Aramac State School · 2020-04-01 · Formalise alliance with Longreach Pastoral College to ignite...

Aramac State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Aramac State School

Contact information

Postal address PO Box 92 Aramac 4726

Phone (07) 4651 3177

Fax

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 Tanya Bambling

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

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

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


From the Principal

School overview

Aramac State School has been proudly servicing the community of Aramac since 1878. We implement the Australian Curriculum and Queensland Kindergarten Learning Guideline across all year levels from Kindergarten to Year 10. Our school has dedicated staff providing students with quality educational outcomes in accordance with the Department of Education’s curriculum, assessment and reporting framework. Aramac State School is proud to be a Positive Behaviour for Learning school, where we focus on teaching, recognising and congratulating positive behaviour choices by all students. Our students enjoy participating in inter-house and inter-school sporting and cultural events. Our school enjoys a strong working relationship with members of the local community, supporting activities and experiences inside and outside the classroom. Aramac State School strives to provide our students with a range of interest-based opportunities and differentiated learning, resulting in individual achievement and personal development.

Schools Progress towards its goals in 2018

Progress

2018 Priority Complete 2018

Continue 2019

Comment

Build a quality teaching culture constructed on curriculum knowledge and evidence based practice for the future.

Develop a professional learning community to enhance knowledge of the Australian Curriculum.

Develop an efficient unit planning model built on the backward mapping of C2C assessment in our context.

Staff made great progress last year, but our processes still need to be refined into 2019.

Collaboratively develop a whole-school curriculum plan that articulates a clear progression of student achievement standards in a multi-age setting.

Strengthen Rural Kindergarten Pilot program through staff participation in regional and local professional development support structures.

Completed by all State Delivered Kindergarten staff in 2018.

Strengthen Early Years staff development and knowledge in evidence based practice ‘Age Appropriate Pedagogies’ through regional and local professional development and support structures.

This continues to be a priority with the changeover of staff in the early years.

We need to upskill and provide professional development for new staff.

Enrich collaborative inquiry that evaluates the effectiveness and impact of teaching on student learning through observation and feedback on pedagogy and high yield strategies.

We created a collaborative collegial engagement framework that is enacted by all staff.

Embed moderation processes to ensure accuracy of student achievement, teacher judgement and consistency.

This process started but is continuing to be refined and inclusive of the four stages of moderation.

Improved data literacy of teachers to enable effective student differentiation and tracking of student improvement through the school case management process.

Data plan created but reviewing for 2019.

Strengthen the identification and implementation of student-centred initiatives to support student needs through the delivery of Multi-lit, PAL, Reading recovery and homework club.

Develop capability and positions to ensure sustainability of key initiatives.

Completed a workplace reform to have a Head of Curriculum, continuing this role into 2019.

Create a clear roles and responsibilities for all staff for 2019.

Document school systems and processes to ensure teacher sustainability.


Progress

2018 Priority Complete 2018

Continue 2019

Comment

Build a successful literate learning by meeting their needs and knowing who they are so they demonstrate one year’s growth.

Develop staff capacity to track and utilise P – 10 literacy continuum (writing) to monitor progress and plan for next steps in student learning.

Progress made to this target but further implementation required by staff to ensure consistency and embed practices.

Providing verbal feedback to students that aligns to ‘school based’ GTMJ continuum based on NAPLAN marking criteria specific to sentence structure, punctuation and vocabulary.

Writing Pedagogical Framework reflects what this looks like in every classroom for every student.

Providing written feedback to students that aligns to ‘school based’ GTMJ continuum based on NAPLAN marking criteria specifically to sentence structure, punctuation and vocabulary.

Providing formal written feedback to parents that aligns to ‘school based’ GTMJ continuum based on NAPLAN marking criteria specifically to sentence structure, punctuation and vocabulary.

Advance our whole school approach to the explicit teaching of writing.

Develop staff capability to deliver high yield strategies in the teaching of writing through the formation of writing PLC’s.

School Leadership team participates in professional development opportunities and review of high performing schools particular to writing and reading.

Build a community of life-long learners that contributes to the direction of their learning through partnerships and personal growth.

Strengthen Senior School pathways by ensuring access to vocational courses including agriculture and hospitality.

Ignite digital technologies agenda within English and Maths units through the technology teacher toolkits, digital coaching and computer literate skills continuum.

Teachers have started on the journey in 2018 and will continue to grow their knowledge and understanding to use digital literacy more effectively.

Continue to develop and build capacity of staff, students and parents in our delivery of the school positive Behaviour for Learning philosophy through celebration of success, community enrichment days and sharing of voice on school direction and success.

Started on the journey in 2018 but will continue to be a priority in 2019 as we refine processes.

Need to engage all staff and made a PBL committee to spread the work.

Formalise alliance with Longreach Pastoral College to ignite senior schooling pathways through Vocational Educational training.

Strengthen alliance with Western Cluster Trade Training Centre (Big Red Truck) for Years 7 – 10.

Ignite partnerships with local providers for students in Years 9 & 10 for work experience opportunities.

Strengthen partnerships with Barcaldine P – 12 to support successful transitions to Senior Schooling.


Future outlook

There is a continued focus on curriculum, pedagogy and wellbeing in 2019. Our goal is for every child to be succeeding in their learning, every teacher succeeding in their teaching and every student succeeding and engaging, Our priorities are to :

Build a quality teaching culture constructed on curriculum knowledge and evidence based practice for the future.

Build a successful, literate learner by meeitn their needs and knowing who they are, so they can demonstrate one year’s growth.

Develop a consistent approach to the Teaching of Reading across the school.

Embed an observation and feedback cycle on teaching practices.

Postive Behaviour for learning.

To achieve these priorities, we will:

Implement the Australian Curriculum and P – 12 Framework.

Devloping staff data literacy to inform next steps and improve student outcomes.

Review, plan and apply school cased best practise and application of new professional learning so the school has a whole school approach to the explicit teaching of reading.

Enrich collegial engagement framework that evaluates the effectiveness and impact of teaching on student learning through observation and feedback on pedagogy and high yeild strategies.

Continue to develop and build capacity of staff, students and parents in our delivery of the school positive behaviour plan.

We will continue to work towards ensuring we meet the 5 key recommendations from our 2017 school review. We are two years into our four year cycle and making progress to our goals of:

Collaboratively develop a whole school curriculum plan. Complete with continual reflection and improvement.

Utilising current observation and feedback processes to evaluate the effectiveness and impact of teaching practice on student learning and use these findings to make adjustments. Formalised process in the school that is utilised by all staff.

Develop a workforce plan to ensure key positions and initiatives are sustainable. In progress.

Formalise the school’s internal processes for the identification, referral and development of programs for students requring additional support. In progress.

Provide school resources including time to support treachers in the planning and delivery of school priority areas. Complete with continued focus.

In 2019, I look forward to working with staff to develop our Positive Behaviour for Learning processes and strategies to support success for all students. Beginning our reading journey will support the work we have undertaken with writing and align our literacy strategy across the school. As a school we will also focus on improving our physical environment, and updating equipment, resources and spaces to ensure we provide learning environments that are inclusive of all students and maximise student learning opportunities.

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Early Childhood - Year 10


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 50 50 51

Girls 22 20 26

Boys 28 30 25

Indigenous 8 9 9

Enrolment continuity (Feb. – Nov.) 87% 90% 86%

In 2018, there were no students enrolled in a pre-Prep program. In 2018 our school continued to be part of the Remote Kindergarten Pilot for Kindergarten age students. 3 children accessed the Kindergarten program for 30hours a fortnight where the teacher implemented the Queensland Kindergarten Learning Guidelines.

Characteristics of the student body

Overview

Aramac State School has students from Kindy – Year 10 enrolled. Students are either from the township of Aramac or reside on nearby local stations. The students are from rural Australian backgrounds. Most families of students enrolled work within Aramac either on the Barcaldine Regional Council, for local businesses or they manage/own the properties they live on and cater for the day-to-day requirements of a station. There are no “English as a Second Language” students currently enrolled at Aramac State School. 17% of our students identify as Aboriginal or Torres Strait Islander. Aramac State School is a Positive Behaviour for learning school with a strong focus on improving student attendance. Staff work collaboratively to acknowledge the great work and behaviour choices of students and this is celebrated on a regular basis. Attendance data is shared with the student body weekly and parents are informed of their child’s attendance rate regularly.

Aramac State School students are designated a sporting house – Waratah (Red) or Gidyea (Green). Students participate in Inter-house Swimming, Athletics and Cross Country. Our students join with the neighbouring small schools to create the Central West Small Schools Sporting teams. Students represent the Small Schools Team at Central West competitions and if successful are invited to compete at the North West carnivals.

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 10 10 12

Year 4 – Year 6 10 17 11

Year 7 – Year 10 6

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

Certificate training in partnership with the Outback College of Hospitality (Cert 1 in Hospitality) Students in Year 10 complete Cert 2 in Self-Awareness and Development Work Experience Program (Years 9 & 10)

Years 3 - 10 School Camp

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

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


Prep – Year 2 Sleepover Night

Rural Kindy Pilot Program 5 days a fortnight

Playgroup weekly

Co-curricular activities

Sport – Inter-house and Inter-school Community Projects and involvement in Sports Development Activities Active after School Sports - once a week

Presentation Night annually

How information and communication technologies are used to assist learning

Computers are integrated into everyday learning. Every class has access to a data projector, class and laboratory computers as well as still and video cameras. Computer use includes but is not limited to software applications, word processing, research, design, pod casts, email, internet use, web quests and other educational and learning activities. Students in Years 7 – 10 have access to laptops for school use. Class sets of iPads are also available for classes to use in lessons and for students to complete assessments on. During planning, teachers work to embed ICTs into all relevant learning opportunities for students. In 2018 students from Prep – Year 10 participated in one lesson per week focusing on the development of computer skills. This provided students with the opportunity to further develop their application of computer technology and programs. Email is used by staff, students and parents as a means of communication.

Social climate

Overview

Students, staff and parents have recorded satisfaction with the social climate of Aramac State School. Students have adapted to new expectations and we have recorded improved behaviour choices by students in all year levels. Staff continue to monitor these behaviours and use the data to inform future decisions. During 2018 the school accessed a visiting Guidance Officer, Head of Special Education Services, Chaplain, Local Chaplaincy Committee to continue to support and assist in the welfare of our students. Aramac State School is a Positive Behaviour for Learning School with high expectations of student behaviour. Teachers collate data through One School, where all positive and negative behaviour choices are recorded. As a whole school we celebrate the successes the students achieve with an end of term positive behaviour party. These achievements are also celebrated weekly on parade. When students make negative behaviour choices they will receive a consequence that is appropriate for the chosen behaviour. As a part of this process, staff take the time to explicitly teach the skills required for making the appropriate behaviour choice in such given situations. This is applied to all negative behaviour choices, including bullying. At the end of each term, the behaviour team analyses the behaviour data collected throughout the term and uses this to inform the direction of behaviour lessons and the behaviour focus for the following term. During 2018 the school support team supported student wellbeing activities though: breakfast club, lunch time games and craft, support for school wide projects, weekly Active after school sports and social emotional support for staff and students as required.

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) 100% 100% 100%

this is a good school (S2035) 100% 86% 92%

their child likes being at this school* (S2001) 100% 71% 92%

their child feels safe at this school* (S2002) 100% 100% 83%

their child's learning needs are being met at this school* (S2003) 100% 100% 92%


Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is making good progress at this school* (S2004) 100% 100% 92%

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

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

100% 100% 100%

teachers at this school motivate their child to learn* (S2007) 100% 100% 100%

teachers at this school treat students fairly* (S2008) 100% 100% 83%

they can talk to their child's teachers about their concerns* (S2009) 100% 100% 92%

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

this school takes parents' opinions seriously* (S2011) 100% 100% 83%

student behaviour is well managed at this school* (S2012) 100% 100% 92%

this school looks for ways to improve* (S2013) 100% 100% 92%

this school is well maintained* (S2014) 100% 100% 92%

* 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% 97%

they like being at their school* (S2036) 100% 89% 79%

they feel safe at their school* (S2037) 100% 95% 93%

their teachers motivate them to learn* (S2038) 96% 89% 90%

their teachers expect them to do their best* (S2039) 100% 100% 97%

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

100% 95% 100%

teachers treat students fairly at their school* (S2041) 88% 95% 83%

they can talk to their teachers about their concerns* (S2042) 92% 95% 86%

their school takes students' opinions seriously* (S2043) 100% 84% 83%

student behaviour is well managed at their school* (S2044) 84% 89% 90%

their school looks for ways to improve* (S2045) 100% 100% 93%

their school is well maintained* (S2046) 100% 94% 90%

their school gives them opportunities to do interesting things* (S2047) 100% 95% 93%




Table 5: Staff opinion survey

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

they enjoy working at their school (S2069) 100% 94% 89%

they feel that their school is a safe place in which to work (S2070) 100% 100% 94%

they receive useful feedback about their work at their school (S2071) 100% 94% 89%

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

100% 80% 100%


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

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

students are treated fairly at their school (S2073) 100% 100% 89%

student behaviour is well managed at their school (S2074) 100% 100% 89%

staff are well supported at their school (S2075) 100% 89% 89%

their school takes staff opinions seriously (S2076) 100% 83% 83%

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

their school is well maintained (S2078) 100% 100% 94%

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




Parent and community engagement

Parents are actively encouraged to be involved in their children’s learning. Parent assistance is welcomed in the classrooms, especially around reading and extracurricular activities. Parents are encouraged to come to class culminating activities, this invitation is extended to the Senior Citizens and wider community, so that students can demonstrate their learning to a wide audience and as a community we can celebrate. Parents are invited to participate in parent-teacher interviews twice a year to discuss the targets of their child and progress towards these.

Parents and community members have played an integral part in the long term planning and decision making capabilities of the school. The school has a small but proactive Parents and Citizen’s Association. The P&C have input into the facility and policy development of the school and run school support businesses, such as the uniform shop The P & C plays a significant role in reducing the costs of school camps through multi fundraising ventures.

Respectful relationships education programs

The school has a Student support Team that drives a focus on personal safety and awareness, including identifying and responding to abuse and violence, with specific reference to preventing and responding to domestic and family violence and abuse; increasing gender equality. The schools Social and Emotional Development program develops students’ knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they, or others, are unsafe. The schools approach to Social and Emotional Development is a whole school approach to respectful relationships education, that uses the curriculum, school practices (including the use of specialised programs) and the school community to build a culture that seeks to prevent gender based violence, through the building of respectful relationships.

The school has developed and implemented programs that focus on appropriate, respectful, equitable and healthy relationships.

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 2 0 1

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

Staff and students are encouraged to be responsible with water and power usage. Students are taught about the impact humans have on the environment and some choices that can be made to assist in maintaining a clean and enjoyable 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) 164 64,692

Water (kL) 16

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 10 12 <5

Full-time equivalents 9 6 <5

*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 9

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $44 867.

The major professional development initiatives are as follows:

QCAA Literacy Webinar

TAE training

Certificate 2 – Self-awareness and development training

GROWTH coaching

NAPLAN online training

CQ Remote Kindergarten Conference

CQ Principal’s conference

Finance administration training

First aide

Professional development with Remote Kindergarten Principal Advisor

Professional Learning Community Meetings termly

School visits – for Agricultural program

Agricultural Education Conference

Beginning Teacher Conference

Mentoring / Coaching in school

Finance training

Workplace health and safety

Asbestos training

Kindergarten Assessment and Rating

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% 99% 98%

Proportion of staff retained from the previous school year

From the end of the previous school year, 67% 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 P-10/P-12 schools was 89%.

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 94% 92% 93%

Attendance rate for Indigenous** students at this school 92% 89% 90%

* 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 93% 91% 94% Year 7 95% 88% 93%

Year 1 95% 90% 97% Year 8 95% 94% 89%

Year 2 96% 92% 94% Year 9 91% 94% 86%

Year 3 95% 95% 93% Year 10 DW DW

Year 4 94% 88% 93% Year 11

Year 5 94% 91% 96% Year 12

Year 6 92% 91% 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.

It is expected that parents will contact the school when students are not in attendance, either by a phone call or by sending a note to school when the child returns. Rolls are marked every morning and afternoon via recording into OneSchool. This is than audited daily for school administration staff. When a child is not in attendance and a message has not been received by staff, parents are contacted by telephone for confirmation of the child’s whereabouts.

Attendance rates are shared on parade each week and the attendance class of the week is recognised. The whole school target is discussed on parade and reminders are given to students in regards to the importance of attending every day. Students whose attendance in below 90% for three weeks in one term are supported by the school support team. Students may be placed on daily check in and out with a support teacher until they return to above 90% for three weeks. Students who have a low attendance rate may also receive home visits to support their return to regular attendance.

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.

11

25

4

16

5

15

27

27

26

46

42

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




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

Aramac State School · 2020-04-01 · Formalise alliance with Longreach Pastoral College to ignite...

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