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Gympie West State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: 41 Cartwright Road Gympie 4570

Phone: (07) 5489 8200

Fax: (07) 5489 82880

Email: principal@gympwestss.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: Lori McPherson

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School Overview

During its 59 years of service to the Gympie community, Gympie West State School has earned itself a reputation as a high quality place of learning for children from Prep to Year 6. It is now one of the largest of the Gympie region's 22 primary schools. Our curriculum is organised around the Australian and Queensland Curriculum with, 8 Key Learning Areas and school programs catering for children's learning needs across a broad spectrum from Learning Support programs, through monitoring of Year Level curriculum expectations, to Extension Learning programs for our more capable and motivated students. We also cater for a significant number of students with a range of disabilities within our Special Education Program. This program allows these children to learn in the way that suits their specific needs in an inclusive environment. Gympie West is a Positive Behaviours for Learning school that acknowledges the diverse academic and social needs of our students, to support them in achieving the best outcomes that enable them to be successful. This all occurs under the Be Safe, Be Respectful and Be a Learner rule expectations. Gympie West's biggest strength is the quality of our teaching and support staff. Our long term, stable and experienced teachers and aides are the key to our positive reputation. Only The Best For Gympie West!

Principal’s Foreword

Introduction

School Progress towards its goals in 2016

Gympie West State School has had the following priority areas in 2016:

1. Building Teacher Capacity – Enhancing the teaching of reading and mathematics 2. Reading – embedding whole school reading practices 3. Writing – review whole school writing practices 4. Numeracy – Building teachers data literacy skills to enhance the teaching of mathematics 5. Transition – Building relationships with early years educators and Early Learning Centres

Continued the implementation of the gradual release model for Reading across the whole school.

Targeted teacher aide allocation to a 40 minute daily guided reading lesson from P-6

Implementation of Daily Rapid Reading enhancement program in Year 2

Alignment of expectation for the use of pre-assessment tasks to be implemented in Mathematics and English, to inform teaching.

Individual tracking and monitoring of student progress in English and Mathematics to ensure all students’ needs are being catered for in their learning programs.

Full implementation of the Early Start Diagnostic assessment for Prep, Year 1 and Year 2

Intervention and extension programs implemented to support student outcomes in English and Mathematics.

Teacher Curriculum planning time allocated each term to support English and Mathematics data literacy development and linking gradual release model in Reading and Writing.

Master Teacher continued to lead the Gympie Mathematics Alliance to enhance the teaching of mathematics and student outcomes.

Timetable Moderation of both Maths and English. (Maths is moderated with the cluster of schools in the Gympie Maths Alliance) Continuing to develop a deep understanding of the Australian Curriculum and the Achievement Standard for assessment and reporting.

Implementation of the Pre-Prep Transition program which enabled Prep teachers to visit Early Learning Centres, parent information evenings both at school and in Early Learning Centres and transition visit programs for pre-preps in term 4.

Commenced the GWSS Playgroup, which runs weekly on a Friday.

Future Outlook

Gympie West State School’s explicit improvement agenda for 2017:

1. Reading 2. Writing 3. Numeracy

Improvement priority for 2017 is to build teacher capacity in the teaching of Reading, Writing and Numeracy.

100% of teaching staff will participate in the observation/feedback coaching cycle for reading and numeracy with the Master Teacher and Head of Curriculum.

94% Attendance target is monitored, communicated with students, staff and parents. Student attendance data is used to inform intervention and extension programs.

100% of student data is recorded, collated and used to inform the teaching of Reading, Writing and Numeracy.

Implement PLTs – Professional Learning Teams in each year level to lead and engage in evidence-informed inquiries about effective practices drawing on the ‘problem of practice’ identified when moderating summative assessments.

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Continuation of target teacher aide usage to improve student outcomes in reading – 40 min guided reading block and Daily Rapid Reading in Year 2 and extending to Year 3 in 2017.

Implementation of the Reading Links program to support early intervention in phonological awareness and phonics, informed by the continuation of the Early Start diagnostic assessment in Prep, Year 1 and Year 2.

A-E achievement data and NAPLAN data is analysed to inform differentiation and future whole school programs.

Collaborative development of the GWSS Curriculum plan on OneNote with all teaching and support staff.

Continue the use of the GMA Diagnostic assessment tasks for Mathematics.

Timetabling across P-6 classes in Mathematics in the target areas of Number Fact Fluency, Cognitive Activation Tasks and Open-ended problem solving.

Master Teacher leading the development and refinement of the summative assessment tasks in Mathematics ensuring the continued use and alignment to the guide to making judgement.

Continue to use the Reading data surfboards and the Maths placemats to analyse student results and differentiate instruction for individuals and groups.

Continue to upskill staff in the use of One School as the primary collection point for all school data.

Introduction of the GWSS Maths Excellence Program in Years 2, 3, 4, 5 and 6. This is a project based inquiry approach to extend students mathematical knowledge and application of skills.

Budget allocation provided to continue ensuring resourcing for priority areas.

Continue to develop community partnerships with our Early Learning Centres.

Continue to promote and increase numbers in our GWSS Playgroup and develop opportunities for Playgroup to feel they are a part of the school community. Such as, attending Under 8s activities.

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Early Childhood - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 541 247 294 50 94%

2015* 500 227 273 51 94%

2016 523 255 268 51 93%

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 2016, 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

Overview Student numbers have steadily increased throughout 2016. In particular we saw a higher than average increase in Year 3. Our community would be classified as mid to low socio-economic. We have a diverse student body with a good proportion of indigenous and multi-cultural students. Our student population live within the town limits, with a number of students also living in outer rural and acreage locations. Large proportion of students rely on family owned transport to and from school. The school has a number of students with disabilities who are being supported through our ECDP, mainstream and intensive support classes.

Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 21 22 21

Year 4 – Year 6 25 23 26

Year 7 – 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.

Curriculum Delivery

Our Approach to Curriculum Delivery At Gympie West State School we teach and deliver the Australian Curriculum for English, Mathematics, Science, Geography, History and Health in 2016 – 2017. Specialist teachers in Physical Education, Music and LOTE are familiarising with the Australian Curriculum for full implementation in 2020. Classroom teachers are familiarising with The Arts, Australian Curriculum with full implementation in 2018. Until full Australian Curriculum implementation in 2020, we deliver Australian and Queensland curriculum in the 8 key learning areas.

Expectations for teaching at Gympie West SS include:

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Class timetables clearly outlines the learning areas and school priority areas.

All classes implementing the Gradual Release model for Reading, with a 40 minute Guided Reading block daily.

Guided reading with an explicit focus, follows on from modelled and shared reading in all classrooms.

Teacher aide usage to target guided reading and reading intervention and extension programs.

Planned differentiated instruction during collaborative planning time in year level teams occurs to ensure that every student is being catered for.

Intensive support classes and programs are in place to target early intervention and support identified learning needs in both Literacy and Numeracy.

Reading and Numeracy Success Programs to support Year 3 and 5 NAPLAN readiness.

Extension programs delivered online and in classes.

Sporting excellence opportunities given through interschool, zone and state carnivals.

Instrumental Programs available for Year 3-6 students and a school choir.

RI programs for Year 2-6 classes.

Musica Viva Program implemented Term 2 each year, with culminating performance that students attend.

Leadership programs to support Year 6 transition to high school implemented.

Co-curricular Activities Creative Generations – students participate with other Gympie schools annually in the Creative Generations Choir.

Year 1 visits to Cooinda Aged Care.

Year 4 Stay backs, sleepovers and activities at school that form part of their whole class behaviour expectation and reward.

Year 4 and Year 6 Camps annually

Year 5 Careers Expo annually

Year 6 Science and Engineering Day, Leadership Day at CCC and Leadership program lead by Darren Burns, Brisbane Broncos Game Development Officer.

Year 6 attend James Nash State High School Musical every two years.

Life Education Van annual visits for all classes.

African Drumming and Bush Dancing lunch time programs

Opti-minds – extension students in Years 5 and 6

Maths Teams Challenge – Year 5 and 6

Broncos Rugby League Challenge – Year 5 and 6

Pre-Prep Transition visits occur in November.

100 days of school celebrations

P.O.W Lecturette Competition – Years 4 – 6 annually.

ICAS Competitions in English, Mathematics and Science

Instrumental Soiree Nights – Once a term

ANZAC Commemoration Program and Service annually lead by Year 6 student leaders.

Carols out West – Term 4

Day of Action Against Bullying and Red for Daniel Day used as key learning opportunities to support our Positive Behaviours for Learning expectations.

Social Skills programs in conjunction with Anglicare.

How Information and Communication Technologies are used to Assist Learning Teachers and students are encouraged to embrace the digital age via the use of a variety of devices to enhance teaching and learning. In 2016 our Head of Curriculum and Master Teacher have been investigating the implementation of the Australian Curriculum: Digital Technologies (ICT), integrated into our Key Learning areas of English, Mathematics and Science. Whiteboards, projectors, iPad, laptops, computers and Mac computers are used in classrooms, labs and the Resource Centre. ICTs are embedded within our specialist teacher lessons. The schools budget outlines the commitment to the ongoing development and replacement of our computers and devices to enhance learning and to allow access to learning through technologies. IT support is in place on Mondays to maintain, manage and to support staff and student access.

Social Climate

Overview At Gympie West State School we implement Positive Behaviours for Learning. This is an evidence-based framework that looks at behavior and learning from a whole-of-school as well as an individual student perspective. It provides our school with a process for teaching social and behavioural skills and helps our students and staff to develop a positive, proactive, and systematic approach based on our school data. Our school rules are Be Safe, Be Respectful and Be a Learner. At Gympie West State School, we believe that opportunities for learning and achievement increase if:

The school environment is positive and supportive

Expectations are consistently clear

Students are consistently taught expected behaviours

Expected behaviours are consistently acknowledged

Inappropriate behaviours are consistently responded to in a fair and equitable way.

Student support and welfare are in the foremost interest of all staff at Gympie West. Through the guidance of support staff many programs and processes are in place to help, support and guide our students, staff and families. We have fortnightly Student Support Committee meetings which are attended by the Principal or Deputy Principal, Head of Special Education, Specialist Teachers of Literacy and Numeracy, Guidance Officer, Speech Language Therapist and Classroom Teachers. Our school engages a Chaplain that supports student social skills programs and family support on a Wed-Fri program. Our schools Well-Being Committee meet once a term to organize and lead initiatives for staff well-being in our school.

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Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

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

80% 95% 97%

this is a good school (S2035) 73% 98% 94%

their child likes being at this school* (S2001) 67% 98% 100%

their child feels safe at this school* (S2002) 73% 98% 100%

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

67% 91% 94%

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

80% 91% 100%

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

93% 98% 100%

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

87% 93% 97%

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

80% 95% 97%

teachers at this school treat students fairly* (S2008) 60% 93% 100%

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

93% 95% 91%

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

67% 95% 97%

this school takes parents' opinions seriously* (S2011) 73% 91% 91%

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

67% 95% 97%

this school looks for ways to improve* (S2013) 80% 98% 92%

this school is well maintained* (S2014) 93% 95% 94%

Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 100% 98% 98%

they like being at their school* (S2036) 95% 98% 93%

they feel safe at their school* (S2037) 96% 98% 96%

their teachers motivate them to learn* (S2038) 99% 99% 96%

their teachers expect them to do their best* (S2039) 99% 100% 100%

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

99% 97% 96%

teachers treat students fairly at their school* (S2041) 97% 98% 89%

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

97% 97% 91%

their school takes students' opinions seriously* (S2043)

92% 96% 95%

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

93% 92% 88%

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

their school is well maintained* (S2046) 97% 96% 96%

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

99% 99% 97%

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Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

they enjoy working at their school (S2069) 98% 100% 97%

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

98% 98% 97%

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

90% 97% 86%

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

80% 88% 89%

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

100% 100% 98%

students are treated fairly at their school (S2073) 96% 98% 97%

student behaviour is well managed at their school (S2074)

96% 97% 90%

staff are well supported at their school (S2075) 87% 98% 91%

their school takes staff opinions seriously (S2076) 88% 100% 91%

their school looks for ways to improve (S2077) 94% 100% 100%

their school is well maintained (S2078) 92% 97% 91%

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

94% 97% 89%

* 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.

Parent and community engagement Parental partnerships are valued at Gympie West. Every opportunity available to have parent interaction and participation in school life is taken. Our P&C is an active group in our school and have helped to support our school culture both within our school and in the community. Parents are encouraged to attend meetings, parent information sessions, classroom and transition visits and volunteer support within classrooms, the tuckshop and for special events, such as sports days and Carols out West. Parent Teacher interviews occur in Term 1 and Term 3 each year. This is an opportunity for teachers to highlight student growth and aspects for continued development. It allows parents an opportunity to ask questions and impart information to their child’s teacher which can support their learning and engagement at school. Parents are reminded to contact their child’s teacher and or administration if they have any concerns or issues. Parents are requested to at all times use respectful language when communicating with school personal. All staff are working in the best interests of the students and this is to be remembered. Parents and our school community are encouraged to subscribe to our fortnightly newsletter and like our Gympie West SS Facebook page to keep up-to-date with the current events and celebrations of student and staff achievements.

Respectful relationships programs Gympie West State School has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. Through our Health curriculum, Gympie West State School implements the Respectful Relationships programs. Students are explicitly taught to respect and tolerate and understand diversity. Weekly PBL lessons reinforce the acceptable and appropriate behaviours and social skills that active and successful learners need in order to experience success at school and in life. Personal Safety and awareness through explicit teaching, parade announcements, newsletter articles and special awareness days are part of our whole school program to implement our Respectful relationship programs. Physical misconduct and Bullying are both unacceptable behaviours and will not be tolerated at Gympie West State School. Through our school Responsible Behaviour plan, major behaviour incidents are notified and followed up with parents and the appropriate support agencies.

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 14 32 33

Long Suspensions – 6 to 20 days 0 0 1

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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.

Environmental Footprint

Reducing the school’s environmental footprint Gympie West State School makes a significant effort to minimize our effect on the local and broader environments through participation and awareness raising educational activities and programs. Sustainability is a capability of the Australian Curriculum and is embedded into the learning of our subjects. Specifically through our Science, Geography and Health programs students are learning about how to recycle and take care of their local and global environments.

Gympie West has implemented a ‘Litter Free’ environment in our three school eating areas for many years. Students are encourage to use recyclable packaging, containers and to take rubbish home to minimize our school waste. Compost bins and worm gardens are used to recycle food scraps and are used within our school gardens. All these endeavors have promoted student and staff pride in our learning environment.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 159,438 1,465

2014-2015 167,786 1,271

2015-2016 164,316 351

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.

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 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 states ‘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.

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Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 42 38 0

Full-time Equivalents 36 23 0

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate 0

Masters 4

Graduate Diploma etc.** 0

Bachelor degree 35

Diploma 3

Certificate 0

*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Professional Development Expenditure On and Teacher Participation in Professional Development

The total funds expended on teacher professional development in 2016 were $34 315.55

The major professional development initiatives are as follows:

Observation/Feedback and coaching cycles

PBL training

Gympie Math’s Alliance – Numeracy Training

Supporting Successful Transitions

Reading – Gradual Release model, Reading Links, Daily Rapid Reading training

The proportion of the teaching staff involved in professional development activities during 2016 was 90%.

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 95% 96% 96%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 91% of staff was retained by the school for the entire 2016.

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Performance of Our Students

Key Student Outcomes

Student Attendance

Student attendance

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 93% 93% 93%

The attendance rate for Indigenous students at this school (shown as a percentage). 91% 89% 89%

*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 student attendance rate in 2016 for all Queensland Primary schools was 93%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

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

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

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

2016 93% 93% 93% 93% 93% 92% 93%

*Attendance rates effectively count 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 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.

‘Every day Counts’ is the key message that is communicated to staff, students and parents regarding attendance at Gympie West State School. Student attendance is highly important and is directly related to student achievement data. Our school has an overall attendance target of 94%. Students should be within the 92-100% attendance range.

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13

13

11

12

10

22

27

25

52

48

51

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

2016

2015

2014

Proportion of Students

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

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Same day notification is the expectation for any student who is not at school. Parents are advised through Newsletter and weekly classroom newsletters to notify the school either in person, via the phone or in writing when a student is away or going to be absent from school. The only authorized absences are for illness, medical appointments and school organized activities, such as zone sports, excursions and high-school transition programs.

Rolls are marked twice a day at 9am and 1.40pm. Any student with three or more day’s absence will have their classroom teacher contact the parent. If the teacher cannot make contact with the parent, then it will be referred to admin for follow-up.

If a parent knows in advance that a student is going to be away for more than 10 days, they must request an Attendance Exemption form to be completed and approved by the Principal. If in doubt, parents are encouraged to make an appointment with the Principal or Deputy Principal to discuss.

If attendance, late arrivals or early pick-up are ongoing issues then the Principal or Deputy Principal will contact parents for a meeting to offer support to the families. If ongoing absences accumulate with unwilling improvement from parents and limited contact, the school has no choice but to follow departmental policy and issue formal attendance expectation letters and to contact external agencies if required, to ensure every students educational needs and rights are being meet.

Gympie West SS: Key attendance initiatives:

P-2 Attendance Teddy – Fluffy, is awarded at Junior Parade each Friday to the class with the highest attendance rate.

3-4 classes – receive 15 minutes free time if their class has the highest weekly attendance.

Attendance certificates (Gold, Silver and Bronze) are awarded every term to students displaying their attendance percentages.

NAPLAN

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 states ‘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.

Conclusion

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2016 has been a year of growth for Gympie West State School. Our school has celebrated many achievements, the most notable being our two 2016 Regional Showcase Awards.

Network Ten Showcase for Excellence in the Early and Primary Years – Gympie Mathematics Alliance for Gympie West State School. (This award recognized the exceptional teaching of mathematics at Gympie West SS)

Queensland University of Technology State School Leadership Team of the Year – Gympie State Schools Alliance. (This award acknowledged the principal involvement in our Gympie Schools Alliance)

Our Instrumental Music program received the following awards in the State Schools festival of Bands and Orchestras 2016 Fanfare Awards:

Fanfare GOLD Award to Gympie West Beginners Band

Fanfare SILVER Award to Gympie West Strings

Fanfare BRONZE Award to Gympie West Concert Band

Our school continues to strive for excellence and takes every opportunity to show that we live and breathe our school vision and motto: Only the Best for Gympie West!

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