Maroon State SchoolQueensland State School Reporting2015 School Annual Report

Postal address

2772 Boonah-Rathdowney Road Maroon 4310

Phone (07) 5463 6144

Fax (07) 5463 6103

Email principal@maroonss.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

Sandra Stenzel

Principal’s foreword

Introduction

Maroon State School provides a safe, tolerant and disciplined environment within which the students of Maroon can prepare to be active and reflective citizens with a disposition to lifelong learning, to be active community participants and be able to engage confidently with others. We believe that school needs to be a place of learning with the fun/explorative/investigative and challenging elements within a family atmosphere. In 2014 our students achieved great academic results, these achievements made possible from the school community (staff, parents, students and community members) striving for a high educational standard for each child, preparing students for future experiences, building on independence and having high self-esteem in everything they set out to do.

The staff, students, parents and community at Maroon are devoted to encouraging each student to achieve their full potential in every aspect of school/home life. Our aim is to achieve the best educational environment and outcomes for every student in our school community to be a knowledgeable person with deep understanding, a complex thinker, a creative person, an active investigator, an effective communicator, a participant in an independent world and a reflective and self-directed learner.

School progress towards its goals in 2015

The major focus in 2015 was the implementation of the ACARA – Science, Mathematics, English and History curriculum areas.

Implement the Australian Curriculum- History, Mathematics, English, Science, Geography- (C2C multiage units).

Implement and embed Whole School Curriclum Framework. Implement and embed Whole School Reading Framework. Use data to inform teaching practice for improved school performance.

and(U2B) at 100% in Year 5 Reading Maintain the percentage of students in the NAPLAN upper twands (U2B) at 100% in Year 5 Reading

Future outlook

Maroon State School priorities for 2015 were derived from staff, parents, students and community members at various meetings, looking at school/student data from state/internal testing and survey results. From these meetings key areas were developed for our Annual Implementation Plan: Improvement Agenda

Increase the percentage of students in the NAPLAN upper two bands (U2B) from 50% in 2014 Year 3 Numeracy to 100% in 2015 Year 5 Numeracy

Embed Reading Framework into classroom curriculum – how reading is taught at Maroon State School

Build teacher capacity in data analysis, development of targeted teaching strategies and feedback to students

Write Individual Learning Plans for each student each term – personalised learning with student, parent and staff communication around targets and actions

Develop opportunities for students to socialise with surrounding schools to build networks with age peers

Create a differentiated curriculum for all students and embed higher order thinking skills into classroom teaching

Priority Areas of Development

Embed Australian Curriculum in the areas of English, Maths, History, Geography and Science into classroom by adapting the multi- age C2C units to meet our school needs

Creating a differentiated curriculum for all students and embedding higher order thinking skills into classroom teaching

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Prep Year - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 15 7 8 100%

2014 11 4 7 100%

2015 8 1 7 100%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:

Students at Maroon State School are from the local area and enjoy a rural lifestyle, with most families being involved in primary industries. Within our single class, are families with 2 or more siblings so a very supportive and tolerant atmosphere exists. Our student members co- exist in a single class with ages ranging from 4 to 13 years.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3 5 11 8

Year 4 – Year 7 Primary

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**

Short Suspensions - 1 to 5 days 0 0 0

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

* 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 Students are ability grouped in English and Mathematics to meet individual needs,

as well as extending students in every possible way. Whole school reading programme offered daily that differentiates students into

small groups with the guidance and support of teachers, aides and parents. Daily Smart Moves fitness activities

Weekly Visual Arts programme. Leadership programme for Year 5 and 6 students. Fassifern Cluster initiatives such as Small Schools Sports, Days of Excellence, Year

6 camp Leadership days, NRL Gala Day and Under 8’s day. Swimming programme offered to all students (Prep- Year 6) Chaplaincy services weekly to support students and staff Combined Small Schools Camp programme offered to students in Years 4, 5 and 6

each year. Students are involved in the Kidpreneuer Project whereby they market research a

saleable product, design, produce and sell it to the public. All profits are donated to charity.

Specialist Lessons include:- History, Music, Physical Education, German LOTE. Our Year 5 6 students all participate in a specialist German language programme for one and a half hours a week. All our students in Year 4 have a beginner’s German lesson 30 minutes each week. This cultural programme is an introduction to the German language learning songs, rhymes, numbers and colours.

Extra curricula

The school participates in a range of cluster and school based initiatives, these include:-

Participation in the Beaudesert Australian Spirit Competition Create our local Boonah Show display that showcases Maroon State School Students entered cooking and Lego competitions at the Boonah Show Mother’s/ Father’s day activities, End of term celebration days, Cooking Curriculum related excursions, Easter parade Book week Celebrations and activities Transition days to the local high school, Year 6 Leadership day, ANZAC and Remembrance Day Commemoration Services, NRL and Cricket Gala Days, Religious Instruction is offered on a weekly basis- this is a non-denominational

programme.

How Information and Communication Technologies are used to improve learning

Technology is integrated into daily activities with some integral elements. Each child has a laptop they use in all areas of the curriculum with the whole school’s grounds wireless. Mathletics, Reading Eggs, reading, spelling, writing, supervised internet chats, online learning trails, web searches, maths activities, typing skills as well as comprehensive use of digital and video cameras are supplemented by two interactive whiteboards and a Bluetooth Writing Tablet.

Social Climate

Maroon State School has a supportive, family atmosphere that is community based. It has assistance and persistence as foundations with co-operation, consideration and common sense as our values focus. The enthusiastic students are keen to be busy and are often here with their parents after school. Parents communicate with staff on a daily basis collecting their children each afternoon. 100% of students are satisfied that this is a good school and that they are receiving a good education.

Parent, student and staff satisfaction with the school:

We here at Maroon have 100% satisfaction with parent, student and staff results indicated through the opinion surveys. The parents, students and staff agree that Maroon State School offers students a curriculum which engages, enables and empowers them to think, create, communicate, participate, reflect and understand the world in which they

live. Maroon endeavours to provide every student with the experiences to learn in an environment that is challenging, structured and supportive. We encourage students to achieve their best possible learning outcomes, to become independent and lifelong learners, to be responsible for their own behaviour, active citizens, and to work collaboratively with others to achieve their goals. This is very much supported by our parents and community body.

Performance measurePercentage of parent/caregivers who agree# that:

2013 2014 2015

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

100% DW DW

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

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

their child feels safe at this school (S2002) 100% DW DWtheir child's learning needs are being met at this school (S2003)

100% DW DW

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

100% DW DW

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

100% DW DW

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

100% DW DW

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

100% DW DW

teachers at this school treat students fairly (S2008)

100% DW DW

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

100% DW DW

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

100% DW DW

this school takes parents' opinions seriously (S2011)

100% DW DW

student behaviour is well managed at this school (S2012)

100% DW DW

this school looks for ways to improve (S2013)

100% DW DW

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

Performance measure

Percentage of students who agree# that: 2013 2014 2015they are getting a good education at school (S2048)

100% 100% 100%

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

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they feel safe at their school (S2037) 100% 100% 75%their teachers motivate them to learn (S2038)

100% 100% 100%

their teachers expect them to do their best (S2039)

100% 100% 100%

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

100% 100% 100%

teachers treat students fairly at their school (S2041)

100% 100% 100%

they can talk to their teachers about their concerns (S2042)

100% 100% 100%

their school takes students' opinions seriously (S2043)

100% 100% 100%

student behaviour is well managed at their school (S2044)

100% 100% 88%

their school looks for ways to improve (S2045)

100% 100% 100%

their school is well maintained (S2046) 100% 100% 100%their school gives them opportunities to do interesting things (S2047)

100% 100% 100%

Performance measure

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

they enjoy working at their school (S2069) 100% 100% 100%they feel that their school is a safe place in which to work (S2070)

100% 100% 100%

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

100% 100% 100%

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

100% 100% DW

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

100% 100% 100%

students are treated fairly at their school (S2073)

100% 100% 100%

student behaviour is well managed at their school (S2074)

100% 100% 100%

staff are well supported at their school (S2075)

100% 100% 100%

their school takes staff opinions seriously (S2076)

100% 100% 100%

their school looks for ways to improve (S2077)

100% 100% 100%

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

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015their school gives them opportunities to do interesting things (S2079)

100% 100% 100%

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and Community Engagement

At Maroon State School there is an emphasis on developing a strong educational partnership with parents. Maroon State School welcomes parents and caregivers to participate in their child’s education and provides communication of school events viathe school newsletter and website. We give parents every opportunity to be involved with their child's education. Appointments to talk to individual staff members are also welcome. Parents routinely help with our daily reading groups, classroom celebration days and on excursions.Our school has an active P&C group who tirelessly work to improve the learning opportunities for the children who attend the school. Meetings are advertised in our school newsletter and are held monthly in our school library. Maroon State School encourages parents to be involved in their child’s learning programme. Teachers communicate with parents through parent teacher meetings and include discussions with parents of how they can assist with learning programmes athome.

Reducing the school’s environmental footprint

The school has implemented a School Environmental Management Plan. As part of that plan the whole school community has become involved in our efforts to reduce general waste, electricity consumption and water use. Recycling exist for paper and organic materials. Double sided use of paper is encouraged. A worm farm and compost bin help to reduce the amount of waste going into landfill as does our use of a council recycling bin. Lights and computers are switched off at the wall whenever they are not in use. The school also has a number of solar panels in place.

Environmental footprint indicators

YearsElectricity

kWhWater kL

2012-2013 4,596 0

2013-2014 12,910 3

2014-2015 9,174*The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2015 Workforce CompositionTeaching

Staff*

Non-teaching

Staff

Indigenous Staff

Headcounts 3 5 0

Full-time equivalents 2 2 0

Qualification of all teachers Double click anywhere in either of the first two columns below; a spreadsheet appears. Based on your records, enter the numbers for your school for teachers with the corresponding highest level of qualification, check that the total matches the total teaching staff above, and then click outside the spreadsheet to return to the word template. (NB: the figures inserted below are examples only, not your school’s actual figures. The Department of Education and Training does not collect a teacher qualifications record on an annual basis).

*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 $7054.43

.

The major professional development initiatives are as follows:

Differentiation in Learning and the Curriculum

Guaranteed and Viable Curriculum

First Aid Training

Classroom Observations Workshop

Workplace Wellbeing

Financial Training for Principals

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.

98% 100% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 100% of staff was retained by the school for the entire 2015 school year.

School income broken down by funding source

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

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

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

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

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

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

94% 97% 95%

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

DW92%

98%

95%

DW86%

DW

2014

98%

95%

97%

98%

DW97%

2015

DW DW97%

94%

94%

*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.

17

50

18

33

50

82

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%

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

The school believes that student success can only be achieved by adopting a policy of every student in every class every day. . Rolls are marked at the beginning of the day and again at the beginning of the last session. Parents are encouraged to phone the school to advise the administrator with a reason for any absence or provide a written note upon return of the student. Unexplained absences greater than three days are followed up with a phone call seeking information regarding the absence.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

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

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

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