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Salisbury State School

ANNUAL REPORT2018

Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

Contact information

Postal address PO Box 2030 Salisbury East 4107

Phone (07) 3717 4888

Fax (07) 3717 4800

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 Darren Ball (Principal)

2018 Annual Report 1Salisbury State School

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

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

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

From the Principal

School overviewSalisbury State School was officially opened on 27 May 1920. The original school motto 'Nothing But the Best' continues to be reflected in the school culture and traditions, ensuring outstanding achievements in academic, sporting and cultural fields. 'Small school - Big heart' captures our strong belief that the diversity of cultural capital across our student body has engendered a high level of understanding, appreciation of difference and respect for all.

Our school rules, 'Care for Self, Care for Others, Care for Learning and Care for Property', create an environment where every student is encouraged to achieve their potential and be responsible for their progress as a learner. Through the introduction of Positive Behaviour for Learning, our school has introduced a new regime of rewards and acknowledgements. GOTCHA’s, Certificates of Achievement, Class Reward Systems and more promote the high exepectations we have for every student’s behaviour and learning. Data collected through this program is used to design social skills training and behavioural interventions to support all students. Our Salisbury Serpent logo exemplifying this standard has been designed with local indigenous artists, reflecting a local indigenous totem.

We currently have 11 classes consisting of composite and single year levels. This arrangement changes each year according to the needs of enrolments and individual students are considered carefully in class placement, maximising the opportunity for socially cohesive groupings best suited to teaching and learning. We are a growing school with local renewal and medium density development occurring.

About 30% of our students come from 37 countries and speak up to 21 languages other than English at home. They are supported by our EALD teacher and support staff. Students from an Aboriginal or Torres Strait background are supported through our school pedagogy (eg ASIC Financial Literacy Program, NAIDOC and cultural observance, ACARA). Our school has begun to reach out to community to reestablish relationships with local elders and families.

A significant number of families are second and even third generation local residents. Many have family and broader connections to the local area. The housing locally is a mix of older style homes and higher density redevelopment (2 houses, 1 block). Salisbury is undergoing renewal and expansion as a suburb.

In addition to the implementation of the National Curriculum (ACARA), we offer a number of co-curricular opportunities to enhance our offerings, including a vibrant Sporting Schools program, ICT Club, Cultural Festivals, Student Showcases, Choir, C Gen, School Band, Inter-School Sport for Years 4 to 6 and student leadership programs such as our Student Council. We have initiated connections with Sunnybank SHS and Yeronga SHS to provide Extension, Transition to high school, and other opportunities for staff (eg STEAM support) and students. Our school is a primary prescence in all local community observances such as the RSL ANZAC ceremony.

Our Parents and Citizens Association actively supports the school vision and has contributed significantly to school resources and facilities. Having an extensive range of facilities including pool, tennis courts, multi-purpose hall, resource centre, computer lab, 2 ovals, 2 adventure playgrounds, outdoor learning pod, newly established Kitchen Garden and well-equipped classrooms ensure that every student has the opportunity to engage in a wide range of learning experiences.

We pride ourselves on delivering a partnership with parents and community to ensure that our students are well prepared for life long learning.

School progress towards its goals in 2018The following Priority Goals derived from the 2018 Annual Implementation Plan are described below. Progress to date is stated. Our Explicit Improvement Agenda continues a narrow focus. These Strategies and Actions are intended to lead into further actions in 2019.

Improvement priority #1- Develop action plans for each Explicit Improvement focus with clear actions, timelines, targets and responsible officers.

Strategy – Annual improvement agenda items (3 max) are explicitly identified through the school data set.

Action Plans to support the development of Reading, PBL, and Personalised Learning with timelines and targets are established and reviewed each term In Place

As an urgent response to the 2017 NAPLAN achievements in Writing, an Action Plan will be Under further


developed.

This Action Plan includes:

- Explicit teaching of elements of writing encouraged through Bump It Up Wall introduction as a entre consistent classroom practice.

- Developing a range of samples for internal moderation- Teacher professional development (L2R/R2L) with leaders modelling, coaching and

mentoring its classroom application.- a protocol for data to be identified and applied responsively through the L2R/R2L

framework will be explored.

development 2018/9

Strategy – Focus student achievement data (qualitative and quantitative) is analysed each term via a cycle of formal guided data reflection.

Maintain the Reading Cycle guided reflections each term. Formal data conversations are embedded in every curriculum and planning meeting. In Place

Maintain the virtual Data Wall, accessing both trends and individual achievements to guide the next step learning focus. In Place

Writing Database development begins and is based on evidence of writing elements described in the National Curriculum. In Place

Regular PBL Meeting structure reflects data analysis driving decision making. In Place

Strategy - All students will identify key learning goals, self-monitor and celebrate their achievements.Each teacher will guide students to set Reading behaviour, level or other individual goals appropriate to them. These goals are reviewed periodically as described in the school Data Cycle. Achieved

Goals in Reading and PBL are clearly communicated to students and families, with celebration of progress and achievement. Achieved

Development of Bump It Up Walls as a focus for students to explicitly improve writing.Achieved and continuing focus 2019

Strategy – Intervention, support and extension activities, their strategies and implementation, are driven by student achievement data.

SWAN (Students With Additional Needs), Inclusion, PBL and Curriculum Planning decisions are informed by student data. The referral process identifies key data that forms a base line to inform intervention and service delivery to ensure future achievements.

In Place

Extension and enrichment programs are planned and offered across the spectrum of student achievement, in response to data analysis. Achieved

Providing targeted Tier 2 PBL interventions remains a key focus for SWAN and PBL committees.

Under development and implementation 2018/9

Strategy - Senior staff will lead the key committees formed to address the Explicit Improvement Agenda (eg SWAN (Students With Additional Needs), Indigenous Education, G&T, PBL)

Staff Roles and Responsibilities will be reviewed and clarified each Semester. In Place for review again in 2019 and annually/as required

Leadership of committees will be distributed across school leaders and senior teachers.

Partially in Place, concluding in 2019 as an annual protocol.

Strategy - Action Plans are developed for each EIA item and are regularly reviewed using an Inquiry Cycle. Data is used to inform each planned action.

2018 Action Plans for Reading, PBL, Inclusive Schooling, and Writing (lesser focus) will be developed and progress reviewed each term. In Place

Strategy - A clear, staff supported Data Collection Framework is in place and is used to inform teaching and pedagogy.

Collaboratively (staff and LCC) review the formal Data Cycle, clarifying timelines and staff roles. Reading, PBL and Personalised Learning are the 2018 narrow focus.

Continue development in


2019

Improvement priority #2 - A culture that promotes learning

Strategy – PBL (Positive Behaviour for Learning) Tier 2 practice requirements achieved. Data reflection requirements and record keeping will be a particular focus.

Enact the 2018 PBL Action Plan.Plan to be reviewed Sem 2 2019

Strategy - All students with less than 85% attendance will be case managed to raise attendance and engagement.

The school reward and acknowledgment schedule will include the 100% Attendance Award biannually. In Place

One School data used to identify cohort and refer to SWAN for goal setting, intervention and improvement plan.

In Place via SWAN process of referral

Strategy - Improve the dialogue frequency and quality between classroom teachers and families with respect to student well-being, engagement and achievement.

Consult staff and community on modernising staff/parent interface and redesign the annual schedule, protocols, logistics, roles and purposes.

Partially achieved, continues in 2019

Strategy - The community will be engaged in annual SOS’s and additional opportunities to provide feedback on school success and challenges.

Consultation opportunities (Interviews, Celebrations, School Events, employed across the community to identify areas of strength and areas for improvement. The focus is on communication strategies.

Continue in 2019

Surveys across cohorts, will be employed across the timeline to inform “next step” action planning. Continue in 2019

Strategy - A Student Wellbeing Framework will be delivered and documented.

Checklist / self-rating tools employed across the community to identify areas of strength and areas for improvement.

Partially achieved

Surveys across cohorts, medias will be employed across the timeline to inform “next step” action planning.

Partially achieved

Improvement priority # 3 School Review Recommendation: Review resource allocations for targeted interventions to ensure the effective use of resources in tracking and reviewing student outcomes.

Strategy - Develop a documented cycle of intervention and learning support that focuses on key areas of performance concern and is aligned to the Data Collection Framework.

Review the documented 2017 cycle of intervention focus and its relation to the school data cycle. Implement changes to the focus of resources and effective intervention strategies as required.

Established in 2018, continuing focus in 2019

Strategy - The alignment of resources to student needs is revised annually. The EIA is reflected in these priorities. Each term budget adjustments will occur to ensure resource allocation results in interventions that increase student achievement.

At the end of each Action Plan period, an additional assessment tool will be applied to the action. A full wage and resource costing will be collated against student gain to determine the effectiveness of the actions.

Not achieved

Focus on selecting Hattie’s highest ranking “actions that achieve the largest effect size” when planning and implementing EIA priority actions.

Continuing focus on school pedagogical development in 2019.


Improvement priority # 4 School Review Recommendation: Collaboratively develop an observation and feedback protocol that is supported by a coaching program and is aligned to the agreed pedagogy and the EIA.

Strategy - School pedagogies in Reading and Writing (in English and Languages) are defined and globally evident with Guided Reading and Read to Learn/Learn to Read as central resource frameworks.

Guided Reading, Reading Planning, L2R/R2L and Case Management are clearly documented processes and expectations through the Reading Framework. Completed

All teachers are engaged in a feedback cycle that is focused on the EIA with a minor focus on Writing. In Place

Strategy - The Staff Development Plan will be used to link in clear line of sight, staff professional development needs (including DPP), the HR capacity planning tool and the EIA.

All staff have a current PDP focused on the EIA and reviewed as per of performance reflection and improvement planning. Ongoing

The school Professional Development Plan is focused on the EIA with a Segway into the changing EIA (includes Writing and Numeracy) for 2019. Ongoing

Strategy - All teachers will be engaged in guided planning and data reflection. The Inquiry Cycle will be used to guide conversation structure. The EIA will provide the focus each yearly cycle.

Maintain the Reading Cycle guided reflections each term. Formal data conversations are embedded in every curriculum and planning meeting. In Place

Maintain the virtual Data Wall, accessing both trends and individual achievements to guide the next step learning focus. Achieved

Writing Database development begins and is based on evidence of writing elements described in the National Curriculum. Achieved

Regular PBL Meeting structure reflects data analysis driving decision making. Achieved

Strategy - Age Appropriate Pedagogies will be enacted in P-2 to inform practice, individualise instruction and respond to the diverse needs of learners.

Prep trial is formalised with Term focus, 3 point action plan and a strategy for rolling implementation into Year 1 in 2019.

Achieved 2 x classrooms 2018.

In 2019, a new teacher will be supported in this trial.

Strategy – A moderation cycle will be explicitly developed with internal, local end external moderation with school partners all featuring.

The Minor writing focus will include developing a range of samples for internal moderation as a “bank” at different standards. These standards will reflect the guides to making judgements found in the National Curriculum.

Achieved

Key writing samples are moderated across a cluster of schools locally at the end of each semester. Achieved and in place for 2019

English Units of work assessment tasks moderated internally Achieved

Improvement priority# 5 School Review Recommendation: Collaboratively develop a parent and community engagement framework.

Strategy - Engage the local Aboriginal and Torres Strait Islander community, elders and families in a dialogue that furthers the embedding of Indigenous perspectives in school operations. Monitoring CTG data sets and responsive support strategies will be a key feature.

Achieve the actions and Goals set out in the Reconciliation Grant plan incl. Indigenous C’wealth Games, new Flags and Flagpoles, Yarning Circle pedagogy and installation, Expanding art collection, Maps of Nations, Mosaic project and parent consultation reference group.

Partially Achieved

Maintain Reading Case Management focus in-school, in-cluster and through the Regional focus on ‘across the line by 9’ processes. Achieved

Strategy - Our school will partner with other EQ schools locally (Primary and High School) to deliver quality


programs in Music, STEAM and G&T.

STEAM cluster identified with school allocated staffing and resources combined to support access to STEAM core and extension activities. Achieved

Runcorn SHS, Sunnybank SHS and Yeronga SHS partnerships will be maintained in this space with regular cycle of extension activities available. Achieved

Strategy - Develop an Action Plan with the P&C that makes explicit the improvement strategies enacted in each of the 5 strands of the Parent and Community Engagement Framework. Actions will be paced out across a 4 year cycle.

Steering / Liaison Group established with P&C Executive and key stakeholders. Continue 2019

Data from existing sources – eg SOS, QSR Consultation, etc is used to prioritise actions within a clear Action Plan for the 2018/9 period.

Continue 2019

Future outlookThe following describes our next steps in 2019.

Please note the increasingly narrow focus within our explicit Improvement Agenda. A tight focus enables us to target efforts and resources to make the biggest difference to every student’s educational outcomes.

Improvement priority # 1: Literacy

Strategy: Consolidation and re-design/refocus of the connectedness of Reading and Writing across Literacy.

Actions Targets Timelines

Reading and writing case management will continue with each teacher using data to identify a cohort of students. 2 Cases in both reading and writing Each term

Each teacher will receive an observation session of a reading or writing lesson (Peer/HoC/Inclusion/STLaN/Principal) and feedback will be formally given.

100% of class teacher Each term

Bump It Up Walls will be constructed in each classroom and used in the explicit teaching of writing features. 100% of class teachers Each term

Selected staff will engage in the R2L/L2R Professional development linking reading and writing as literacy elements in a connected framework.

2 additional teachers End T4

All teachers will engage in cross-school moderation of writing twice in 2019. Internal moderation will occur each Semester. All teachers T2 / T4

The Literacy Block structure in all classrooms will be redesigned by a working group, with all teachers participating in the design. Compliance in all classrooms will be mandated.

All teachers End T 2

Writing stamina will form a particular focus for the teaching of writing with daily writing, occurring in every classroom as part of the literacy block re-design.

100% of teachers By end T 2

Support in class by STLaN and T Aides will be driven by a formal data reflection, targeting the upper 2 bands. All classes T2,T3,T4

Improvement priority # 2: Personalised Learning


Strategy: PBL (Positive Behaviour For Learning)


Progress to Tier 2 of PBL through compliance with all requirements including data through the EBS and other surveys. Tier 2 achieved End T4,

2019

Review of Positive Behaviour Rewards and acknowledgements including Reward Days.

As part of Tier 2 compliance End Sem 1

Review of RBP4S will conclude, consultation will occur with the broader community and P&C.

Complete and approved at RO

By end Sem 2

Strategy: Personalised Learning


Engage with Griffith University in the implementation of a successful Horizon Grant. The aim is to conduct research into the provision of support and connectedness with identity for Urban Aboriginal and Torres Strait Islander students.

Increased relative gain for all students participating.

By end Sem 1, 2020.

Develop a community agreement regarding commitments from both the school and indigenous communities to support excellence in student achievement.

Completed and signed off by end T4

Embed cultural elements in all celebrations and school events eg Welcomes, Acknowledgments, dancers, symbols, language

At least 1 e.g. of each By end T4

Improvement priority # 3: Staff and Student Wellbeing

Strategy: Berry Street Education Model (BSEM)


All class teachers will participate in the Berry Street education model Professional Development regime of 4 days in 12 months,

11 class tchrs, HoC, GO

By end Sem 2, 2020

The staff and leadership team will develop an action plan to embed the Principals of the BSEM into school and classroom routines. This will support student regulation towards a higher level of engagement in learning and positive behaviour.

Action Plan end with embedded practice

By end Sem 1 2020

Student Well-Being Framework will be documented and embedded into school operation. BSEM strategies will be evident.

At least 50% evident and documented

By end Sem 2, 2019

Strategy: Inclusive Practices Action Plan Review


The inclusive practices Action Plan will be reviewed by Inclusion staff with support from Senior Teachers to investigate the embedded nature of strategies. A new Action Plan will be devised for 2019/20 with actions limited to 3 key strategies.

Key indicators will be drawn from the current Plan and SIU indicators will be used in reflection on new plan achievements.

Plan in place

By end Sem 2

Our school at a glance


School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 6

Student enrolmentsTable 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 235 255 266

Girls 114 116 119

Boys 121 139 147

Indigenous 18 20 22

Enrolment continuity (Feb. – Nov.) 90% 93% 93%

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

Characteristics of the student body

OverviewSalisbury State School is a Band 7 school, which has a cohort of 251 students. Through the year our school has grown and closes in December 2018 with a 2019 projected enrolment of 270. The school serves a diverse population in terms of culture and language background, socio-economic background and learning needs. There is significant diversity in the income, education and professional achievements of parents and families. While overall the school is placed in the 52nd %’ile in terms of the National rankings of affluence and disadvantage, there remains a significant level of complex support needs across the community.

In 2018, 11 classes from Prep to Year 6 are in place. These consist of single and multi-age groupings. This school does not form multi-age classes unless there is a specific need.

Significant growth is occurring in the lower end of the school with a large Prep, Year 1, 2 and 3 cohort. Community confidence is increasing. Along with local residential development, we expect that enrolments will continue to grow in 2018/9. Dependant on resourcing and enrolment thresholds, we may increase a class to 12 by 2020. We value a holistic approach to teaching and learning. The attainment of social and citizenship outcomes, as well as academic, cultural and sporting achievement, is highly valued.

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 23 22 23

Year 4 – Year 6 25 27 24

Year 7 – Year 10

Year 11 – Year 12


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

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

Curriculum delivery

Our approach to curriculum delivery A full school Curriculum and Assessment Plan guides the learning in classrooms and provide opportunities for reflection on

student achievements leading to adjustments for diverse learners and rigorous connections to the National Curriculum. C2C resources are utilised to streamline planning across Key Learning Areas, alongside teacher written units of work.

Archer and Hughes’ Explicit Instruction Model - All teachers incorporate Literacy and Numeracy “Warm Ups” as an essential part of practice. - Lessons and Units of Work follow the “I do – We do – You do” model. Gradually releasing responsibility for learning to the

independent student is guided by this framework ie skills are practiced as a whole class in an explicit way until the skills become automatic and can be applied to further learning.

Differentiation/Personalised Learning– all class teachers analyse student data, create learning goals and differentiate instruction to meet individual student needs. These exist as Support Provisions, an Individualised Curriculum or Support Plan. Behaviour Support planning is also explicitly undertaken.

Feedback to teachers and Data reflection to inform teaching decisions is crucial to our improvement process. Case management of students (eg Reading progress and skill development) is a key feature of “putting the faces on the data”. (Sharratt et al)

Languages Other Than English (LOTE) – Japanese is taught for all students from Years Prep to 6. Learning Support - Our school has a Special Needs Intervention team, that prioritises and co-ordinates special educational

services and programs for students in need of support and extension. Pre-Prep Programs – We offer an extended multi-visit transition program of Open Days and school experiences that support a

smoother transition to school. Under 8’s Week events and invitational literacy events eg National Simultaneous Story Time, Arts performances feature with our pre-Prep partners locally. Our Pep staff visit local centres to liaise and observe future enrolled children. These insights are used to support special needs and personalised learning during transition to Prep and across the Prep year. This also helps to inform the school regarding prep class grouping selections.

Instrumental Music – A woodwind, bass and percussion program commences in Year 4 and features local opportunities for performances such as the Chrome Street Festival, Jacaranda Festival and more.

Health and Physical education (HPE) – Salisbury focused on swimming in Terms one and four (in our own swimming pool), athletics in Term two and modified games and skills in Term three. The school is affiliated with Sunnybank District sports for interschool and representative sport

Library – activities for students to engage in during lunch breaks including games and computer based activities. An annual Book Fair and Book Week event are calendar highlights.

Under 8’s Week – for Prep to Year 2. Harmony Day – celebrating our cultural diversity. Fire safety – in conjunction with local fire brigade.

Co-curricular activities Interschool sport, including Gala Days (Yr 4-6) Student Council - A Student Council is an executive component of school operations and our school captains attend, playing an

important leadership role in the school Arts Club runs during breaks weekly School Choir participates in school events (Showcase, Assembly, Book Week), local events in the community (eg Chrome St,

Jacaranda Festival, C Gen) Instrumental Music Program – band camps for Years 4 to 6 enhance weekly lessons, performance in Karawatha Music Cluster

events, Chrome Street festival, etc are all available to students in this program. Under 8’s Day out - a day of fun activities designed to develop students’ fine and gross motor, creativity and Social Skills, enhance

links with early childhood providers and draw enrolments into the school from local community All students have a “brain food” break during the first session of the day to maintain concentration School Discos – run by Creative Dance and the P&C Salisbury’s Got Talent and Showcase performances each Semester (every class performs) Culture Club (weekly) Tech Club – coding and robotics, 3D Printing, Girls Coding Science Club – (weekly) – a project based, hands on, team collaboration

How information and communication technologies are used to assist learningIn 2018, we have in place Robotics and Coding across the school (P-6) with the purchase of a variety of programmable robots. We now have robots suitable for all ages P-6. A 3D printer has been provided by a generous community donation and it has been put to work in the Year 6 and Tech Club activities as a trial. Drone purchases were made in 2017 to enlarge our student access to current technologies.

The integration of ICT’s in our classrooms is a key element of the each unit of learning planned by teachers from Prep to Year 6. This ensures that students become familiar with a computer, tablet or other technologies and are skilled in their use. While they learn how to use them effectively for research, consolidation of learning, problem solving and presentation of work, we have begun to explore the technology behind the functions. Online applications such as Mathletics and Reading Eggs embedded in class and home learning, further promote IT integration for all life-long learners.

Each classroom has an interactive whiteboard, which enhances the teachers’ curriculum interface and allows students to manipulate web documents, their work and interact with learning activities that are student directed. The school has a computer lab attached to the school library with most classes able to access a small bank of 6 machines in withdrawal and shared classroom spaces. In 2019/20 we will replace our desk top machines with mobile devices, mirroring use in the broader community and to enable access to NAPLAN online in 2020.


Social climate

OverviewSalisbury State School is a small, warm suburban primary school in a predominantly middle class residential area. Our diversity in culture, religion and language is a strength. Through improved student engagement, and the introduction of Positive Behaviour Support, we maintain a safe, supportive and disciplined learning environment, underwritten by our Responsible Behaviour Plan for Students. Our responses to bullying are supported by programs and tools from the “Bullying No Way!” website. Through events such as Harmony Day and our anti-bullying Workbooks, a focus is held on positive interactions between peers. Restorative Justice features in our management of issues between peers.

Continue to implement a comprehensive set of support services with a more inclusive “embedded in classrooms” focus rather than having students with special needs learning in groups outside of the classroom and away from same aged peers. This ensures that teachers have the opportunity to differentiate for all students within their class programs and units of work. Socially, the benefits include children of all abilities being a true class member and member of our school community. Personalising learning will be an ongoing Explicit Improvement Agenda item in 2018/9. Mentoring staff through the specialist knowledge of our Inclusion and Leadership teams is crucial to our successes here.

Guidance Services leads the “Students with Additional Needs” Committee. Chaplaincy, Social Skills training (SIS Program and supporting resources), mentoring and leadership programs all contribute to well-being. Behaviour, Therapy, Learning Support and Gifted and Talented programs are all coordinated through this central committee. Student Data and various identified student priority needs drive the allocation of Resources such as assessment, support services and teacher aide time.

Student behaviour, well-being and the school systems for responding to and supporting positive growth in these areas remains a key concern across the community. 2018 PBL data is displaying progress in reducing frequency and intensity of difficult behaviour, driving individualised support plans. Partnerships with the Behaviour Support Service and Specialist settings support positive behaviour (eg Tennyson and ACE). Further improvements in this area have been a focus in 2018 as Tier 1 initiatives are embedded across our operation. Our Salisbury Serpent reward and acknowledgement program is a key underpinning of our positive behaviour regime.

The Daniel Morecombe Curriculum, Bravehearts presentations, focused Chaplaincy social support and mentoring programs, Respectful relationships key lessons are all used by the school to target contemporary social issues the school faces each day.

Parents and extended families are highly embedded in our school, assisting with Tuckshop, Breakfast Club, in class learning, P&C events and fundraising, working bees, school improvement in facilities and programs, sports training and events, arts performances, Book Fair and much more. Our community is highly engaged with more than 40 regular volunteers each week. Our P&C meetings are the major parent voice forum. 25 adults attend monthly P&C meetings on average.

Parent, student and staff satisfactionTables 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) 94% 91% 94%

this is a good school (S2035) 94% 84% 94%

their child likes being at this school* (S2001) 94% 94% 96%

their child feels safe at this school* (S2002) 97% 84% 91%

their child's learning needs are being met at this school* (S2003) 78% 91% 84%

their child is making good progress at this school* (S2004) 88% 94% 90%

teachers at this school expect their child to do his or her best* (S2005) 94% 97% 94%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 80% 87% 85%

teachers at this school motivate their child to learn* (S2007) 94% 88% 92%

teachers at this school treat students fairly* (S2008) 88% 91% 84%

they can talk to their child's teachers about their concerns* (S2009) 94% 91% 94%

this school works with them to support their child's learning* (S2010) 85% 84% 87%

this school takes parents' opinions seriously* (S2011) 77% 75% 91%

student behaviour is well managed at this school* (S2012) 65% 75% 78%

this school looks for ways to improve* (S2013) 97% 91% 94%

this school is well maintained* (S2014) 73% 84% 90%


Percentage of parents/caregivers 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.

Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 99% 96% 95%

they like being at their school* (S2036) 94% 93% 91%

they feel safe at their school* (S2037) 97% 96% 93%

their teachers motivate them to learn* (S2038) 92% 96% 90%

their teachers expect them to do their best* (S2039) 95% 99% 96%

their teachers provide them with useful feedback about their school work* (S2040) 97% 96% 85%

teachers treat students fairly at their school* (S2041) 96% 93% 77%

they can talk to their teachers about their concerns* (S2042) 92% 76% 81%

their school takes students' opinions seriously* (S2043) 91% 86% 74%

student behaviour is well managed at their school* (S2044) 84% 71% 60%

their school looks for ways to improve* (S2045) 98% 93% 94%

their school is well maintained* (S2046) 97% 89% 86%

their school gives them opportunities to do interesting things* (S2047) 92% 92% 88%




Table 5: Staff opinion survey

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

they enjoy working at their school (S2069) 100% 91% 93%

they feel that their school is a safe place in which to work (S2070) 100% 77% 89%

they receive useful feedback about their work at their school (S2071) 97% 86% 89%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 100% 75% 93%

students are encouraged to do their best at their school (S2072) 100% 100% 96%

students are treated fairly at their school (S2073) 100% 86% 81%

student behaviour is well managed at their school (S2074) 97% 64% 70%

staff are well supported at their school (S2075) 97% 82% 81%

their school takes staff opinions seriously (S2076) 100% 68% 80%

their school looks for ways to improve (S2077) 100% 91% 89%

their school is well maintained (S2078) 89% 95% 89%

their school gives them opportunities to do interesting things (S2079) 100% 95% 92%


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




Parent and community engagementThere were many opportunities for parental consultation across 2018. It is likely the set of improvements recommended from our last school review and consultation (2016/7) will form key actions across our school, enhancing the culture of positive relationships and clear communication. By revising policies, clarifying school requirements and expectations and delivering consistently in our interactions, we intend to improve the partnership held between school and homes.

Participation opportunities are formally offered in Showcase Performances, Open events, guided classroom visits (Walkthroughs), classroom volunteering, parent/teacher contacts, Sport Day, Under 8’s Day, NAIDOC events. Assemblies and school celebrations are highlighting successes of students. Attendance at performances, community festivals (Chrome St Fiesta), are growing as are observance of cultural days such as ANZAC Day (90 students and family members attended the local RSL event).

Our P&C is highly active with up to 25 attendees at each meeting, subcommittees undertaking fundraising, school events, community partnerships with RSL, Rotary, Scouts, Dolly Parton’s Imagination Library, Life Church and more. Grants are sought and won, contributing to our facilities and resources. Social Media is being used very effectively to inform families of P&C events and school dates eg Photo Day, Sports Day, meetings dates etc. In 2018 we move to a new electronic e-newsletter format that will allow greater functionality to be built into our communication.

In 2018, funds raised through many efforts including a highly successful fundraising committee have been dedicated to ensuring all classroom learning spaces are air-conditioned to assist learners to focus, pay outstanding costs for services, maintain the Tuckshop operation, improved P&C governance and processes (eg financial accountability). Enhancement of PCYC OHSC spaces with shade and improved inside facilities is underway in 2018.

Our website and newsletter services are timely and freely available. Class newsletters, flyers and notices enhance communication across the community. Our school sign is a renewed source of key messages. In 2018, the online application “Classroom Dojo” is being trialled as a further means of communication with parents and celebration of student work in classrooms.

Respectful relationships education programsThe school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships.

PBL (Positive Behaviour for Learning) is the major framework we use to address interpersonal relationships, positive behaviour at school and safe behaviour at school. Additional initiatives and programs include the following:

1. A focus on personal safety and awareness – “Daniel Morcombe” units of work, Braveheart’s presentations bi-annually and the EQ Respectful Relationships work units.

2. Identifying and responding to abuse and violence – Braveheart’s presentations, PBL, partnership with community resources eg Gareema House, Family and Community Connect.

3. Developing students’ knowledge and skills to be able to resolve conflict without violence – PBL Social Skills program, SIS Social Skills Program, Student peer Mentoring

4. Recognise, react and report when they, or others, are unsafe. – The Salisbury Five, PBL Social Skills Program, SIS Social Skills Program

5. Researching and identifying a regulation program eg PAUSE or Berry St Education model based in neuroscience that supports student regulation, complementing existing tools such as Zones of Regulation and PBL.

Our Chaplaincy service and Guidance services underpin the Child Safety initiatives we undertake. Our school has strong partnerships and connections with local services, doctors, specialist, therapists, CYMHS and more.


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 16 18 15

Long suspensions – 11 to 20 days 0 1 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprintOur school community is committed to reducing emissions by managing key resources. Water usage is reduced through native water-wise plantings, targeted schedule of watering on the ovals and reducing watering of non-essential gardens and fields. Electricity consumption is managed through careful maintenance, replacement of older equipment and managing daily consumption through lights and air conditioning. We expect an increase in usage of electricity will occur due to the whole school air-conditioning program.

Monitoring of staff compliance is occurring. Students participate in the routines and contribute to monitoring. Our school has a small number of solar panels. Our school has established a partnership with the Salisbury Kitchen Garden (hosted on site). We are growing our own Kitchen Garden program as a basis for an extensive Sustainability focus in 2017/8, featuring replanting, composting, recycling and Energy Reduction (eg Power Rangers). Hosting the Salisbury Kitchen Garden Association in our school further highlights this agenda.

Currently, turf maintenance on the oval and in play areas, reduction of weeds and resurfacing play areas have required

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) 118,540 254,780 91,399

Water (kL) 2,215 2,590 1,541

School funding

School income broken down by funding sourceSchool 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 details1. 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 24 16 0

Full-time equivalents 18 11 0

*Teaching staff includes School Leaders.

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

Qualification of all teachers

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

Highest level of qualification Number of qualifications *Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters 2

Graduate Diploma etc.* 2

Bachelor degree 17

Diploma 3

Certificate

Professional development

Expenditure on and teacher participation in professional developmentThe total funds expended on teacher professional development in 2018 were $17,882.93


The major professional development initiatives are as follows:

• Reading to Learn, Learning to Read • Curriculum Planning and Assessment • Positive Behaviour for Learning • iMaths implementation • Non-violent crisis intervention • One School – focused training – ICP’s Dashboard, Markbooks, etc • Senior First aid • Instructional Coaching • National Curriculum implementation• Curriculum Leaders and School Leaders conferences • Cluster Conference days • Prep Cluster Group • Age Appropriate Pedagogies • Data Analysis – collaborative with Administration Indigenous Education Conference Indigenous Games QeLI Inclusion Leadership

The proportion of the teaching staff involved in professional development activities during 2017 was 100%

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

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

Proportion of staff retained from the previous school yearFrom the end of the previous school year, 100% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

Description 2016 2017 2018

Overall attendance rate* for students at this school 93% 94% 93%

Attendance rate for Indigenous** students at this school 94% 94% 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.

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

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 94% 96% 93% Year 7

Year 1 93% 96% 94% Year 8

Year 2 91% 93% 94% Year 9

Year 3 94% 94% 91% Year 10

Year 4 94% 94% 94% Year 11

Year 5 91% 93% 92% Year 12

Year 6 92% 94% 93%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

14

10

16

8

8

11

21

20

23

57

61

49

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-attendanceQueensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Non-attendance is managed in state schools in line with the 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.

At this school rolls are marked by class teachers twice per day (morning and afternoon) using One School. Unexplained absences of three days or greater are reported to the Principal who contacts parents/caregivers initially by phone. If unable to be contacted by phone, formal letters are posted to parents/caregivers enquiring as to reasons for absences. Unexplained Absences are reported to parents on the same day, usually before 12pm. Parents are contacted by phone and email as preferred.

Children who arrive late to school must report to the office where their reasons are recorded in One School a slip is filled out by the Administration Officer or Principal to be given by the child to the class teacher. If children leave before the end of the school day the parent/caregiver must report to the office first and fill in an early departure register. A slip is then given to the parent/caregiver to give o the classroom teacher before the child is allowed to leave the classroom.

Persistent late arrivals or early departures are followed up the Principal through arranging a formal meeting between the parent/caregiver and the Principal.

Attendance is a key data set that each teacher is accountable for managing. Significant and ongoing non-attendance (usually <85%) is managed by the Principal who co-ordinates responses and support for families through the Students with Additional Needs (SWAN) committee. Support staff and the Guidance Officer are key members of this committee.

Increasing attendance is achieved by offering an engaging, exciting and family focused school calendar. Curriculum and Pedagogy are engaging and motivating. Options exist for students to be involved in a range of activities and events that cater for individual talents and interests. Rewards systems and positive relationships with students is key.


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

Maintaining good communication and likewise, positive relationships with parents and the wider community enhances the welcoming nature of the school climate. Individual blockers to attendance are addressed through connecting families to services in the community. Where required, after significant attempts at engagement with families, Enforcement of Attendance procedures can and will commence.

NAPLANOur 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 results1. 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.

Conclusion

Salisbury State School is a warm suburban community school that is experiencing growth and renewal. Our connections to community are long and strong. A new chapter is opening in our operation as our school has achieved stable staffing and leadership. Enrolments are expected to increase and the rigor of our pedagogy will see a significant improvement in standardised student outcomes.

In the past 2 years, significant improvements in NAPLAN have occurred with the highest scores in many areas since the introduction of the regime. A new focus on Inclusive practices, rigor of explicit teaching and the consistent use of learning strategies across the school will ensure our forward progress.

At Salisbury State School our motto “Nothing but the best!” is alive.


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

annual report 2018€¦ · web viewin 2018, we have in place robotics and coding across the school...

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