2013 School Annual Report DRAFT (3) - e q · PDF file2013 School Annual Report ... English...

DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT

Caloundra State High School

Queensland State School Reporting

2013 School Annual Report

Postal address 88 Queen Street Caloundra 4551

Phone (07) 5436 8444

Fax (07) 5491 8457

Email [email protected]

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

Contact Person Ms Julie Pozzoli

Principal’s foreword

Introduction

2013 has seen the school celebrate 50 years with the silver anniversary celebrations being held in July. During these celebrations, past students, teachers and parents were recognised and remembered for their input into the creation of the wonderful school that Caloundra State High School is today. Caloundra State High School is a proud and innovative school that offers a high quality education to students from Year 8 to 12. Our focus is on delivering a challenging and engaging curriculum within a safe and intentionally caring and supportive environment. At Caloundra State High School we believe that our students deserve the best that we can give them and the opportunity to develop their skills, knowledge and talents in an environment that successfully prepares them as an active and contributing member of our community.

Our school plays a vital role in the Caloundra community as a leading provider of pathways for your child’s future. Our qualified and experienced staff are committed to helping all students achieve to their full potential so that they can pursue their future pathway on leaving school, whether that be further education and training or entry into the workforce.

Caloundra State High School is supported by our strong links with Universities, TAFE, local businesses, Job networks and support organisations. Additionally, our school is in partnership with Beerwah SHS, Kawana Waters SC, Meridan SC delivering training to students within our Trade Training Centre (Sunshine Coast Technical Trade Training Centre).

Our school is supported by a very active Parents and Citizen Association who support our students in all areas of their learning. This has been reflected by the strong results of our Student, Parent and Staff School Opinion Surveys and the reputation Caloundra State High School has already achieved by providing excellence in education over the past 50 years.

With an agenda of continuous improvement, we have used our data from 2012 to inform us of the priorities for 2013 and implemented programs and strategies to accommodate this improvement. This school report provides an extensive review of the 2013 school year and school data is presented on the progress of our students and staff as well as outlining our successes to date.





School progress towards its goals in 2013

PRIORITIES 2013

PILOT SPECIFIC

FOCUS ON STRATEGIES AND ACTIONS PROGRESS

P Partnership

s

Attendance

• End term 4 using One School attendance capabilities

• Appoint attendance officer

• One School used for attendance • Attendance officer appointed

Parent involvement and education

• Parent attendance at yr 10 SETP interviews for enrolment into year 11

• Provide every month ‘tips for better parenting’ • Conduct workshops on parent skilling throughout

year

• Parents had to attend SETP interview to enable year 11 enrolment

• Some parent workshops and tips for parenting presented

Staff communication

• Every staff member a member of a school committee

• All communications to be electronic by end of sem 1

• Teachers recognising student success • Teachers email parents directly

• all staff had input into school decisions through membership of committee’s

• 3 contacts made each week

Community involvement

• School as a venue to get community on site • Utilise school website for communication • Strengthen partnerships with International student

program stakeholders

• School used as a venue • Website used for communication • Strong partnerships with international

stakeholders

I Identity

Image

• Assign Marketing and Promotion to a HOD portfolio

• Student presentation – adherence to uniform policy

• Redesign of newsletter – photo focus • Produce school magazine • Nominate staff and students for awards • Publish whole of school charter of expectations

Promote school as first choice for International students

• Market and prom assigned • Student presentation improved • Increase in photos in newsletters • School magazine produced • Staff and students nominated • C of E not produced • School promoted

L Learning

Junior Secondary

• Continue preparations for yr 7 into high school in 2015

• Generate a vision for CSHS Junior Secondary • Instigate junior secondary moderation across

school

• Junior secondary processes for year 7 underway

• Some moderation undertaken

Australian Curriculum

• Implement History and HPE in years 8 -10 • Review and enhance Yr 8-10 Eng, Maths, Sci

units

• History implemented and HPE trialled • Units reviewed

Subject offerings

• Investigate the change to Indonesian language implementation of VET to replace SAS subjects

• investigated but not pursuing • VET progressed for implementation

Consistency

• Reassign Student Services HOD to T/L HOD • Create curriculum plan with whole school

alignment • Implement common unit plan • Review paragraph writing/assessment task sheets • Provide assessment planner for all year levels • Generate differentiation definition and record

differentiation strategies

• T/L HOD assigned • Curriculum plan created • Common unit plan developed • Assessment planner produced • Some differentiation strategies

identified

Disruptions to learning

• Maximise teacher contact with own classes • Non-compulsory senior excursions held on Wed.

• Expert teachers in front of classes • Excursions held on a Wednesday

1-5 day suspensions

• Provision of extra curricula lunchtime activities Create school strategies on alternatives to suspension

• Provide PD on ESCM (for behaviour management)

• Further develop lessons for explicit teaching of expected behaviours

• Increase in lunchtime activities • PD provided SWPBS committee

delivered lessons on classroom management

• Short term suspensions reduced





O Outcomes

NAPLAN results

• Implement literacy and numeracy plan • Provide individual student data on strengths and

weaknesses from available data Ability group year 8/9 classes at different intervals dependant on data

• Use NAPLAN genre in all applicable assessment • Timetable teacher aides onto yr 8 Maths and

English

• Improved NAPLAN results – one of the most improved schools

• Student data provided and analysed • Students ability grouped • Teacher aides deployed into

classrooms

Student achievement

• Explicitly teach higher order CCEs • Student attainment targets set with associated

strategies for improvement • Create Academic Excellence class - Yr 8

HORIZONS for high achievers. Investigate expansion for future

• Higher order CCE’s taught but more work still needed

• Student attainment of 85% pass rate set and mostly achieved

• HORIZONS class created

Year 12 Outcomes

• Ensure subject selection and pathway Targeted intensive student grooming from grade 10 (top 12 students)

• Intentionally teach higher order CCEs in QCS prep

• Close monitoring of year 12 students undertaken

• QCS program reviewed with emphasis on higher order thinking skills focus

T Teaching

Art and Science of Teaching (ASOT)

• Implement next phase of ASOT – Design questions 5, 7, 8, 9 and 10

• Teachers discussing learning goals and provide feedback on progress

• Teachers effectively using – Keeping Track of My Learning Goals sheet

• Pedagogy continued to be implemented into the school

• Teachers providing feedback to students

• Students and teachers using Keeping Track of leaning sheet

Developing Performance Framework

• Develop a consistent agreed approach to DPF and apply school wide

• Refine staff data conversations with Line Managers (LM) over own student data, targets and outcomes with written feedback given by LM

• Performance profiles and LM conversations with teachers used to gauge staff PD, direction and support as well targeting improvement of student results

Professional development

• Create professional learning plan aligned with school priorities

• PD provided on VET up skilling (priority),and ICT • Data application techniques

• Learning plan created • PD provided in equipping teachers to

deliver Vocational Ed • Data used to make decisions

Expert teachers

• Review timetable to ensure teachers teaching in area of competence if possible (not teaching outside area)

• Where possible teachers teaching is area of competence

Coaching, Modelling and Feedback

• Develop CMF model for school • Utilise ASOT observational protocols • Train staff in profiling. Profile 20% of staff by term

4

• Coaching introduced but observational protocols not used. Some staff trained in profiling teachers observed.





Future outlook

PRIORITIES 2014

PILOT

SPECIFIC FOCUS ON KEY STRATEGIES AND ACTIONS

P Partnerships

Parent and community engagement

• Enlist multiple communication channels to engage in communication with parents • Provide opportunities for parents and community to engage eg Parent rep on committees • Provide opportunities and programs for parents to build their capacity to support their

student learning eg parent workshops, newsletter tips • Actively seek and develop a wide range of community partnerships with business groups,

such as Chamber of Commerce, as well as service organisations eg Salvation Army, Lions

Getting Ready For Secondary School

(GRFSS)

• Conduct timetable and structure of the day review for 2015 • Develop a communication strategy to communicate with community about yr 7 into high

school • Liaise and engage with feeder primary schools • Review and establish Junior secondary practices and structures for inclusion of year 7 in

2015 ie student leadership, student support staffing • Develop whole of school strategies for GRFSS eg staffing, facilities, JS days

Staff Engagement

• Enact strategies as detailed in Response to School Opinion Survey - Strategies to Improve document through the establishment of a feedback and transparent culture in the school

I Identity Image

• Promote and market Caloundra SHS as a high quality education option through every communication channel. Assign marketing portfolio, produce marketing brochure, recognise achievements through nominating staff and students for awards

• Generate and publish whole of school charter of expectations • Promote Caloundra SHS as first choice for International students • Focus on adherence to student wearing the correct school uniform • Investigate option of the formal uniform being worn as the uniform everyday • Purposely involve school in feeder school events eg attend ceremonies, staff visits

Future School direction

• Statement of school vision, values and direction publicised • Quadrennial school review started in preparation for 2015 • 2015- 2019 Strategic Plan planning started eg review of current data to predict future data

Facilities

• Construct and implement facilities plan with focus on enhancing aesthetics of school (painting), utilising available resources to extend and utilise school structures (conversion of spaces into classrooms) and meeting mandated specifications (move A to N block for disability access)

• Submit application to SSS scheme for grant for ARTS centre

L Learning

National Curriculum

• Implement Geography in years 8-10 • Utilise C2C as a resource to support English, Maths, History, Geography and Science yr

8-10

Behaviour • Improve Behaviour Support Systems through implementing revised Responsible

Behaviour Plan , consistently applying SWPBS, explicitly teaching behavioural expectations, up skilling staff on behaviour strategies (ESCM), utilising Functional Behaviour Assessment (FBA), providing ongoing data and maintaining reward system, profiling undertaken by staff

• Prepare for and undertake Discipline Audit term 3

ICT

• Develop plan and procedures for 2015 for Bring Your Own Device (BYOD) • Develop exit plan for existing computer fleet • Market and promote BYOD to school community

O Outcomes

Literacy and numeracy

Engage with Success Team project specifically: • Develop Improvement by Design Agenda for fast tracking improvement in student Literacy

and Numeracy outcomes • Establish Success team to implement, monitor and drive improvement agenda • Engage with external Success team members (PEAC (lit and numeracy), ASOT IL, BM,

ARD) • Appoint Success Coach (HOC) for internal coaching • Enact Improvement by Design Agenda , specifically • Interrogate existing data (NAPLAN, PAT, TORC) to identify areas of skill deficiencies. • Implement strategies to target skills and deficiencies identified





• Embed a balanced reading program and establish numeracy rich routines • Focus on U2B students (priority) – apply differentiation processes, strategies and

programs • Review progress of targeted intervention through testing yr 8 and 9 students for literacy

and numeracy week 4 and 9. If 50% or more of cohort shows skill deficiency, skill explicitly retaught

Student attainment and feedback

Enact improvement by Design Agenda , specifically: • Provide targeted improvement feedback to each student ongoing and after assessment • Analyse data to determine reasons for student failure – adjust programs and practices • Implement strategies to focus on higher attaining students to extend eg 9G class • Set targets with associated strategies for improved results (Keeping track of my learning) • Monitor and enact attendance strategies eg appoint attendance officer, teachers to

discuss non-attendance implications with students

Year 12 Outcomes

• Ensure subject selection and pathway match through close monitoring • Targeted intensive student preparation program from grade 10 (top 12 - 15 students) • Enact QCE attainment plan • Use of OP analyser, QCE tracker to monitor students • Enact semester based course completion milestones for VET

T Teaching

Professional Learning

Enact Improvement by Design Agenda, specifically: • Construct Professional development plan incorporating DPF requirements, school

priorities (including mandatory VET placement), systemic requirements • Professional Learning Teams (PLT) meet once a week ( parade time,15 mins) to

discuss own best practice for increased peer learning and sharing of strategies across faculties under ASOT

• Professional Learning Communities (PLC) (3 x month, Monday afternoon) to workshop topics

• Teachers to observe other teachers utilising walkthroughs . Leadership team to conduct walkthroughs dependant on role, teachers to observe peers (see IDIA strategy)

• Appoint a (Head of Curiculum ) to coach teaching staff with focus on Literacy and Numeracy

• Positive, teaching focus feedback to be given to teachers who were observed • Building of teacher capacity to teach Literacy and numeracy through targeted explicit

coaching by provision of theory, modelling the teaching, observing the practice and providing specific feedback on teaching lit. and num. aspects to small groups or one on one by PEACS and HOC

• Enact Great Results Guarantee Plan

Developing Performance Framework (DPF)

• Implement revised and Caloundra SHS Teaching Staff Developing Performance Plan which includes conversations with Line Managers (LM) over own student data, targets and outcomes with written feedback given by LM

• Implement Senior Leaders Developing Performance Plan

Art and Science of Teaching (ASOT)

• Engage with All teachers to use ASOT Reflective Practice student feedback surveys • Focus on the embedding of ASOT process and practices • Implement and enact observational protocols with staff as per Improvement by Design

Improvement Agenda strategy





School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2013: Year 8 - Year 1 2

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2011 1183 600 583 91%

2012 1166 586 580 88%

2013 1123 540 583 88%

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

Characteristics of the student body:

Of our 1123 students 37.32% were enrolled in the Ju nior Secondary (Years 8 and 9) and 62.68% in the Senior Secondary.

o Large majority are Australian born, of those born overseas most are from United Kingdom and New Zealand

o 4% of students are Aboriginal and/or Torres Strait Islander o Very small number of ESL students o Very small number of independent students o Majority live on the Caloundra coastal area coast with a small percentage living in hinterland

Average Class sizes

Phase

Average Class Size

2011 2012 2013

Prep – Year 3

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10 26 24 23

Year 11 – Year 12 20 20 20

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2011 2012 2013

Short Suspensions - 1 to 5 days 370 321 186

Long Suspensions - 6 to 20 days 34 19 27

Exclusions 1 1 1

Cancellations of Enrolment 1 7 17





Curriculum offerings

Our distinctive curriculum offerings

Caloundra State High School offers a diverse range of distinctive subject offerings in both the Junior Secondary and Senior Secondary, with nearly 50 subject offerings in the Senior Secondary;

• The Year 8 Horizons Program caters for a specially selected group of high achievers who receive extension and alternative activities to complement their curriculum eg Marine Studies – “dissecting a shark”, astronomy night, Gifted Learners Seminar at University of the Sunshine Coast (USC). These students are provided with a laptop to support their learning;

• A Year 10–12 Marine Studies program using local access to beautiful Pumicestone Passage; • Aerospace Studies – linking students to the world of aviation and aviation technologies; • Signature Extension programs in Drama, Dance and Music in Year 8-10; • Certificate IV in Justice – opening pathways to legal and police careers; • Excellence Program in Volleyball in Years 9 and 10; • Direct enrolment in courses at the award-winning Sunshine Coast Technical Trade Training Centre located on

Caloundra State High School’s campus with courses in: - Construction and Infrastructure Resources (delivered by Sunshine Coast Institute of TAFE) - Civil Construction (delivered by Sunshine Coast Institute of TAFE) - Integrated Learning Engineering Program (delivered by University of the Sunshine Coast);

• Celebrated extra-curricular Creative Arts programs such as the ‘JET’ and ‘EDGE’ dance troupes, along with Instrumental Music, Concert and Stage Bands and String Ensemble;

Comprehensive range of Certificate II, III and IV VET courses in areas as diverse as Hospitality Operations, Business; Active Volunteering; Workplace Practices; Information, Digital Media and Technology; Visual Art Studies; Music; Tourism; Justice Studies.

Extra curricula activities

• Senior and Junior Secondary Leadership Programs • Academic competitions eg QUT Business competition, USC Science and Engineering challenge • Student leadership camps eg Emu Gully camp for year 8 students, year 11

leadership camp • Chemistry Titration • Voices on the Coast • Australian Constitutional Convention • Kids in Action • Rosie’s • Opti-MINDS • Regional, Zone and State sport opportunities • Performance opportunities in Dramatic Arts, Orchestra, Stage Band eg Young Musician • Community Participation opportunities (Red Shield Appeal, 40 Hr. Famine, World Vision)





How Information and Communication Technologies are used to assist learning

At Caloundra State High School, Information and Communication Technologies play an important role in assisting the learning of our students. Our focus is to develop digital pedagogies across all curriculum areas to engage student learning. All classrooms have access to a range of ICT devices including Data Projectors, computers and other digital devices including digital cameras. All year and 12 students have access to the laptop through the NSSCF program and elect to utilise the take home option or access the laptops at school. For years 9 -12, the computer ratio for students is 1 to1. Some examples of how ICT’s are being used within the classroom include:

• Graphics students working with industry standard software to design a Tropical Bungalow • Physical Education students operating video analysis software to analyse their performance in comparison with an

elite sports person • Learning support students using Lexia to improve their literacy • Geography students using Digital Worlds software to design and create base maps • Physics and Biology students exploring Virtual Classrooms to complete units of work • English students using a range of ICT’s to design CD covers, Music Videos and Press Releases • Maths students using data loggers to do calculations • Technology students designing web pages

As Information and Communication Technologies continue to progress and change, we will look at ways of how we can utilise these new technologies to assist our student’ learning.

Social climate

Students come from a diverse range of social and economic backgrounds and a strong student welfare and support system exists in the school. Students are supported by a range of staff including teachers, home group teachers, Year Co-ordinators, Heads of Department, Administration and members of the Student Services faculty. The Student Services team is led by the Guidance Officer supported by a Youth Support Co-ordinator, Chaplain, School Based Youth Health Nurse and learning support staff. A Special Education unit is attached to the school and offers individualised programs to suit individual needs. The school provides a range of services that include Interagency Support Networks, careers advice and support, alternative programs linking work and school, counselling, support in managing behaviours, programs with a focus on boys, bullying and harassment, self-esteem and substantial transitional programs for ‘at risk’ students and a mentoring program.

Caloundra SHS operates a clear and fully endorsed Responsible Behaviour Plan that identifies the expected behaviours of all members of the school community. The school is a school-wide positive behaviour school and members of our school community are respectful, responsible and prepared. Positive behaviours are recognised and rewarded and all students are supported throughout their schooling to ensure they achieve to their full potential.

Parent, student and staff satisfaction with the sch ool

As can be seen from the information below, students and parents are very pleased with the school progress with an improvement in satisfaction increasing in most areas since 2012. There are some areas with staff response that the school will address in 2014.

Performance measure (Nationally agreed items shown*)

Percentage of parents/caregivers who agree that: 2012 2013

their child is getting a good education at school (S2016) 93% 94%

this is a good school (S2035) 100% 94%

their child likes being at this school* (S2001) 80% 94%

their child feels safe at this school* (S2002) 87% 88%





their child's learning needs are being met at this school* (S2003) 93% 94%

their child is making good progress at this school* (S2004) 87% 88%

teachers at this school expect their child to do his or her best* (S2005) 80% 94%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 67% 81%

teachers at this school motivate their child to learn* (S2007) 57% 88%

teachers at this school treat students fairly* (S2008) 80% 87%

they can talk to their child's teachers about their concerns* (S2009) 93% 94%

this school works with them to support their child's learning* (S2010) 87% 94%

this school takes parents' opinions seriously* (S2011) 77% 100%

student behaviour is well managed at this school* (S2012) 67% 88%

this school looks for ways to improve* (S2013) 100% 88%

this school is well maintained* (S2014) 93% 94%

Performance measure (Nationally agreed items shown*)

Percentage of students who agree that: 2012 2013

they are getting a good education at school (S2048) 87% 93%

they like being at their school* (S2036) 82% 91%

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

their teachers motivate them to learn* (S2038) 78% 90%

their teachers expect them to do their best* (S2039) 95% 94%

their teachers provide them with useful feedback about their school work* (S2040) 83% 86%

teachers treat students fairly at their school* (S2041) 72% 78%

they can talk to their teachers about their concerns* (S2042) 69% 71%

their school takes students' opinions seriously* (S2043) 62% 73%

student behaviour is well managed at their school* (S2044) 63% 72%

their school looks for ways to improve* (S2045) 86% 87%

their school is well maintained* (S2046) 75% 85%

their school gives them opportunities to do interesting things* (S2047) 82% 88%

Performance measure

Percentage of school staff who agree that: 2013

they enjoy working at their school (S2069) 72%





they feel that their school is a safe place in which to work (S2070) 82%

they receive useful feedback about their work at their school (S2071) 57%

students are encouraged to do their best at their school (S2072) 85%

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

student behaviour is well managed at their school (S2074) 60%

staff are well supported at their school (S2075) 38%

their school takes staff opinions seriously (S2076) 38%

their school looks for ways to improve (S2077) 70%

their school is well maintained (S2078) 79%

their school gives them opportunities to do interesting things (S2079) 57%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# Percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

At Caloundra State High School, we actively foster close communication using all forms of communication to ensure that parents are active participants in the learning of their child. The school has an active P and C Association who involve parents through requests for volunteers in the canteen, regular meetings and sourcing of opinions, thoughts and actions through various means. Parents are regularly invited to the school to participate in morning teas/brief meetings to provide access to staff involved in key activities with Junior Secondary and other curriculum projects.

Community involvement is a focus of the school with the expectation that parents are part of school committees to assist in the direction and decisions being made in the school. To keep the community informed, a newsletter is published through online communication with a hard copy being available if required. As well, the utilisation of the electronic display board provides constant updates on school activities as well as the school website. A daily system of contact with parents of absent students also operates. There are regular Parent Information nights throughout the year, as well as three Parent Teacher interview nights with Parents receiving four reports per year. The development of student centred documents such as the “Responsible Behaviour Plan for Students” as well as the school direction reflected in the school annual implementation plan have been developed in consultation with parents and other stakeholders. The school is actively involved in the local community, being a member of the Chamber of Commerce and member of the local Caloundra SAFE committee.

Reducing the school’s environmental footprint

Caloundra State High School in its design has been conscious of reducing the environmental footprint and conserving natural resources. Over the past few years we have moved to reduce the quantities of utilities that we have used. This includes the implementation of “waterless” technology, Solar technology and student and staff awareness of utility use.

Environmental footprint indicators

Electricity kWh

Water kL

2010-2011 420,488 4,774

2011-2012 513,335 5,881

2012-2013 547,154 8,780

The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2013 Workforce Composition

Teaching Staff *

Non-teaching Staff

Indigenous Staff

Headcounts 96 44 <5

Full-time equivalents 86 32 <5

Qualifications of all teachers

Highest level of attainment

Number of Teaching Staff *

Certificate 19

Diploma 49

Advanced Diploma 10

Bachelor Degree 86

Graduate Diploma etc. 16

Masters 6

Doctorate 0

Total 186

19

49

10

86

166

00

102030405060708090

100

* Teaching Staff includes School Leaders

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

Expenditure on and teacher participation in profess ional development

Average staff attendance 2011 2012 2013

Staff attendance for permanent and temporary staff and school leaders. 96% 96% 97%

Proportion of staff retained from the previous scho ol year

From the end of the previous school year, 93% of staff was retained by the school for the entire 2013 school year.

Our staff profile

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 ‘Search by school name’ , type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry web page.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry web page. 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 2011 2012 2013

The overall attendance rate for the students at this school (shown as a percentage). 90% 88% 89%

The overall attendance rate in 2013 for all Queensland state Secondary schools was 88%.

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

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

2011 90% 89% 86% 92% 92%

2012 90% 85% 87% 89% 90%

2013 92% 89% 86% 90% 91%

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution

The proportions of students by attendance range.

20

26

23

15

16

13

30

28

26

34

30

39

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

2011

2012

* 2013

Proportion of Students

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

* The method for calculating attendance changed in 2013 – care should be taken when comparing data from 2013 to that of previous years.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

At Caloundra State High School attendance has been managed through the use of an Attendance Officer enabling closer scrutiny through one person. All attendance issues are directed to the Attendance Officer who manages queries. The Attendance Officer meets with and takes direction from a Deputy Principal.

Daily Attendance Formal roll marking is undertaken at the start of each day. The Attendance Officer then sends a text message to all parents/guardians of students having an unexplained absence. Parents respond to this text message explaining the absence. The roll is also marked each lesson enabling truancy to be tracked. This is then followed up by Line Managers (Teachers given responsibility of managing the class welfare and behavior) and the Attendance Officer. Phone calls home are made to query irregularities bought to the attention of all staff regarding attendance.


Long Term Absences Students with unexplained absences are issued with the “Student Absence” letter generated through One School approximately once per term. We also issue school generated letters which communicate to the families the percentage of attendance their child has and invites the parent to contact the school regarding their students’ attendance. We attach a report to this letter outlining the student’s percentage of attendance broken down into lessons and as an overall percentage. Through the use of reports showing attendance, parents are phoned, emailed and text to query students who do not attend school on a regular basis. All contact with the families is recorded in “Contacts” in One School. Meetings are scheduled with Deputy Principals, Guidance Officers and outside agencies e.g. Community Solutions for parent/caregivers and students to discuss reasons for poor attendance and to look for solutions. If required, CSHS follows EQ guidelines regarding the use of compulsory Schooling letters and Compulsory Participation letters and Cancellation of Enrolment letters for student non-participation in a program of study for post compulsory schooling students.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy res ults 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 ‘Search by school name’ , type in the name of the school whose NAPLAN results you wish to view, and select <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data.

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


Achievement – Closing the Gap

In 2013 Caloundra SHS had an enrolment of 49 students (4.3% of student population) who identified as indigenous. Our Indigenous student number is increasing each year with an incrase in the number of senior (Year 10 – 12) students in 2013, showing that the retention of students transitioning from Year 10 to Year 12 has improved significantly.

The gap is closing between Indigenous and Non-Indigenous. Indigenous student success is increasing with 72.6% receiving an A-C rating (Whole of school attainment in 2013 85.1% A-C rating) compared to 2012 with Indigenous students receiving 63.2% (Whole of School 79.9%).

Apparent retention rates Year 10 to Year 12 2011 2012 2013

Year 12 student enrolment as a percentage of the Year 10 student cohort. 76% 87% 83%

Outcomes for our Year 12 cohorts 2011 2012 2013

Number of students receiving a Senior Statement. 237 199 203

Number of students awarded a Queensland Certificate Individual Achievement. 0 0 0

Number of students receiving an Overall Position (OP). 149 99 79

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT).

40 44 34


Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).

215 173 195

Number of students awarded an Australian Qualification Framework Certificate II or above. 63 64 116

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

204 162 181

Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 62% 73% 73%

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

97% 95% 99%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 88% 93% 93%

As at 5 May 2014. The above values exclude VISA students.

Overall Position Bands (OP)

Number of students in each Band for OP 1 to 25.

OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25

2011 19 28 45 41 16

2012 9 24 39 26 1

2013 11 19 28 20 1


Vocational Educational Training qualification (VET)

Number of students awarded certificates under the Australian Qualification Framework (AQF).

Certificate I Certificate II Certificate III or above

2011 211 54 13

2012 163 51 22

2013 177 85 45


In 2013, all year 10 students completed a Certificate I in Work Education. In year 11 and 12 students enrolled into Certificate I courses of Hospitality, General Construction, Business or Information.

Post-school destination information

At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step – Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.

Early leavers information

The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12.

Caloundra SHS operates a supportive program called PATHWAYS that identifies students at academic and behavioural risk and engages them in a structured process of monitoring, goal setting and support. This program addresses many of the needs of students at risk of early leaving. Students who do not respond to this program are linked to guidance staff and other support staff to identify pathways beyond schooling that suits their needs. We have a high rate of success with students who after undertaking work experience are placed into a Traineeship or School Based Apprenticeship (in year 10, 11 and 12). These students often leave for full time employment and go into the areas of employment in the trade areas as well as into tourism and hospitality. We ensure that our leavers are leaving with a pathway to further education or training or a clear pathway to employment.

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