finch hatton state school · 2020-03-17 · 2018 annual report 4 finch hatton state school...

Finch Hatton State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Finch Hatton State School

Contact information

Postal address PO Box 51 Finch Hatton 4756

Phone (07) 4958 3124

Fax (07) 4958 3391

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 Maxine Newton

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

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

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


From the Principal

School overview

Finch Hatton State School is a small school located 76 kilometres west of Mackay in the Pioneer Valley. The small school setting gives teachers the opportunity to provide students in Prep to Year 6 with excellent multi-age learning experiences. Our school is part of the Pioneer Valley Cluster Special Needs Unit, which supports us to provide an inclusive school environment for all students. Our curriculum offers authentic learning experiences across all eight key learning areas. We have a strong focus on literacy and numeracy with successful programs running within the school. Visiting specialists deliver our Languages Other Than English, Physical Education and our specialised Arts Program that covers music, media, drama, visual arts and dance. Finch Hatton School is an integral part of our small township with strong parent and community partnerships. Our dedicated team provides excellent support and opportunities for students and continue to encompass our school motto 'Strive to Succeed'.

This report gives an outline of the 2018 school year including social climate, student performance etc.

A hard copy of this report in available in reception of the administration office.

School progress towards its goals in 2018

2018 Priorities

Numeracy

School Culture

Things that never change

Reading every day, every night

Every day counts

Learning every day – every child

During 2018 our two main priorities were numeracy and school culture. The school identified the need to focus on numeracy as a learning priority to enhance learning experiences for our students. Staff participated in Maths Professional development and a number of hands on strategies were continued to enhance engagement. In 2016 our school purchased Robotics kits and this program has continued to be embedded as a focus Technology and Mathematics learning area in the Year 3-6 classrooms. Students participate in a wide variety of mathematical lessons including hands on learning, problem solving and manipulating materials to assist with learning.

School culture was an area of priority in 2018 as a continued extension of the 2017 expert team and building stronger community partnerships. A wide variety of school wide expectations have continued to build the current school culture for staff, students, parents and volunteers. The P&C is very active within the school and community and play a very important part of the schools future for success and improvement. We believe that all parties play an important role and value the importance of working as a successful partnership. In 2018 we successfully built upon these partnerships and improved communication between the key groups. In 2017 the school and P&C worked hard to complete a front of school native garden project and during 2018 this project continues to be maintained and embedded as a shared successful project. Additionally in 2018 the school worked in partnership with the Finch Hatton Progress Association to enhance the community by having the children design beautiful works of art that will be displayed across the township.

Things that never change continued to be a major priority in 2018. With a focus on Reading every day- every night, we continued to hold whole school targeted reading groups. Student reading data was displayed and monitored in the staffroom as a bump it up wall. Reading is a required homework task and this is communicated to parents in newsletters, notes and homework tasks. We have noticed an improvement in reading growth across the school. In 2018 we continued to ensure that a focus on every day counts was communicated to assist with school attendance. Learning every day – every child is an embedded expectation across the school and will continue to be an encouraging aspect of school culture.


Future outlook

2019 Priorities

Curriculum

Numeracy

Literacy

School Culture

Health and Wellbeing

Every Day Counts

Behaviour

Curriculum focus in 2019 will place a high importance on Numeracy and Literacy as priority focus teaching and learning. Staff will develop and continue to improve student monitoring with the use of learing walls, data walls and a focus on student learning goals that are individulaised for each and every student.

In 2019 we continue to build on the whole school culture and expectations for Finch Hatton State School. Our Behviour Policy will be reviewed and updated. Staff will attend the Positive Schools Conference and implement appropriate positive strategies school wide. Every day counts and other school wide expectations that have been embedded in practice over the last few years continue to be an every day expectation.

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 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 49 32 38

Girls 23 17 15

Boys 26 15 23

Indigenous 3 4 3

Enrolment continuity (Feb. – Nov.) 81% 80% 95%

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

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


Characteristics of the student body

Overview

Majority of our families are local families who have lived in the Pioneer Valley for a long period of time, particularly the farming community. In recent years we have had a new trend of families purchasing property and moving to the area. We have a smaller proportion of transient families. We cater for students from prep to Year 6 and have a visiting special needs teacher. Students wishing to attend Pre-prep programs have the option of distance education programs or attending programs offered in Eungella or Mirani.

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 18 20 19

Year 4 – Year 6 16 17

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

We have developed a Whole School Curriculum Plan which is based on Australian Curriculum requirements. This plan is adapted for Small Schools with a two year cycle to meet the needs of a multi-age classroom. Each classroom caters for a range of student individual needs and requirements. Our teachers embrace a variety of learning styles exploring a wide range of experiences for our students. Students have opportunities to be involved in a variety of extra –curricular activities such as sporting events, music and drama, arts, robotics, Story Starter and Stephanie Alexander Kitchen Garden activities. Visiting Specialist teachers service the school for Health and Physical Education, Music/Drama and LOTE (Japanese).

Co-curricular activities

Students have a wide range of extra-curricular activities in which they are able to participate. Including sporting opportunities to attend trials to represent our region, music and drama events, speaking competitions, robotics competitions and arts events as these events occur during the year. Students also have in-school opportunities to participate in a variety of specialised curriculum areas such as Robotics, Story Starter (movie making), Cooking and Gardening Classes. Students have opportunities to be involved in School leadership roles and attend leadership activities to enhance their skills.

A Playgroup is held weekly for the community of non-school age children and the program is run and co-ordinated by staff.

How information and communication technologies are used to assist learning

Students have access to desktop computers, laptops, iPads, interactive white boards, digital cameras, iPods, robotics. Students have varies opportunities to utilise these devices and a range of educations programs to enhance their learning experience.

Social Climate Overview

At Finch Hatton State School we use the Responsible Behaviour Plan for Students. In 2019 this document is due to be updated across Queensland and will be reviewed accordingly in 2019. The Finch Hatton State

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


School community has worked hard to embed expected core school social expectations over a period of years and has developed great school climate. Parents, students and staff are clearly aware of processes and procedures.

Whole school rules are linked to the school motto ‘Strive To Succeed” and we have a no tolerance to bullying approach. Bullying is taken seriously and all members of the school team are expected to follow the school rules.

Safety – be safe at all times

Teamwork- be cooperative with others

Responsibility – act responsible

Individuality – respect all as individuals

Value Property – value school, self and others property

Effort – 100% effort 100% of the time

A supportive school environment occurs in the presence of fair but firm procedures. The responsible Behaviour Plan for Students sets clear expectations of behaviour and is aimed at fostering our core business of teaching and learning without threat to safety or harassment. A focus on health and well-being is embedded with school culture and students, staff, parents and volunteers are encouraged to work collaboratively.

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) 80% 80% 86%

this is a good school (S2035) 80% 100% 86%

their child likes being at this school* (S2001) 100% 80% 86%

their child feels safe at this school* (S2002) 100% 80% 86%

their child's learning needs are being met at this school* (S2003) 80% 80% 71%

their child is making good progress at this school* (S2004) 60% 80% 86%

teachers at this school expect their child to do his or her best* (S2005) 100% 100% 86%

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

60% 100% 100%

teachers at this school motivate their child to learn* (S2007) 80% 80% 86%

teachers at this school treat students fairly* (S2008) 100% 80% 86%

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

this school works with them to support their child's learning* (S2010) 80% 100% 100%

this school takes parents' opinions seriously* (S2011) 100% 100% 86%

student behaviour is well managed at this school* (S2012) 100% 80% 86%

this school looks for ways to improve* (S2013) 100% 100% 86%

this school is well maintained* (S2014) 100% 100% 100%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.


Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 100% 100% 94%

they like being at their school* (S2036) 94% 100% 100%

they feel safe at their school* (S2037) 100% 100% 94%

their teachers motivate them to learn* (S2038) 94% 100% 100%

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

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

100% 100% 100%

teachers treat students fairly at their school* (S2041) 76% 100% 100%

they can talk to their teachers about their concerns* (S2042) 94% 100% 100%

their school takes students' opinions seriously* (S2043) 89% 94% 94%

student behaviour is well managed at their school* (S2044) 89% 100% 100%

their school looks for ways to improve* (S2045) 89% 100% 100%

their school is well maintained* (S2046) 100% 100% 100%

their school gives them opportunities to do interesting things* (S2047) 83% 100% 94%




Table 5: Staff opinion survey

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

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

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

they receive useful feedback about their work at their school (S2071) 100% 100% 100%

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

100% 100% 100%

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

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

student behaviour is well managed at their school (S2074) 86% 100% 100%

staff are well supported at their school (S2075) 100% 100% 100%

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

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

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

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





Parent and community engagement

At Finch Hatton State School parents and community members are valued greatly. All are encouraged to come into the school to see progress and to be a part of special culminating days such as sports day, award ceremonies, concerts and other special events. Parents are informed of special events and kept up to date with the use of the school newsletter, school website, school Facebook and use of parent text messages.

Classrooms have an open door policy inviting parents in to discuss and actively participate in their child’s learning. Parent, teacher and student interviews are encouraged and usually occur around reporting time but parents are welcome to arrange additional meetings anytime with their class teacher.

Respectful relationships education programs

The school has developed and implemented programs that focus on appropriate, respectful and healthy relationships. We ensure that we deliver key messages and support programs to focus on personal safety and awareness including identifying and responding to abuse and violence and developing students’ knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they or others are unsafe. Our school annually host the Safety Circus held by Queensland Police Service, this event is delivered in a fun and interactive show. Our P&C host breakfast club two days a week purchasing a variety of food items for the children for the staff to deliver. Our breakfast club is a great morning giving students an opportunity to have a chat with staff over breakfast and get ready for a day of learning.

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 0 0 2

Long suspensions – 11 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

The school has solar panel on the main library building to help reduce the environmental footprint. We have a large water tank which is used in the garden. We are a reef guardian school and include educational programs into the whole school curriculum to enhance the students’ knowledge of their impact of the environment.

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) 35,597 130,014 40,540

Water (kL) 1,092 1,041 123


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 5 7 0

Full-time equivalents 3 3 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

Graduate Diploma etc.*

Bachelor degree 5

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $7,472

The major professional development initiatives are as follows:

Staff were involved mandatory training -Code of Conduct Training and Student Protection, Behaviour Management, BSM Conference, Principal Conference, Primary Reading, Headspace Work Shop, Teacher Training, First Aid, Literacy Workshop and cleaners training.

The proportion of the teaching staff involved in professional development activities during 2018 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. 98% 98% 98%

Proportion of staff retained from the previous school year

From 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

The overall student attendance rate in 2018 for all Queensland state Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 93% 92% 95%

Attendance rate for Indigenous** students at this school 93% 92% 91%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

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

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 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 95% 94% 97% Year 7

Year 1 93% 93% 92% Year 8

Year 2 93% 89% 96% Year 9

Year 3 97% 93% 95% Year 10

Year 4 91% 93% 97% Year 11

Year 5 91% 93% 94% Year 12

Year 6 93% 94% 94%


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.

Classroom teachers mark the role electronically twice a day, once first thing in the morning and once after second break. The Administration officer or Principal checks daily attendance and sends absent student families a text message or makes a phone call straight away.

Parents are contacted and encouraged to communicate with the school when a student is absent from school. A decision is made about the reason for absence as being satisfactory or not. If an absence is deemed satisfactory it is marked as explained. Consideration of students past attendance, particular circumstances and any school policies related to attendance are taken into consideration.

Where a reason given is unsatisfactory, the family is informed unless it is inappropriate to the circumstances. An absence for which a satisfactory reason is not given or has not been provided is considered unexplained.

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.

7

6

16

12

9

11

22

54

18

59

31

55

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%

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

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

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




Notes:

1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.

2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.

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

finch hatton state school · 2020-03-17 · 2018 annual report 4 finch hatton state school...

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