Wynnum State School Queensland State School Reporting 2015 School Annual Report

Postal address 81 Boxgrove Avenue Wynnum 4178

Phone (07) 3893 5111

Fax (07) 3348 5163

Email principal@wynnumss.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 Glenyce Hadfield

Principal’s foreword

Introduction

2015 was the fourth year for Wynnum State School, at its new site, in its fifth year of existence. The

school was built as a State Schools of Tomorrows (SSoT) project with learning/teaching, ergonomic

and environmental considerations at the forefront of the school design and construction process. The

Annual Report outlines the school’s progress for this exciting, challenging venture. It also includes

future operational and strategic considerations.

School progress towards its goals in 2015

Through the review and school planning processes priority areas for 2015 were determined –

LEARNING TO READ, READING TO LEARN

Explicit teaching of reading – concepts of print, phonological and phonemic awareness, high

frequency words and decoding; thinking skills for comprehension

Utilise the Great Results Guarantee (GRG) process to target students below year level reading

expectations, and track all students in Prep – Year 2, benchmarking growth and diagnosing areas

for explicit instruction

NAPLAN Reading target for U2B 2014-2016 Year 3 (target 40%), 2014 39.8%, 2015 39.6%

Year 5 U2B (target 32%), 2014 31.8%, 2015 26.7%

National Minimum Standards Years 3 and 5 increase to 95% - (2015) Year 3 94.5%, Year 5 96%

Extension of Loving Literature, home/school reading program from the Preparatory Year to Year

Three

Closing the Gap strategy included in the GRG program

Sustained Reading - Year level targets developed with school based data, indicating levels of

attainment – above, at, below these targets - for each year level

WRITING

Sustained Writing - Year level targets developed with school based data, indicating levels of

attainment – above, at, below these targets – for each year level, with an emphasis on being

skilled for ‘focused analysis’ testing including NAPLAN

Spelling into Writing – whole school data collection, data analysis and focused lessons, through

utilising ‘Words Their Way’

NUMERACY A Whole school approach to building students’ mathematical proficiencies (Australian Curriculum) in the priority areas

Problem Solving and Reasoning proficiencies: student use of a systematic approach, POLYA’s ‘See, Plan, Do, Check’, and building problem solving strategies

Fluency proficiency: in number, geometry and measurement facts

Understanding proficiency: in whole number and fractions concepts and processes

A Whole School approach to teaching and learning

Instruction focused on active learning, the use of models, materials and mathematical language to construct meaning

Moderation and tracking student achievement in the priority areas

Intervention and extension: supporting students with specialist teacher and classroom differentiation Extending staff capacity through professional development including mentoring and coaching

IMPLEMENTATION OF SCHOOL PEDAGOGICAL FRAMEWORK

‘Walkthroughs/Observations’ – determining what learning behaviours by students and teaching

strategies by teachers are being displayed on a daily basis , providing feedback and feedforward to

students and teachers

Year Level Team, Research Projects commenced to highlight, promote and embed specific learning

and teaching practices, consistent across the school, eg Data in Use, Gradual Release of

Responsibilty, Tracking Student Social and Learning Behaviours, Higher Order Thinking, Feeback,

Feedforward/Bookwork, Learning Intentions and Success Criteria, Student Goal Setting, Lesson

Planning

Backward Mapping process – continue engaging teachers in ‘line of sight’ – student standards,

reporting to parents, assessment, teacher making judgement, success criteria, explicit

teaching/pedagogy, Australian Curriculum

Habits of Mind – explicit year level teaching, school curriculum, assemblies, events, school

organisation, Student Self Assessment Checklist and goal setting

Professional development – Maths, English, Habits of Mind and Pedagogy

USE OF DATA ANALYSIS TO DRIVE ENACTED CURRICULUM

Embedded implementation of PM Benchmarking, TORCH, PAT-R, Building Numeracy (Numeration

and Fractions) – Booker tools

Collaborative Data Inquiry Overviews and Target Setting – English and Maths

Analysis of NAPLAN results to prepare 2016 NAPLAN strategy

BEHAVIOUR (LEARNING AND SOCIAL) SUPPORT FOR STUDENTS

Implementation of the Responsible Behaviour Plan for Students

o proactive processes to support positive student social and learning habits, in terms of

whole school expectations (Be Respectful, Be Responsible, Be Safe, Be a Learner)

o utilising a set criteria of social and learning behaviours expected of citizens of today and

tomorrow. This criteria derived from Art Costa’s Habits of Mind and includes documented

Student Self Assessment processes, Year Level Moderation using matrix and Reporting to

Parents

o utilising reactive strategies, responding to inappropriate and unacceptable behaviours –

Incident Report Forms, Behaviour Reflection Sheets, Intensive and Targeted Learning and

Social Plans

AUSTRALIAN CURRICULUM IMPLEMENTATION

Implementation of English, Maths, Science and History, the basis of all Year Level planning and

delivery

INFORMATION COMMUNICATION TECHNOLOGIES

Designed a tool to track integration of ICT Capabilities in year level teaching and learning activities

Robotic program extended, coding introduced

Opportunities to achieve, apply and share learnings in context through Learning Place edStudios

and eLearn communities

Teachers engage with Contemporary Practice Resource to support integration of ICTs

Raise students awareness of cyber safety

Future outlook

READING STRATEGIES - Continue research based evidence implementation of the teaching of ‘Reading

to Learn’, and ‘Learning to Read’, extending ‘Loving Literature’ into Year Four

WRITING STRATEGIES - Pedagogical consistent school wide spelling into writing practices through

Words Their Way - observations, feedforward and mentoring

NUMERACY STRATEGIES- embedding a whole school approach to problem solving, extending content knowledge, pedagogical practices and language through backmapping, mentoring, workshops and research. CONSISTENT PEDAGOGICAL PRACTICES - Implementation of School Pedagogical Framework embedded

in each Homeroom, Year Level Teams working across Homerooms for the betterment of every student

SCHOOL ASSESSMENT SCHEDULE AND TARGETS - Use of data analysis to drive enacted curriculum;

building processes to respond to student needs, progressing to attain benchmarks and targets; refine

the roles and responsibility of the Student Support and Data Group (SSDG) (including student data

monitoring and case management approach)

AUSTRALIAN CURRICULUM IMPLEMENTATION - responsive to the needs and interests of the students,

attaining high standards

SCHOOL IMPROVEMENT AGENDA – framed within Tomorrow’s Citizens (informed, democratic,

creative, healthy and eco) and ‘Cracking The Code’ for every student

SCHOOL BEHAVIOUR SUPPORT PROGRAM - embed the Responsible Behaviour Plan for Students

process, across the school through SSDG.

INFORMATION COMMUNICATION AND TECHNOLOGIES STRATEGIES - Establishment of ICT reference group; use a tracking tool to develop school overview of ICT Capabilities; exploration of Australian Curriculum – Technologies; development of Team Site in OnePortal to store electronic copies of curriculum documents; extend use of Learning Place features to support teaching and learning activities, for example, Year 4 Loving Literature responses as blogs in edStudios, eLearn homework communities.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Early Childhood - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 688 337 351 53 92%

2014 750 366 384 58 93%

2015 728 363 365 52 92%

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:

The school is an inclusive school. Its student body comprises of a diverse range of ethnicity, cultural

backgrounds including indigenous heritage. The enrolment pattern, in the first four years, has shown

a growth in numbers. However, this growth also reflects a high turnaround of enrolments in and out.

In the main, reasons for transfers range from buying/moving residences in other suburbs, work related

moves, returning to home lands and extended holidays.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 25 25 24

Year 4 – Year 7 Primary 25 25 23

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

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

* 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 distinctive curriculum offerings

The school’s main purpose is to improve learning for all students, for every student to grow in

intelligence, to become a citizen of today and tomorrow. This is achieved through high academic

standards, engaging students in intellectually challenging tasks and productive pedagogies that

respond to the needs of all learners. Within this premise, the distinctive curriculum offerings include

authentic, real life experiences, where students take a key role, in many aspects of schooling, to

enhance literacy and numeracy, resilience and growing the Habits of Mind. Pivotal in this approach is

the integration of innovative information and communication technologies. Feedback from various

stakeholders leads to programs being continued and refined. These include Enrichment and Extension

Project, Student Leadership programs, Interschool Sport, targeted intervention programs, Year 6 to

High School Immersion Program and early childhood transitions.

Extra curricula activities

To emphasise the holistic approach to teaching and learning, and within the Tomorrow’s Citizen

(cultural, democratic, informed, healthy and eco) extra curricula activities are embraced at Wynnum

State School. The activities range from sporting (interschool competitions), cultural (Sounds in Spring,

Wynnum Idol, Choirs, Bands and Ensembles, community events) to academic extension opportunities

(Readers’ Cup, Premier’s Reading Challenge, International Academic Competitions) and includes

charity ventures. It is through these activities that students are given the opportunities to transfer

class learnings to different contexts. Staff members are instrumental in the success of these programs

and activities.

How Information and Communication Technologies are used to assist learning

The location and booking of digital hardware promotes ethical and efficient access to a range of

resources which support student development of the ICT capabilities. Hardware includes computer

workstations, laptops, iPads, robotics equipment, digital cameras and microscopes and interactive

whiteboards. A range of school purchased software, in addition to Managed Operating Environment

(MOE) software and mobile device applications allow for differentiated learning opportunities, student

collaboration and the development of the ICT capabilities in line with the Australian Curriculum.

Working Digitally

Short Suspensions - 1 to 5 days 19 23 47

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

Curriculum plans and support materials continue to be stored digitally on shared network drives. The

Wynnum State School eLearn Community in the Learning Place is updated to provide a repository for

current ICT related curriculum documents, internet resources, professional readings, software guides

and ideas for the integration of ICTs in teaching and learning.

Developing Professionals

Staff capacity is built through: o Dissemination of information of ICT professional development opportunities via email,

including details of web conferences, Queensland Society for Information Technology in Education (QSITE) workshops, external providers, for example, robotics program presented by Damien Kee

o Uploading of teaching strategies to the Wynnum State School eLearn Community to support the integration of ICTs

o Creating edStudios as a digital resource to support teacher and student learning of software applications, for example, creating digital stories using Scratch

o Mentoring of teaching staff and para professionals in digital pedagogical practices o Providing a supportive professional growth environment through collaborative planning and

teaching o Establishing an ICT reference group with representatives from each year level to discuss

purposeful integration of ICTs and share recommendations with year level staff members.

Enabling Learners

Raising students’ awareness of the importance of being an informed citizen in cyber safety has continued. The purpose of the Cybersafety Help button is revisited and the downloading of copyright free images through Creative Commons and the ethical, safe and legal use of other online resources is explicitly taught. Cybersmart web conferences and special days are advertised to school staff and the wider community through the school newsletter and website. Students are provided with meaningful and relevant learning opportunities to develop proficiency in the 5 interrelated elements of the ICT capabilities. The Australian Curriculum ICT Capability Learning Continuum and Contemporary Practice Resource are used to inform planning and teaching. This is facilitated through collaborative planning and teaching with year level teachers and support staff. Learning Place edStudios and eLearn communities are designed to provide students with opportunities to engage in purposeful learning activities with real audiences, share their learnings with peers and family members and reflect on learning activities. Digital resources are located throughout the school in a variety of configurations to support a range of teaching and learning programs. This includes pods of computers adjacent to classrooms, laptop trolleys, interactive whiteboards, iPads, robotic resources and a computer lab.

Social Climate

At Wynnum State School each student is ultimately responsible for his or her own behaviour. No student at any time is to interfere with the rights of others through deliberative action or lack of concern. Each student must have regard for self and others, making safe choices and being an effective problem solver. The expectation is that everyone in the school community will repect the law and follow Education Queensland regulations and the philosophies of the school. There are specific guidelines for students, staff and parents/caregivers. All staff, students and parents have the right to work in an enviornment free from discrimination and harassment, including bullying. All students have a right to be educated on the same basis as their peers. Teachers are required to differentiate pedagogical practices and curriculum requirements to reflect the needs of each student.

This is an organised, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child’s learning needs and preferences to achieve maximum growth as a learner. 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) 91% 96% 96%

this is a good school (S2035) 97% 88% 87%

their child likes being at this school (S2001) 97% 93% 91%

their child feels safe at this school (S2002) 91% 89% 93%

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

88% 86% 89%

their child is making good progress at this school (S2004) 85% 89% 89%

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

97% 98% 98%

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

94% 89% 92%

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

teachers at this school treat students fairly (S2008) 97% 88% 89%

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

97% 94% 94%

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

97% 85% 89%

this school takes parents' opinions seriously (S2011) 97% 82% 88%

student behaviour is well managed at this school (S2012) 94% 79% 87%

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

this school is well maintained (S2014) 100% 95% 91%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 97% 94% 95%

they like being at their school (S2036) 91% 92% 95%

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

their teachers motivate them to learn (S2038) 98% 95% 98%

their teachers expect them to do their best (S2039) 97% 99% 98%

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

94% 94% 98%

teachers treat students fairly at their school (S2041) 92% 89% 93%

they can talk to their teachers about their concerns (S2042) 88% 89% 96%

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

student behaviour is well managed at their school (S2044) 76% 92% 83%

their school looks for ways to improve (S2045) 97% 98% 99%

their school is well maintained (S2046) 91% 92% 93%

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

97% 96% 98%

Performance measure

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

they enjoy working at their school (S2069) 100% 90% 95%

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

95% 92% 89%

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

96% 90% 89%

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

97% 90% 97%

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

100% 89% 95%

students are treated fairly at their school (S2073) 96% 94% 92%

student behaviour is well managed at their school (S2074) 95% 88% 87%

staff are well supported at their school (S2075) 96% 90% 84%

their school takes staff opinions seriously (S2076) 96% 91% 82%

their school looks for ways to improve (S2077) 98% 91% 97%

their school is well maintained (S2078) 96% 96% 97%

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

98% 94% 89%

# ‘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

Families are encouraged to attend parent/teacher/student interviews as part of the reporting to parents requirements. Students are instrumental in these conversations, as they are central to the learning and teaching process. The students share their goals, progression, assessment and every day work. From this process, all parties have a genuine and clear understanding of what is happening at the school for the student. Curriculum information and how families can support their child is shared through Curriculum Evenings, Curriculum Newsletters and School Newsletters that are also available on the school website and QSchools app. The Loving Literature p0rocess offers ongoing congnitive and linguistic interations between home and school, through Homeroom teachers and reading and discussing texts. The Parent and Citizen (P&C) group are a critical conduct between the parent body and the school.

Student progress is monitored at an individual, class, year and whole school level by class teachers, numeracy and literacy coaches, Head of Student Support and Specialist Teacher Literacy and Numeracy. This ensures students requiring extension or support are indentified in a timely manner and appropriate adjustments or external supports and engagement are discussed with key stakeholders and implemented directly.

Reducing the school’s environmental footprint

One of the roles of the Tomorrow’s citizens is that of eco citizenship. The purpose is to reduce the

environmental footprint. This includes:

the construction of buildings to capture natural breezes

window and louvre design to improve natural lighting and air flow in learning areas

movement activated lighting in learning spaces

installation of solar power panels

rain water capture in underground tasks (500,000 litres) to service toilets and garden/grounds watering

rain water ground-flow filtering systems, including bio retention basins

planting of indigenous plants

mulching of extensive gardens

Environmental footprint indicators

Years Electricity

kWh Water kL

2012-2013 240,080 2,047

2013-2014

2014-2015 Data not currently

available

*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

The staff figures below are based on Equal Employment Opportunity (EEO) 2015 census. In accordance with the EEO privacy provisions and to ensure confidentiality, the ‘less than 5’ rule has been applied in schools whose Indigenous staff numbers are less than five.

2015 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 53 33 <5

Full-time equivalents 49 22 <5

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 0

Diploma 6

Advanced Diploma 0

Bachelor Degree 20

Graduate Diploma etc.** 9

Masters 8

Doctorate 0

Total 43

0

6

0

20

98

00

5

10

15

20

25

*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 $21011.13

The major professional development initiatives are as follows:

Aligned with school priorities:

Learning to Read and Reading to Learn o David Hornsby o Angela Ehmer (Literacy Solutions)

Habits of Mind o Karen Boyes and James Andersen

Includes teacher release for peer learning and mentoring.

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. 97% 96% 97%

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

.

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). 93% 93% 92%

The attendance rate for Indigenous students at this school (shown as a percentage). 90% 88% 88%

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

2014 93% 92% 94% 93% 93% 94% 94% 95%

2015 92% 92% 91% 92% 93% 90% 91%

*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

Students start class by 8:45am each school day. All students leaving the school grounds after arrival and before 2:45pm MUST be signed out in the register (Executive Services). Permission from

17

12

15

15

11

9

24

27

26

44

50

50

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%

parents/caregivers for students to leave school during school hours is required. Students arriving after commencement of school day must register at Executive Services in the sign in/out book. All student absences must be documented. Follow up must occur. If proper notification has not been received, the following procedure is to be employed by the teacher:

remind student to obtain note, if applicable

if not received after three days, send home Parent absence notification letter [Form 1]

ring parents/caregivers – record this in OneSchool

advise Executive Leaders in writing using Unexplained absence advice form, [Form 2] – if notification is still not received – advice form to include notification of date of letter sent, dates of phone calls made, recorded in OneSchool

update rolls on OneSchool once explanation/confirmation has been received. If a student has been absent, three consecutive days, follow up communication is required, documented in OneSchool. All notes/phone messages are to be dated and kept for the current school year by the Homeroom teacher in the provided ‘box’. These are not to be stored in the roll folder. The ‘box’ is provided to Executive Services at the end of the year. Electronic roll marking requires each Homeroom teacher to mark and ‘save’ by 9:30am each morning and again at 1:15pm. At 11:15am a head count is required.

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.