Collingwood Park State School Queensland State School Reporting 2015 School Annual Report

Postal address PO Box 75 Redbank Plaza 4301

Phone (07) 3381 4333

Fax (07) 3381 4300

Email principal@collparkss.eq.edu.au

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

Contact person Principal – Meridee Cuthill

Principal’s foreword

Introduction

Welcome to Collingwood Park State School. As a school, we strive to provide the high quality education our children need, in order to have the best life chances. Our school maintains very high expectations for student academic achievement and behaviour and has equally high expectations for teacher professionalism. In 2015, following considerable community consultation, we identified our school values as:

C- Co-operate – get along and work together A- Attend – come to school, engage in the program of instruction, participate in school activities R- Respect – be courteous and wll-mannered, listen to the views of others E- Excel – strive to be the best we can be, we don’t have to be THE best, but we are our best

These values apply to the whole school community – students, parents and staff.

The 2015 Collingwood Park State School Annual School Report outlines for our parents, students and school community, our school’s profile, expenditure, attendance and key outcomes in the early and middle phases of schooling as well as students, staff and community levels of satisfaction with this school. This report also provides an overview of the successes and highlights of Collingwood Park State School in 2015. The report is published on the school’s website by 30 June each year.

School progress towards its goals in 2015

The key areas for improvement as defined in the 2015 Annual Implementation Plan were to:

Continue our focus on improving literacy, in particular reading and writing through the gradual implementation of Reading to Learn pedagogy throughout the school commencing with Years 2 and 3 teachers – all Year 2 and 3 teachers trained

Further embed an explicit instruction methodology, maintaining the collaborative inquiry model to analyse and use data for instruction. Master teacher role will be to coach selected year levels in this program

Use whole of school data to inform an explicit improvement agenda – achieved.

Peer coaching program to expand to encompass all teachers. Ongoing professional learning provided for all staff

Instructional coaching expanded to include Student Engagement, with a focus on behavior and attendance – achieved – Key Teacher - Engagement employed .4 -improvement in student attendance to 92.7% and a decrease in unexplained absences from 58% to 8%

The school employed an Early Years Intervention teacher with a focus on oral language and literacy in Prep and Year 1.

Continued professional learning activities around explicit instruction methodology – ongoing

Increase school capacity through accessing regional and local school cluster resources through participation in Regional professional learning project led by Wayne Craig, to implement powerful pedagogies - ongoing

Increase school capacity through improved community partnerships – we sought to improve our communication strategies with parents and the wider community through the establishment of our Facebook page; continued our transition to school activites including our weekly playgroup, our Koala Joeys program and forged links with our pre-school providers

Future outlook

Our community prides itself on a strong teaching and learning culture, which provides students with a safe, caring and supportive environment, where students are provided with the best opportunity to learn and be their best. The graphic above provides a visual representation of the sharp and narrow school improvement agenda for 2016. We have been able to use Powerful Learning to frame our improvement agenda. The school has a strong direction that is underpinned by an unrelenting focus on our three core priorities:

Reading – contine to build the capacity of staff to teach reading through the implementation of Reading to Learn as a pedagogical process for our whole school approach to teaching Literacy (Reading and Writing) with Prep, Year 1 and 4 teachers trained in 2016, Year 5 & 6 teachers to be trained in 2017); implemention of the Australian Curriculum English through Reading to Learn and Learning to Read – well underway

Analysis and Use of data – further embed processes of collecting, analysing and tracking student data

to ensure all students are achieving their goals

Culture for Learning - embedding Positive Behaviour for Learning (well underway), focus on wellbeing

of students and staff through Kidsmatter and the establishment of a Health and Well-being committee

as part of the Workplace Health and Safety committee (underway)

All three core prioities will be achieved through a focus on consistent teaching across all 23 classrooms, supported by the continued implementation of our rigorous and robust peer coaching model (we have been able to provide training to two other schools), as well as instructional coaching and mentoring. These strategies can only be implemented effectively in an environment based on high expectations and authentic relationships.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 639 310 329 35 93%

2014 624 297 327 36 92%

2015 570 288 282 35 95%

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

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

In 2015, there were no students enrolled in a Pre-Prep program.*

*Pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander

communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the student body:

Collingwood Park State School is a Band 9 primary school established in 1986 and located in a high growth area

of Ipswich. In 2015, our school had 22 classes. Our enrolment has decreased, due to the transition of Year 7 to

high school at the beginning of 2015. We are very proud of our diverse school population and the strong sense of

community that is felt throughout our school. Our diverse school population includes students from a range of

socio-cultural, economic and linguistic backgrounds. We are proud of the diverse cultures represented within our

school community, with 26 different languages spoken at home, EALD students represented about 40% of the

school population. Our Indigenous student population represents approximately 5% of our total school

population. In 2015, approximately thirty of our students were included in the Special Education Program. Our

SEP program provided support for students with disabilities, including Autistic Spectrum Disorder, Speech

Language impairment, Intellectual Disability, Hearing Impairment, and Physical Impairment.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 23 25 24

Year 4 – Year 7 Primary 27 26 24

Year 7 Secondary – Year 10

Year 11 – Year 12

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

School Disciplinary Absences

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology

created time series breaks in 2014 and 2015.

**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided

not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long &

Charge Suspensions may be upheld or set aside through an appeals process.

Curriculum delivery

Our approach to curriculum delivery

The Collingwood Park State School Whole School Curriculum Assessment and Reporting Plan specifies the core curriculum, assessment and reporting for all students. In 2015, the curriculum was drawn from Australian Curriculum and the Essential Leanings from each of the other Key Learning Area syllabuses. Specific outcomes for students with special needs were developed and delivered through Individual Support Plans. In 2015, Collingwood Park State School began its journey to adopt a whole school pedagogical approach to the teaching of reading and writing. The Reading to Learn pedagogical process uses high quality texts and enables all students in the class to access these texts to use as models for quality writing. Students are taught to read these texts in depth for meaning and purpose. Reading to Learn is being implemented in the learning area of English. In conjunction with the Reading to Learn time each day, teachers also make use of a dedicated allocated time to explicitly teach learning to read strategies through modeled and shared reading developmentally appropriate to the group. Reading and writing are school priorities, valued at Collingwood Park State School, as they provide the key to unlock learning. Information about Reading to Learn: Reading to Learn is a specific pedagogy for integrating the teaching of literacy within curriculum programs, which was devised by Dr David Rose, (www.readingtolearn.com.au). The process attends to all the various aspects of literacy, but rather than deal with the individual skills as separate programs to be scheduled, each is managed through a staged reading and writing process focused on keys texts used in the teaching of the curriculum. A key tenet of this work is that the text selected for sustained whole-class work is one that is year level and curriculum appropriate Powerful Learning:

In 2015, Collingwood Park State School joined with a number of other Metropolitan Region schools to embark on a rigorous school improvement process. School improvement requires dedicated effort and must become a continuous cycle and part of the daily actions within each school. School improvement is comprised of people who work together to develop, lead and coordinate the school improvement process. Lifting student learning is a collaborative enterprise. It relies on students, teachers, and school leaders working together. The way we collaborate is governed by a school’s culture and ethos – common practices, shared language and beliefs, mutually reinforced values and expectations, jointly recognised accountability and responsibility. Planning for and implementing specific approaches to teaching and learning that we know to be effective is important in laying the foundations for powerful learning. Ten Theories of Action – four for the whole school, and six for teachers – form the centrepiece of building powerful learning. The ten Theories of Action are bound together by one overarching Theory of Action: WHEN teachers, strongly supported by their schools, explicitly and consistently incorporate the Theories of Action in their teaching THEN our students’ curiosity enriches their learning skills and their spirit of inquiry.

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 49 52 37

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

In 2016 we are deepening and refining our teaching by applying the Theories of Action of:

High expectations, authentic relationships – ‘When schools and teachers set high expectations and develop authentic relationships, then students’ confidence and commitment to education increases and the school’s ethos and culture deepens.

Learning Intentions, Narrative and Pace – after this process, each English unit will have a unit learning intent and success criteria. This will then flow into lesson learning goals to provide multiple opportunities to teach those ideas and for students to receive feedback.

Extra curricula activities

School Leadership

Each year the school community elects 4 School Captains, 6 House Captains, and various other student leaders including Media, Organisational, Academic, LOTE, and Music leaders. The school’s teacher/librarian organises our Student Leaders program, in which our students develop their leadership skills through a variety of training and real life experiences. Our school leaders also attended the ‘Young Leaders Leadership Conference’.

Camps Students in Year 5 attended Maroon Dam Environmental Education Facility, where students developed environmental knowledge and leadership skills. Year 6 students attended a week long excursion to Canberra. Junior and Senior Choral Program Students from Prep to Year 6 are able to apply for a place in the choral program. Students in this program perform on assemblies, at school functions and compete at Eisteddfods. Instrumental Music Program Lessons are provided by visiting music teachers and opportunities are provided for students to participate in Ensembles and Junior and Senior Bands. Media Club Our 2015 Media Club members, over the course of the year, successfully published a 2015 School Yearbook, in which The Media Club members documented (through photography and writing) our important school events. Social and Emotional Learning programs Collingwood Park State School implements the KidsMatter, You Can Do It, and Better Buddies programs to support student social and emotional development. In 2015, we also established an InsideOut Club, that provided structured social activities for students at lunchtime.

Interschool Sporting Program Each year Collingwood Park State School offers students the opportunity to participate in the interschool competition in a variety of sports. We have a strong and proud tradition of success in team sports including rugby league, basketball, netball, soccer, cricket and softball, with a number of our students competing at regional, state and national level.

Extension Activities Collingwood Park State School offers students the opportunity to participate in range of academic competitions such as ICAS (English, Maths and Science), Maths Team Challenge, Maths Olympiad, Goethe Verse Speaking Competition, writing and art competitions, and Readers’ Cup - A school-based literary competition for all Year 5 and 6 students.

Ipswich City Council – Healthy Active School Travel program – over 300 students, parents and staff participated in each of our Walk/Ride to School days. Ipswich City Council – Poetry Feast – Poet in residence program – a number of students were mentored by a renown poet in the writing of poetry. Participation in the STEM Science Program and Kids STEM Convention - students in Year 4 and 5 competed in a STEM challenge, with a culminating competition held at University of Queensland.

How Information and Communication Technologies are used to improve learning

In 2015, our Media Centre underwent a huge refurbishment, with the replacement of the 17 desktop computers with 30 new Dell laptops, allowing each student in the visiting classes, access to their own computer. The desktop computers were re-distributed to classrooms. All classes have interactive whiteboards. Other digital equipment is used as part of our digital pedagogies, supporting the teaching and learning process in this digital age, including digital cameras, digital video cameras and Point to View cameras. These all contribute to the successful implementation of the Australian Curriculum. In 2015, a further 48 iPads were purchased by the school’s P&C for our Year 1 and 2 classrooms.

Aligning with the curriculum, teachers are expected to fully integrate Information and Communication Technologies into all aspects of the student’s learning. Each classroom has the capacity to provide ICT integration in learning activities. In addition, students can access ‘Reading Eggs’ on demand to complement their learning in literacy. These programs also allow for access at home. A number of classes also participate in on-line numeracy competitions, such as ‘Sumdog’.

An ICT support teacher and technology technician are employed approximately one day per week to oversee the operational system of implementing and maintaining ICT hardware and resources within the school, including assisting in the implementation of safe ICT practices, in-servicing staff on IPADs, CFT’s tools, policies and timetables. All teachers have access to the CPR (Contemporary Practice Resource) on the Learning Place for teacher professional development.

Our school also offered students in Year 5 and 6, the opportunity to participate in Media Club. The Media Club was responsible for documenting the happenings of our school in 2015, resulting in our 2015 School Yearbook. Media Club allowed students the opportunity to use digital cameras, online yearbook production software and editing software.

Social Climate

At Collingwood Park State School we have been proactive in promoting a school climate where students feel they belong to a school that accepts, supports and cares about them. We have a commitment to implementing a consistent school-wide approach through Positive Behaviour for Learning. In 2015 we employed a Key Teacher -Engagement to provide instructional coaching and support to staff in creating and maintaining a safe, supportive and disciplined learning environment. Our school proactively responds to address any instances of bullying that have been identified and we have strong whole-school inclusive approaches to support the diverse range of students. These whole-school approaches support student wellbeing.

A Breakfast Club is operated 4 mornings per week by a group of volunteers, funded by a local service club. To further support students, our Student Welfare Officer (employed through the National Chaplaincy and Support Worker Program) has continued developing and implementing activities to meet the social and emotional needs of the student body. A number of lunchtime activities including: dance, games room, supported play on our oval, robotics club, construction club, Lego club, homework club and computer club add to the climate of caring and belonging. Students are involved in a Buddy program and provide support to our younger students in the school.

Collingwood Park State School has staff who are satisfied and happy to be at the school, indicating a good level of morale. They indicated a strong level of satisfaction with the access they have to professional development that relates to school and systemic priorities. ‘Opportunities for doing interesting things’ is at 100% satisfaction.

Parents also appear satisfied with the education provided to their children, with 90% satisfied that their child is making good progress at this school. 89% of parents indicated satisfaction that ‘this is a good school’, 100% believe that teachers expect their child to do their best and 96% believe that their teacher motivates their child to learn.

Students also appear satisfied, 97% of students agreeing that they like being at this school and 98% of students agreeing that they are getting a good education. Students largely support that they feel safe, receive help to improve from their teachers, and their teachers expect them to do their best.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 96% 88% 93%

this is a good school (S2035) 100% 90% 89%

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

their child feels safe at this school (S2002) 96% 94% 87%

their child's learning needs are being met at this school (S2003)

89% 88% 93%

their child is making good progress at this school (S2004) 93% 100% 90%

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

96% 97% 100%

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

96% 83% 82%

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

teachers at this school treat students fairly (S2008) 96% 84% 86%

they can talk to their child's teachers about their concerns (S2009)

96% 91% 93%

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

89% 88% 79%

this school takes parents' opinions seriously (S2011) 92% 77% 73%

student behaviour is well managed at this school (S2012) 96% 78% 75%

this school looks for ways to improve (S2013) 92% 88% 93%

this school is well maintained (S2014) 100% 91% 90%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 99% 99% 98%

they like being at their school (S2036) 96% 99% 97%

they feel safe at their school (S2037) 97% 100% 96%

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

their teachers expect them to do their best (S2039) 100% 99% 98%

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

99% 99% 95%

teachers treat students fairly at their school (S2041) 99% 98% 88%

they can talk to their teachers about their concerns (S2042) 94% 98% 90%

their school takes students' opinions seriously (S2043) 97% 96% 93%

student behaviour is well managed at their school (S2044) 92% 98% 91%

their school looks for ways to improve (S2045) 99% 100% 97%

their school is well maintained (S2046) 99% 100% 97%

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

98% 99% 98%

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

they enjoy working at their school (S2069) 98% 94% 100%

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

95% 100% 100%

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

90% 94% 96%

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

97% 100% 86%

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

100% 100% 100%

students are treated fairly at their school (S2073) 88% 100% 100%

student behaviour is well managed at their school (S2074) 83% 87% 100%

staff are well supported at their school (S2075) 90% 94% 93%

their school takes staff opinions seriously (S2076) 92% 97% 100%

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

their school is well maintained (S2078) 98% 94% 93%

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

95% 97% 100%

# ‘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

Positive parental involvement is welcomed and encouraged at Collingwood Park State School. Parents and community members make valuable contributions to the education of students through:

Assisting in class lessons as volunteer helpers

Actively supporting the Parents & Citizen’s Association

Participating in Parent Workshops conducted by staff in the areas of literacy, cyber-safety, building student resilience etc.

Attendance at Sporting Events, Cultural Performances, ANZAC Day Ceremonies, weekly Assemblies and a multitude of other school events throughout the year, including our very successful Art Show, Under 8s Day, and Grandparents Day

Participation in the Parent Class Representative Program for each class which involves assisting teachers to communicate with the parent group; working to foster a sense of community within class groupings by coordinating getting to know you events; welcoming new families to the school and rallying support for families in need

Reducing the school’s environmental footprint

Environmental sustainability is a clear focus for our school. A range of school and classroom activities have been implemented to lessen our environmental footprint. These include the active pursuit of reduction of the use of paper, monitoring of solar panels and renewed focus on turning off lights and air-conditioning when not in use. Our school newsletter is now delivered electronically to 85% of our families. The school also introduced an emailing system and Facebook page to communicate with families during 2015.

Staff and students continue to maintain links with the wider community in order to reduce our environmental impact through Battery World and their education program and encouragement to families to participate. Ink cartridges are recycled where possible rather than purchase new ones. We maintain a strong relationship with Ipswich City Council and HAST initiatives to create and participate in activities such as Walk/Ride to School and Safe Travel, which are strongly supported each year.

Environmental footprint indicators

Years Electricity

kWh Water kL

2012-2013 144,021 2,730

2013-2014 152,714 0

2014-2015 146,063

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

Our staff profile

Staff composition, including Indigenous staff

2015 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 42 21 0

Full-time equivalents 36 16 0

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 1

Diploma 2

Advanced Diploma 0

Bachelor Degree 28

Graduate Diploma etc.** 7

Masters 4

Doctorate 0

Total 42

1 20

28

7

4

00

5

10

15

20

25

30

*Teaching staff includes School Leaders

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

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2015 were $35,000

The major professional development initiatives are as follows:

8 day Reading to Learn program was undertaken throughout the year by Master Teacher, Head of Curriculum and all Year 2 and 3 teachers

Peer coaching program – 2 day workshop for a further 12 staff members, with on-going coaching from lead coach

Australian Curriculum

Data analysis for instruction – using Collaborative Inquiry Model

Read it Again and Leap into Language Program

Differentiation – understanding EALD, assigning Bandscales

Leadership coaching

Workplace Health and Safety – including First Aid and CPR, Student Protection, Code of Conduct

Positive Behaviour for Learning training and Behaviour Management

The proportion of the teaching staff involved in professional development activities during 2015 was 100%.

Average staff attendance 2013 2014 2015

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 98% of staff was retained by the school for the entire 2015 school year.

School income broken down by funding source

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

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

Where it says ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

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

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

The overall attendance rate for the students at this school (shown as a percentage). 91% 91% 93%

The attendance rate for Indigenous students at this school (shown as a percentage). 88% 84% 89%

The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall attendance rate in 2015 for all Queensland Primary schools was 93%.

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

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2013 94% 90% 90% 91% 92% 92% 92% 90%

2014 89% 94% 91% 92% 91% 93% 92% 90%

2015 92% 92% 94% 93% 93% 92% 93%

*From 2013, the methodology used for calculating attendance rates effectively counts attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET 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 Collingwood Park State School we promote 100% attendance by: • Implementation of the Collingwood Park State School Attendance Policy

16

15

17

10

13

13

24

27

26

50

45

43

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

2015

2014

2013

Proportion of Students

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

• Development of a safe and supportive school environment and learning culture that promotes positive relationships, including the implementation of programs to develop social skills (numerous Supportive Play options, Student Welfare Officer, Buddy Classes) and to provide support mechanisms for families (Guidance Officer, Queensland Police, Department of Child Safety, CYMHS, MYCP) • Consistently recording and following up unexplained student absences • Monitoring of the school’s attendance data to identify absenteeism trends and individual students with high levels of absenteeism • Promote high expectations for school attendance to the school community by communicating that higher school attendance is associated with higher student achievement (school newsletter, parent meetings, school website, Facebook and Assembly).

Letters to parents illustrating their child’s attendance along with graphics highlighting the impact of missing even one day per week are sent regularly. Class rolls are marked electronically twice daily by the class teacher, with late slips issued to children who arrive after the start of the school day. Parents must sign children out if they intend to take their children home early. In 2015, we employed a Key Teacher Engagement and an administration officer to assist in improving attendance and decreasing the number of unexplained absences. This resulted in a small increase in attendance, but an outstanding decrease in the percentage of unexplained absences of 56.3% in 2014 to only 8% of absences unexplained in 2015. Parents/Carers are advised by phone, if possible on the same day, when students are absent. Letters are also sent to parents if absence is unexplained for two days. Parents of students who have high absenteeism are contacted by telephone by a member of the school administration team, with home visits conducted when necessary.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading,

writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My

School website at http://www.myschool.edu.au/.

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

following ‘Find a school’ text box.

Where it says ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.