal

School overview

The vision of North Lakes State College is to inspire our students to dream and succeed now and in the future. The College improvement priorities are enacted to support this vision. This report is designed to make explicit the growth and development of the school throughout 2018. The report provides a snapshot of the successes and progress towards the improvement priorities of 2018, including a review of student performance results, teacher professional development, and school opinion survey data.

Students at North Lakes State College engage in a rich and rewarding schooling experience that assists them to Learn, Lead and Succeed, now and in the future.

Our Prep - Year 12 college organisation provides a seamless transition through learning for our students, provided across two neighbouring campuses. Located in the heart of a modern and urban community, the College was master planned to grow with the community. In 2018, construction commenced on a state of the art facility on the Year 10 -12 Campus, locally known as the Endeavour Building. This building includes a number of innovative learning spaces that accommodate for 21st century learning outcomes.

Continuity of learning across all facets of student life enables students to strive for and achieve excellent outcomes. Our continued commitment to excellence and high expectations across all phases of the College is reflected in the variety of opportunities available to all students, both within and outside the classroom.

North Lakes State College is an Independent Public School with a College Council established in 2014. The Parents and Citizens’ Association is welcoming and provides valuable input into school decision making and additional resources to support student success. A Student Representative Council has elected members representing the four College houses – Anzac, Halpine, Kinsellas and Discovery, from each of Year 6 – 12. North Lakes State College is an enrolment managed school.

School progress towards its goals in 2018

2018 was the final year of implementation of the College Strategic Plan 2015 – 2018. The Strategic Plan identifies six improvement priorities for the period of 2015 – 2018, with further actions outlined in the Annual Implementation Plan.

Improvement Priority 1: Attendance

The College continued to focus attention on ensuring clear and consistent communication with students, parents and the community, to support the aspirational target of 94% attendance. Structures and processes implemented through the period of the strategic plan continued to be employed throughout 2018 to monitor student, cohort and whole of College attendance, celebrate progress towards the target, and implement supports for students needing to meet attendance requirements of the compulsory schooling and compulsory participation phase. Regular communications in the College Newsletter and social media platform supported increased community awareness of the Everyday Counts Strategy.

Under the Investing for Success agreement 2018, the College continued to direct funds to raise student attendance to 94% or above. Key initiatives included the continued development of the coaching model within the College, supported by the positions of Deputy Principal Coaching and Capacity Building and Pedagogical Coaches P-12.

Improvement Priority 2: Improved student learning outcomes for all students P-12

The College continued to refine and review processes that support a culture of continuous student monitoring and performance review throughout 2018. The Internal Monitoring Schedule supports the collection of student performance data of cohorts, small groups and individuals, assisting the tracking of student progress and informing differentiated teaching.

The College continued to invest in the TrackEd system of student data analysis in 2018, investing in professional development for Deputy Principals and Heads of Department P-12 to support a whole of school approach to academic coaching. Existing practices for TrackEd use in Senior Schooling to monitor and review student progress were refined, and functionality was investigated to align with the range of data sets collected across P – 10, and the Internal Monitoring Schedule.

Improvement Priority 3: Articulating and embedding a consistent P-12 approach to pedagogical practices

In 2018, the College continued to build on the role of both the Junior Secondary Head of Department and the Pedagogical Coaches P-12. The College Pedagogical Framework and IMPACT model remained a focus, with all teachers having the opportunity to seek feedback regarding lesson design and delivery, and work directly with Pedagogical Coaches to set goals and reflect upon teaching practice. In Junior Secondary, a focus on consistency in the delivery of cognitive verbs in Year 7 – 9 commenced to support student understanding of cognitions and their application across the range of learning areas.

The College engaged in range of cluster opportunities in 2018 that foster consistent approaches both within the College and the region. These included:

Prep – Year 6: engagement in a cluster project centred on the writing and implementation of a common number task, collaboratively developing tasks in 2018, and in 2019, engaging with the implementation and cluster moderation of student work;

Year 1 - 6: engaging in a Number Facts Cluster Project, increasing number fact fluency;

Senior Schooling: Heads of Department and key teachers of Year 11 and 12 engaged with cluster meetings to intentionally plan for and develop teaching, learning and assessment materials for the introduction of new General and Applied Syllabuses for the newQCE, 2019.

Improvement Priority 4: Strengthening Senior Schooling outcomes

In 2018, 100% of students again received a Queensland Certificate of Education or Queensland Certificate of Individual Achievement. Established practices for monitoring student processes utilising TrackEd were used to support meaningful conversations with students, parents and caregivers regarding academic progress. The College continued to engage with external consultants and the wider community to compliment the rigorous QCS preparation program and enhance vocational pathways for senior students. The outcomes of the continued sharp and narrow focus on Senior Schooling student progress in 2018 include:

5 OP1’s;

15.4% of OP eligible students received an OP 1-5;

75.7% of OP eligible students received and OP 1-15;

95.1% of OP eligible students received an offer from QTAC, with 78.6% of students accepting the offer in January of 2019;

85.2% of Year 12 students achieved a VET qualification with 43.3% of students completing a Cert III or Cert IV.

In 2018, Year 10 students continued to engage in a rigorous SET Planning process which was supported by the introduction of the Short Course in Career Development as part of the Year 10 Curriculum program.

Improvement Priority 5: Facilities enhancement

2018 was an exciting year for facilities enhancement with projects commencing on both the Prep - Year 9 and the Year 10 - 12 Campus. In Prep - Year 6, upgrades to play and leisure areas occurred to support and promote safe play during breaks. In addition to this, upgrades and additional infrastructure works, including a plumbing upgrade within the Junior Secondary Terraces and the addition of safety fencing in the Joyner Circuit drop off zone, were completed.

The construction of the Endeavour Building located at the Year 10 – 12 Campus continued throughout 2018. This state of the art building provides a range of learning and staff spaces to facilitate 21st century learning.

Improvement Priority 6: IPS and incorporating progressing departmental initiatives

The College has continued to drive innovation throughout 2018. The bilingual class established in Year 1, 2017 continued into Year 2 in 2018 with students experiencing 50% of their learning in the Italian Language.

Partnerships with local alliance schools continued to support the collaborative moderation of student work in Prep - Year 6, as well as cluster projects involving the writing and implementation of a common number task Prep – Year 6, the Number Facts cluster Project to increase number fact fluency in Year 1 - 6, and cluster planning in preparation for the introduction of the newQCE, Year 11 2019.

Future outlook

The College engaged a collaborative process in 2018 to continue the sharp and narrow focus on improving student outcomes, endorsing the Strategic Plan 2019 – 2022. The improvement priorities of this plan are:

Learning Excellence

Expert Teaching Team

Student and Staff Wellbeing

Quality Partnerships

Improved student learning outcomes will be achieved through the enacting of the strategies and actions outlined within the Strategic Plan and the 2019 Annual Implementation Plan.

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school Yes

Year levels offered in 2018 Prep Year - Year 12

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 2973 2997 2942

Girls 1493 1485 1466

Boys 1480 1512 1476

Indigenous 65 85 90

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

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

Characteristics of the student body

Overview

North Lakes State College provides a seamless transition through learning, from Prep to Year 12. In 2018, the College maintained 84% of the Year 6 cohort into Year 7, with the cohort increasing for Year 7 2019 as a result of enrolments from two main feeder primary schools.

Students within the community have a diverse background, with 60 counties of birth identified across Prep – 12. The student community also has a diverse learning profile. At the time of this report, 16% of the student body identified as having English as an Additional Language or Dialect. The Nationally Consistent Collection of Data on School Students with Disability for 2018 indicated that 26.2% of the student population had adjustments made to address a disability, amounting to a total of 773 students.

The Special Education Program (SEP), is a core support to students whom have a disability that meets Education Adjustment Profile (EAP). In 2018, there were 156 students with a verified disability, enrolled from Prep to Year 12. These students have access to tailored supports and programs from within the Primary phase, Junior Secondary or Senior Secondary.

A strong Global Connections program continued to grow in 2018, encompassing an International Students Program, Study Tours (inbound and outbound), Professional Visits, Sister School Programs and EAL/D support. In 2018, the College hosted 64 long-term international students from Year 2 - 12, with students from China, Vietnam, Korea, Iran, Japan, Switzerland, Hong Kong, Brazil and Austria. Visiting study tours to the College occur throughout the school year, with a total of 8 tours and 170 visiting students to the College in 2018.

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 24 23 23

Year 4 – Year 6 27 27 26

Year 7 – Year 10 26 24 24

Year 11 – Year 12 20 19 20

Curriculum delivery

Our approach to curriculum delivery

North Lakes State College strives to continuously provide innovative and inclusive curriculum catering to the needs of all students Prep – Year 12. Strong alignment of teaching and learning to the Australian Curriculum Prep – Year 10, the Queensland Curriculum and Assessment Authority accredited programs, Vocational Education and Training packages and the P-12 Queensland Curriculum Assessment and Reporting Framework, underpin all curriculum offerings at the College. Individual, year level and faculty planning activities are utilised to ensure the curriculum is differentiated to meet the needs of all students. Students in Prep - Year 6 experience the Australian Curriculum and access explicit teaching by specialists across a range of learning areas including Languages, Health and Physical Education, Drama, Music, Dance and Visual Arts. North Lakes State College proudly offers Italian and Chinese language programs for students in Prep to Year 6. A bilingual class was also introduced in Year 1, 2017, with students continuing their studies in a bilingual environment as Year 2 students in 2018. In 2018 the Pre-Prep program ran for six weeks on consecutive Friday’s, where students engaged in rotational activities within the Prep Precinct.

The language program continues as part of the compulsory curriculum in Year 7 and 8, and as an elective from Year 9. Students in Year 7 and 8 are able to elect to undertake Italian or Chinese throughout 2018. Students in Year 7 - 10 complement their studies of the Australian Curriculum through the study of electives. Mandatory electives in Year 7 of Food Studies, Economics and Business, Industrial Technology and Design and Digital Solutions are complemented by student elected studies within The Arts, consisting of Dance, Drama, Music and Art.

With a continued focus on improving student performance in the pursuit of excellence, North Lakes State College has a suite of quality excellence programs offered to students from Prep to Year 9. Highly able students in Prep to Year 6 were provided the opportunity to participate in the Diamond Program, in the areas of English, STEM and the Arts. Specialist teachers worked with 100 students across Prep -6 throughout 2018. Honours classes in Year 7 - 9 continued to be implemented in 2018, offering extension opportunities in the learning areas of Mathematics, English, Humanities and Science. 2018 saw a review of the Honours program resulting in the introduction of PURSUIT for the 2019 school year. Through PURSUIT, highly capable students are stimulated with challenging reaI world extension and enhancement opportunities, delivered in collaboration with partner universities and organisations.

Flexibility within the learning pathway in Year 11 and 12 supports students to achieve their curriculum goals and work towards their chosen pathway post schooling. In 2018, students in Year 11 and 12 continued to engage with a range of Authority and Authority Register subjects, and Vocational Education and Training offerings. The College planning model focuses on aligning teaching practices with student needs. Teachers identify individual students’ strengths and weaknesses to support differentiation of classroom programs.

Co-curricular activities

The College has an extensive range of co-curricular activities that enhance students learning opportunities at North Lakes State College. These include Signature Programs in Dance (Year 1 - 12), Basketball (Year 6 – 12), Rugby (Year 7 - 12) and Golf (Year 8 - 12), which offer students an enriched program of learning and performance. Further opportunities in the Arts are provided for students through Dance Troupe, College Theatre Sports, choirs, ensembles and bands. An expanding instrumental music program is raising the quality and membership of all bands and ensembles.

STEM Initiatives continued to be promoted throughout 2018 with students engaging in a range of in house and external opportunities. Roboclub is available to all students from Year 5 - 12 and in 2018 teams continued to represent the College at local, state and national competitions.

Extracurricular sporting opportunities are valued at the College and provided Prep - Year 12. This includes outdoor education excursions and incursions across Prep - Year 6 and participation in Brisbane Outer Schools League, Year 7- 12. The College also provides a comprehensive outdoor education program with a range of day activities and camps across Prep - Year 12.

In 2018 the Global Connections Program at the College supported six students and two teachers to represent Queensland at the inaugural YOUTH - 2018 Guangdong International Youth Exchange Week in Guangdong Province, China. This week-long program exposed students to technology, sport and educational opportunities in one of the fastest growing economies in the world.

How information and communication technologies are used to assist learning

North Lakes State College introduced Bring Your Own Device (BYOD) in 2017 and uptake by the student community has been progressively increasing throughout implementation. Student participation has increased yearly across Prep - Year 12; 29.6% in 2017, 34.5% in 2018 and 37.39% at the time of this report. Participation was 20% higher in Years 7 - 12 compared with Prep - Year 1, during 2018. This continues to be the trend in 2019. The College has a dedicated ICT Coach who works with the HODs and classroom teachers in Prep - Year 6 on supporting the effective use of embedded ICT in teaching and learning. Faculty areas across Years 7 -12 have progressively increased the use of ‘virtual classrooms’ for student access and engagement with learning materials.

All classroom teachers have a departmental laptop and all classrooms have access to a data projector or interactive whiteboard to assist teaching and learning. The College continues to review infrastructure to support the productive use of information and communication technologies for teaching and learning across Prep – Year 12.

Social climate

Overview

North Lakes State College is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.

The Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community. Underpinned by the principals of Positive Behaviour for Learning, shared expectations for student behaviour enables the College to maintain and create a positive, productive learning and teaching environment.

In 2018, we continued to embed positive student behaviour through student understanding of the meaning of our values of Choice, Courage and Respect. Classroom discussions, student notices and student assemblies were used to support engagement of all students with these values, and student positive behaviour was celebrated regularly through champion slips, postcards, certificates and the Students of Good Standing Award.

The College provides a range of support services and structures to assist students throughout their learning journey to access curriculum and support wellbeing. These include:

Learning Support program providing in class and small group intensive support;

Special Education Program locally known as Advancement, catering to students with a verified disability;

English as an Additional Language or Dialect (EAL/D), with specialist teachers providing timetabled support across P-12 to support and track progress in English-language acquisition;

Indigenous Student Mentors for Aboriginal and Torres Strait Islander students, working with students to develop personalised learning plans and track student progress;

QUT Pacifika Liaison Officer, working with Maori and Pacific Islander students. The project is supported by a partnership between QUT and Moreton Bay secondary schools, and aims to increase avenues for students to access information about post-secondary school pathways.

International Student Support including Academic Advisors, providing ongoing monitoring of student academic achievement; and an International Student Coordinator, monitoring student welfare and coordinating an International Student Engagement Program;

Student support services including three full time Guidance Officers, a Chaplain and School Based Youth Health Nurse;

Prep - Year 6 social and emotional programs including Reflection Room, and Games Factory/Room, supporting appropriate social behaviour.

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) 88% 93% 85%

this is a good school (S2035) 83% 87% 79%

their child likes being at this school* (S2001) 88% 87% 87%

their child feels safe at this school* (S2002) 86% 85% 85%

their child's learning needs are being met at this school* (S2003) 85% 80% 79%

their child is making good progress at this school* (S2004) 86% 92% 83%

teachers at this school expect their child to do his or her best* (S2005) 92% 93% 95%

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

81% 86% 79%

teachers at this school motivate their child to learn* (S2007) 82% 83% 78%

teachers at this school treat students fairly* (S2008) 72% 78% 78%

they can talk to their child's teachers about their concerns* (S2009) 90% 93% 86%

this school works with them to support their child's learning* (S2010) 81% 85% 82%

this school takes parents' opinions seriously* (S2011) 68% 76% 68%

student behaviour is well managed at this school* (S2012) 55% 62% 56%

this school looks for ways to improve* (S2013) 74% 83% 75%

this school is well maintained* (S2014) 81% 89% 83%

* 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) 93% 92% 93%

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

they feel safe at their school* (S2037) 90% 90% 88%

their teachers motivate them to learn* (S2038) 90% 89% 87%

their teachers expect them to do their best* (S2039) 97% 97% 95%

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

94% 84% 85%

teachers treat students fairly at their school* (S2041) 86% 79% 82%

they can talk to their teachers about their concerns* (S2042) 81% 74% 79%

their school takes students' opinions seriously* (S2043) 80% 73% 74%

student behaviour is well managed at their school* (S2044) 75% 68% 62%

their school looks for ways to improve* (S2045) 89% 85% 86%

their school is well maintained* (S2046) 87% 82% 84%

their school gives them opportunities to do interesting things* (S2047) 89% 82% 85%

* 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) 76% 87% 78%

they feel that their school is a safe place in which to work (S2070) 88% 89% 84%

they receive useful feedback about their work at their school (S2071) 56% 67% 60%

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

82% 83% 81%

students are encouraged to do their best at their school (S2072) 94% 91% 88%

students are treated fairly at their school (S2073) 85% 81% 83%

student behaviour is well managed at their school (S2074) 56% 53% 45%

staff are well supported at their school (S2075) 46% 46% 41%

their school takes staff opinions seriously (S2076) 43% 52% 36%

their school looks for ways to improve (S2077) 72% 74% 56%

their school is well maintained (S2078) 87% 87% 77%

their school gives them opportunities to do interesting things (S2079) 62% 68% 63%

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

* 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

Parent involvement at North Lakes State College is welcomed and encouraged. Parents support student learning in classrooms through regular or short term volunteer work. Parents are also invited to attend monthly meetings of the Parents’ and Citizens’ Association and to meet their child’s teachers at parent/teacher interviews twice a year. The College Facebook page, web site, email system, QSchools and QParents applications, and electronic sign are efficiently and effectively used to engage and communicate with our parent community.

Families of students with diverse needs are encouraged to work in partnership with their students’ case manager/support staff, Year Level Coordinator and/or Year Level Deputy Principal, to address the needs of their student. Adjustments are planned and supports are put in place to ensure all students have full access to participate in the curriculum.

Respectful relationships education programs

The school has developed and implemented programs that focus on appropriate, respectful, equitable and healthy relationships. The Health curriculum from Prep - Year 12 focuses student learning on personal safety and awareness, developing students’ knowledge and skills to be able to resolve conflict without violence.

The College utilised a range of internal and external support personnel to provide a range of programs for targeted groups in 2018 which focused on appropriate, respectful, equitable and healthy relationships. These included:

Rock and Water Program Year 5 - 6 Boys – focused on resilience building;

Team-Up Program Year 5 - 6 Boys: facilitated through the PCYC, supporting appropriate decision making and conflict resolution;

The Friendship Saver Program Year 3: supported students to form and maintain healthy friendships;

Girls Group Year 5 - 9: focused on self-confidence, self-esteem/self-worth, resilience and self-image;

Momentim Year 7 - 9: cultural and wellness program for indigenous boys;

Deadly Sisters Year 7 - 9: cultural and wellness program for indigenous girls;

Goodstart Year 7 – 9: cultural and wellness program for Maori and Pacific Island students

Battle at the Breaks Year 7-9 – supervised lunchtime activities

Break Out Year 7 - 9: supported students with emotional regulation;

Mental Health Week Prep – Year 12;

Men’s Health Week Year 7 – 9;

Music Appreciation (supported play) Year 4 – 6;

Structured Games (supported play) Year 7-9;

Cyber Safety Workshops Year 7- 9: focused on online safety in social media platforms.

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 298 438 386

Long suspensions – 11 to 20 days 16 11 16

Exclusions 6 9 9

Cancellations of enrolment 27 25 7

Environmental footprint

Reducing this school’s environmental footprint

North Lakes State College is working towards a commitment to reduce our environmental footprint. Through the continued development of our College’s Environmental Management Plan, we are empowering our students and staff to become environmental leaders. With the support of community partnerships, the staff and students of North Lakes State College value and respect the environment in which they work and learn.

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) 1,118,422 1,558,889 1,117,492

Water (kL) 37,792 28,726 57,950

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 224 81 5

Full-time equivalents 204 61 <5

*Teaching staff includes School Leaders.

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

Qualification of all teachers

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

Highest level of qualification Number of qualifications

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

Doctorate 0

Masters 11

Graduate Diploma etc.* 72

Bachelor degree 138

Diploma 3

Certificate 0

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $76 382 with an additional $247 421 allocated to the release of staff.

The major professional development initiatives undertaken were as follows:

Curriculum, teaching and learning

Australian Curriculum Roadshow

Early Years – Connecting the Dots – K-2 Project

KLA specific training (various)

QCAA Workshops and Conferences

QCAA Moderation meetings

QCAA Year 10 Supporting Successful Senior Transition

QCAA – Cognitions in the Australian Curriculum P-10

QCAA – State Panel Chair Conference

QCIA Workshops

QLD Tech in Schools

Building Teacher Capacity

Beginning Techers Conference and Workshops

Essential skills for classroom management

Classroom Profiling Level 1

HAT-LT Conference and workshops

Teach like a champion foundations

Inclusive Education Assistive Technology Expo

ESL students in mainstream classrooms

Ylulunga Tradition Indigenous Games

Student and staff wellbeing

Generation Next – Mental Health

Managing Young Children Program

Positive Behaviour for Learning

Promoting positive behaviour in the Earl Years setting

Cluster Projects and networking

NCR Number Facts Project

HOD District Cluster Meetings and Professional Development

DP District Cluster Meetings

Maintaining and updating qualifications

Certificate IV in Training and Assessment

First Aid and CPR

Oneschool training

TrackEd Staff Training

WH& S

Coaching accreditation (various)

Industry Currency (various)

The proportion of the teaching staff involved in professional development activities during 2018 was 70.98%.

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% 96% 95%

Proportion of staff retained from the previous school year

From the end of the previous school year, 94% 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 P-10/P-12 schools was 89%.

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 91% 91% 89%

Attendance rate for Indigenous** students at this school 85% 85% 83%

* 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 92% 94% 93% Year 7 92% 92% 89%

Year 1 92% 92% 93% Year 8 92% 91% 88%

Year 2 94% 93% 92% Year 9 90% 89% 86%

Year 3 93% 93% 91% Year 10 89% 90% 87%

Year 4 94% 94% 91% Year 11 85% 88% 88%

Year 5 93% 93% 91% Year 12 86% 86% 86%

Year 6 93% 93% 92%

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.

North Lakes State College:

Is committed to promoting the key strategies of DETE’s Every Day Counts policy;

Supports all children to be enrolled at school and attend school all day, every school day;

Monitors, communicates and implements strategies to improve regular school attendance;

Believes truanting can place a student in unsafe situations and impact on their future employability

and life choices;

Believes attendance at school is the responsibility of everyone in the community.

School Responsibilities:

Provide information and education to parents and community about our school attendance policy

and targets;

Inform parents of their legal obligations in regard to enrolment and attendance;

Implement strategies to manage student enrolment, absences, chronic absenteeism, school refusal

and truancy using the guidelines set out in the Every Day Counts policy;

Monitor student absences and identify when a student is absent for three or more consecutive days,

or where there is a pattern of persistent unexplained absences, or where a student’s attendance rate

is reasonably considered unsatisfactory;

Take reasonable steps to follow up unexplained absences as soon as possible or ideally within three

days of the absence;

Continue to work with regional and other local resources to re-engage students and their families

with the aim of returning the students to school;

Follow established processes for enforcing parental obligation in regard to: enrolment, attendance,

compulsory participation. These are undertaken through processes within OneSchool.

At our school we promote 100% attendance by including Every Day Counts information and discussing the

importance of attendance with every new family upon enrolment, and displaying Every Day Counts material

within the school. As a school we are committed to surpassing a 94% attendance rate for Prep - Year 12,

with attendance being a key priority of the College Strategic Plan 2015-2018.

The school uses an electronic roll-marking system (ID Attend) and all class rolls are marked throughout the day. Rolls in P – 6 occur twice daily (morning and afternoon). Rolls in Year 7-12 are marked each lesson. Late arrival and early departure are recorded by school staff on this system.

Responses to Absences:

When a student is absent without explanation for 3 days or a pattern of absences has been identified, the

College will take the following actions to monitor attendance:

Absences are actioned daily via SMS text messaging to parents and phone calls to non-SMS parents;

An email is sent weekly to parents to seek an explanation for absences;

26

18

18

15

14

13

24

26

27

35

43

42

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%

Weekly monitoring of three or more unexplained absences is conducted;

Regular monitoring of all absences is conducted by classified officers utilising percentage reports

and validating all students with less than 80% attendance rate.

Where there is a persistent pattern of unexplained absences or absences without reasonable justification, a

student’s attendance can be considered unsatisfactory. The principal will commence compulsory schooling

and compulsory participation processes.

Strategies to Increase Attendance

North Lakes State College has implemented a range of strategies to acknowledge the positive attendance of

classes and year level cohorts. Class and cohort attendance is monitored weekly and communicated to staff,

students and the community. Assemblies are utilised to celebrate classes who have reached the College goal

of 94% or above and to reflect on attendance rates of the cohort. The College newsletter is used to provide

regular updates to the community of the attendance data and celebration of year levels who have met the

target.Through regular monitoring of daily attendance by class teachers, TEAM teachers, Year Level

Coordinators and Year Level Deputy Principals, the College has been able to respond to and plan supports

that encourage group and individual attendance. Students

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.

Year 12 Outcomes

Tables 13–15 show for this school:

a summary of Year 12 outcomes

the number of Year 12 students in each OP band

the number of Year 12 students awarded a VET qualification.

Details about the types of outcomes for students who finish Year 12 are available in the annual Year 12 outcomes report.

Additional information about the AQF and the IBD program are available at www.aqf.edu.au and www.ibo.org.

Table 13: Outcomes for our Year 12 cohorts

Description 2016 2017 2018

Number of students who received a Senior Statement 321 250 278

Number of students awarded a QCIA 0 0 3

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12 321 250 275

Percentage of Indigenous students awarded a QCE at the end of Year 12 100% 100% 100%

Number of students who received an OP 148 123 140

Percentage of Indigenous students who received an OP 40% 29% 0%

Number of students awarded one or more VET qualifications (including SAT) 269 213 226

Number of students awarded a VET Certificate II or above 230 166 178

Number of students who were completing/continuing a SAT 37 26 33

Number of students awarded an IBD 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD 74% 85% 76%

Percentage of Year 12 students who were completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 100% 100% 100%

Percentage of QTAC applicants who received a tertiary offer. 96% 98% 96%

Notes:

• The values above:

− are as at 11 February 2019

− exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

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

Table 14: Overall Position (OP)

OP band 2016 2017 2018

Note:

The values in table 14:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

1-5 21 19 22

6-10 40 51 44

11-15 49 35 40

16-20 37 18 31

21-25 1 0 3

Table 15: Vocational Education and Training (VET)

VET qualification 2016 2017 2018

Note:

The values in table 15:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

Certificate I 194 161 157

Certificate II 152 100 114

Certificate III or above 146 106 111

North Lakes State College is a Registered Training Organisation (RTO) for 16 qualifications. In addition to this, the College engages with external RTO’s for three qualifications offered in Year 11 and 12.

In 2018, North Lakes State College students completed VET Qualifications in:

Certificate I in Business

Certificate II in Business

Certificate III in Business Administration

Certificate I in Dance

Certificate II in Dance

Certificate I in Information, Digital Media and Technology

Certificate III Screen and Media

Certificate II in Engineering (Pathways) External RTO

Certificate I in Manufacturing (Pathways)

Certificate II in Outdoor Recreation

Certificate I in Sport and Recreation

Certificate I in Hospitality

Certificate II in Hospitality

Certificate III in Hospitality

Certificate III in Fitness External RTO

Certificate III in Early Childhood Education and Care External RTO

Certificate III in Tourism

Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school

Description 2016 2017 2018

Year 12 student enrolment as a percentage of the Year 10 student cohort 91% 83% 87%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort 100% 100% 117%

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

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

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Early school leavers

The destinations of young people who left this school in Year 10 -11 or before completing Year 12 during 2018 included transitioning interstate or overseas (62%); attending a Registered Training Organisation (18%); entering employment (12%); attending an alternate learning environment (5%); and early entry into further education (3%).

The College works closely with a range of internal and external support services to assist students who are identified as early school leavers or cannot engage in the pathways offered at school. North Lakes State College supports these students through a range of structures including individual case management, support through a Guidance Officer, Senior Schooling Deputy Principal, Senior Schooling Head of Department or other support personnel.

Next Step – Post-school destinations

The results of the 2019 Next Step post-school destinations survey, Next Step – Post-School Destinations report (information about students who completed Year 12 in 2018), will be uploaded to this school’s website in September 2019.

To maintain privacy and confidentiality of individuals, schools with fewer than five responses will not have a report available.

This school’s report will be available at in September 2019 at: https://northlakescollege.eq.edu.au/Supportandresources/Formsanddocuments/Documents/next-step-summary-report.pdf