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Cleveland 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: PO Box 194 Cleveland 4163
Phone: (07) 3488 1333
Fax: (07) 3488 1300
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: Principal – Mark Ionn
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School Overview
Together - Every Child, Every Chance, Every day' is the guiding philosophy that shapes the efforts of the Cleveland State School community to provide quality education for all learners.
For nearly 150 years our school has been an integral part of the local community, establishing itself as a well-respected, well-resourced school with a dedicated team of staff and volunteers who support and encourage learners to experience daily success.
When asked about our school, students talk about relationships, connection and the quality of their teachers. Our consistent teaching approach, known as the ‘Cleveland Way’ encompasses not only the highest quality teaching strategies from prep to year 6, but how we go about ‘wrapping around’ students and families with our innovative wellbeing program.
Our school community love the friendly atmosphere of our school. We believe quality education is best achieved with a strong three-way partnership, with all of us working together to ensure learning success.
Principal’s Forward
Introduction
I am pleased to present the Cleveland State School Annual Report for 2016.
This report contains information for parents and community about our school’s journey in 2016, with a focus on student and school performance with a view to what is planned for the future to make Cleveland State School a school of choice for families. Cleveland State School has a proud history of high achievement across academic, sporting and creative endeavours and will continue to keep this at our core and to promote the traditions of this school. A number of key initiatives took place in 2016, positioning our school to keep a focus on signature practices used in teaching, consistently across the year levels. A strong focus on professional learning teams, with structures, investment and strategies through the Investing 4 Success, has positioned Cleveland State School to further develop rigorous teams to deliver for all students. Our school has a clear purpose: To provide every child with every chance, every day, to achieve personal success and a love of learning for life. Mark Ionn Principal
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School progress towards its goals in 2016 In late 2016, Cleveland State School was accepted as an Independent Public School. Moreover, we were provisionally accredited to become an International Study Program School. This, alongside our successful Study Tours and Homestay Program enables Cleveland State School a great opportunity to enhance the notion of internationalism in our profile. Also in 2016, a number of new innovations such as the introduction and successful opening of Yanggabara (safe place), and a learning and wellbeing framework, supporting children and families (an innovative wrap-around approach) the school will continue to explore new flexible partnerships, to include community within the school setting. A major aim of the team in 2017 and beyond is to share the learnings and contribute evidence-based reforms across our system. Yanggabara is a unique combination of chaplaincy, Indigenous Education, Guidance, Speech Language Therapy, Behaviour Management and Social Skilling with an emphasis on supporting strong, healthy and resilient children and families in our school community. During 2016, our improvement agenda focused on improvement in literacy and numeracy. Focusing on consistently used teaching approaches in key areas, alongside a focus on moving children in the cusp areas (from a C to a B, or B to an A), directed our team to renew our differentiation strategies. Many targets were not only met, but exceeded performance targets. For example, in NAPLAN 2016, the percentage of upper two bands data in literacy and numeracy moved significantly from the previous year. Our target in Year 3 reading in upper two bands was 45 % - result was 50.5%. In numeracy, our target was 30% - result was 31.1%. Identified in the 2016 Annual Implementation Plan was a select number of ongoing initiatives to tap into our priority areas of development. The strategies implemented in 2016 included:
Further development of coaching model of practice – working directly with teachers and whole staff in building professional capability and strong high yielding teaching practices.
Stronger professional learning teams Strengthened Ready4Prep as part of successful transitions – 0-8 Strategy Identified strategy of purchasing ICT infrastructure to enable 21st Century goals Evidenced based conversations with team leaders to support students at breakthrough levels Booster Teacher and Teacher Aide support targeting reading and numeracy
2016 was a successful year for our students and our school. It was a year filled with many highlights and students were able to demonstrate a strong sense of achievement. The school numbers dropped slightly due to lower than expected prep enrolments. However, this was attributed to some misconceptions around becoming an enrolled managed school. The diversity of planned activities and events demonstrated the vast array of talent within our learning community. This report intends to shed the light on many of these as well as highlighting some of the significant movements forward to collaborate, innovate and elevate. Our major work has been focussed on providing a consistent set of teaching strategies (pedagogy) used across the school, known as the Cleveland Way. Emphasis was placed on comparable and moderated assessment tasks to ensure standardised and accurate reporting. A further plan to enact the ‘how’ we go about our core business is paramount, with the next phase dedicated to the ‘what’ (how curriculum is packaged in a manner that supports a rigorous use of the Australian curriculum) as well as the ‘process’ by how we consistently go about pulling these together. Two years down the road, our dedicated 0-8 strategy, our focus on positioning a greater partnership promotion amongst neighbourhood early childhood centres, enrolled management in other schools, a, alongside the dedicated prep precinct area positioned the school as a key component of an early years hub. In 2016, our Ready4Prep program won a regional Showcase Award for community partnerships. The commitment from the P&C to support this strategy cannot be understated, and greatly appreciated. A range of quality intervention programs was provided for identified students. This included Learning Support, English as an Additional Language Support, Upper Primary Literacy Support and Special Education Support for students with disabilities. As a school of considerable tradition, we continued to implement a range of rigorous and value adding activities throughout the year.
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These included:
Sport - Carnival Days, Novelty Swimming Carnivals, Cross Country Events, Athletic Carnivals and coaching clinics all provided opportunities for students to participate in and excel at sports. All classes also participated regularly in fitness activities through the Active Schools program that included (Dance, Netball, Touch, Soccer, Hockey and Karate)
Performing Arts, our choirs and bands achieved to a high level. They performed at many school events including two very successful Twilight Concerts and performances
Our musical – “Lion King” was a great example of highlighting the many talents of our students and
supported by a great set of staff and volunteers.
Our thanks to the Music Support Group for their invaluable commitment to our music program.
Cleveland SHS Days of Excellence – Public Speaking, LOTE, Math, Science, Arts
Ready4Prep went to extended sessions, thematically linking aspects of schooling with each session. New students needed to be enrolled to gain entry into the program
P&C Discos, 30 minute Challenge, ANZAC Day and all the celebratory days throughout the year
C.S.S Penguins Swimming Club – a range of high quality programs from learning to swim through to
squad training. The notion that the “village raises the child” was well enacted throughout the year with partnerships with Cleveland High, local sporting, churches and community groups adding value to our school. The Kids Hope Mentoring program supported a number of individual students while the Chaplaincy program once again provided a range of valuable support services. Work on a well-being framework prompted a project of combing student services and chaplaincy into a ‘safe place’ for students and families. The school continues our unrelenting focus on learning, and our future focus on the “Cleveland Way’ a range of key signature teaching strategies, continued integration of our early year’s connections in our 0-8 strategy and excellence in teaching. Using Investing For Success funding, we were able to provide professional development and coaching to ensure teachers are able enact the Australian Curriculum and Cleveland State School Signature Strategies (The Cleveland Way) enabling targeted and scaffolded instruction to secure highly effective teaching of essential concepts and skills in every classroom. The coaching in 2016 also included a pedagogical coach as part of a team of coaches (new coach in STEM and digital pedagogy) building teachers' ability to interpret data, identify and scale-up effective teaching practices and improve continue to build culture, climate, processes and protocols of classroom observation and feedback to support professional development and encourage reflective practice/action learning and collaboration.
Future Outlook in 2017
In 2017 our School Priorities, outlined in the Cleveland SS Annual Implementation Plan:
1. Reading
Improved reading outcomes P-6 through the consistent use of the Reading Framework – Cleveland Way Improved reading outcomes in the early years. Improvement of outcomes in readers in the cusp group tracking towards 2 upper bands in Year’s 3&5
through identified high yield reading pedagogical practices Improvement of outcomes in readers in Year’s 3 & 5 in regards to Mean Scale Score and at or above
National Minimum Standard through booster teacher initiative (Investing4Success)
2. Writing
Improved writing outcomes P-6 through the consistent use of the Writing Framework – Cleveland Way Improvement of Writing outcomes across the range of measures in Year’s 3&5, especially improvement
of writer’s in the in upper 2 Bands through the use of P-6 high yield strategies
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3. Numeracy
Improved performance in numeracy P-6 through the consistent use of the Numeracy Framework –
Cleveland Way Improved percentage of students receiving a ‘C’ and above in Mathematics across Year’s 1-6 Improve the number of students in the upper 2 Bands in Year’s 3&5 through identified high yield
strategies 4. Engagement of Students
Improvement on closing the gap between indigenous and non-indigenous students in literacy, numeracy
and attendance
Our School at a Glance
School Profile
Coeducational or single sex: Coeducational
Independent Public School: No
Year levels offered in 2016: Prep Year - Year 6
Student enrolments for this school:
Total Girls Boys Indigenous
Enrolment Continuity
(Feb – Nov)
2014 687 331 356 35 95%
2015* 707 347 360 34 93%
2016 701 354 347 38 94%
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.
Characteristics of the Student Body
Cleveland State School draws its student population from a wide ranging cultural and socio-economic background. The school’s ICSEA or Index of Community Socio-Educational Advantage was 1026. The My School website identifies that in 2015, 81% of the school population were in the middle to upper quartiles in the Socio Educational Advantage scale. Of the 700 students, 5% identified as indigenous and 15% were from a language background other than English. Cleveland State School is expected to maintain population in 2017 yet show positive growth in 2018. An Enrolment Management Plan was instituted fully during the year. All indications show a gradual increase in the number of ‘in catchment’ students.
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 24 24 23
Year 4 – Year 7 26 26 27
Year 8 – 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.
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Curriculum Delivery
Our Approach to Curriculum Delivery
Apart from our Australian Curriculum offerings, we offered a range of distinctive offerings at Cleveland SS. These included:
S.P.E.A.K (Speaking Promotes Education and Knowledge) program, in partnership with Redland Libraries, fostered oral language skills as the foundations of literacy and has become integral to our Prep program.
Ready4Prep, for students who have enrolled in Prep at Cleveland State School. This provided an opportunity for students and parents to prepare for Prep and feel comfortable in our school setting.
Other subjects taught by specialist teachers here at Cleveland State School included Music, and Physical Education (P.E.). Children from Year 2 to 6 learn French. Students also have regular opportunities to work with our Teacher Librarians. Mandarin was offered to children in Years 3 and 4
Children from Years 4-6, who qualified, were able to take part in our Instrumental Music Program. This included Woodwind, Brass and Percussion and a Junior Band as well as an Advanced Band. The school also offered a Strings Program beginning in Year 3. Students also had the opportunity to become a member of our Junior Choir. All Instrumental Music and Choir students performed regularly for the school and wider community with two Twilight Concerts being a feature of the Music program.
All students from P-6 participated in swimming lessons as part of the HPE curriculum.
Sporting Events such as Cross Country events, Sports Days and Swimming Carnivals from which children who qualified then participated in Regional Athletics and Swimming Carnivals. A Perceptual Motor Program was run in Prep.
Children with special needs were supported through the school’s Student Welfare Team. Levels of support ranged from modification of curriculum to individualised learning plans. Students with special needs received learning support from a range of specialist support staff depending on their needs.
Religious Education was provided fortnightly to children as part of our curriculum. It is non-denominational and is not compulsory
Co-curricular Activities
A range of special activities also enriched student learning. These included: ANZAC Day Harmony Day Under 8’s Celebrations Science Week Book Week (REDIT) Discovery Days French Competition Cluster Enrichment Days Twilight Concerts Public Speaking Competition Year 6 Camp
How Information and Communication Technologies are used to Assist Learning
In 2016 Cleveland State School continued to expand its ICT network and technologies. Teachers in all classrooms continued to build their skills using their interactive whiteboards as a tool to enhance learning. As the majority of classrooms are wireless networked, classes were able to access laptop technologies to supplement classroom based, desktop computers. Banks of iPads were made available for student use. A digital pedagogies coach was added to support and build capacity of classroom teachers. A number of new technologies were incorporated into a STEM agenda.
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Social Climate
Overview
The development and maintenance of a safe and supportive environment is a school priority. Our Responsible Behaviour Plan for Students ensures a common understanding of high expectations and personal responsibilities. Classroom and Playground Management Plans aligned to our Code of Behaviour ensure a firm, fair, consistent approach to student behaviour. A continuation of the school’s weekly award program “Spotlight on Learning” highlights and celebrates measurable learning improvements of students. The school’s “Learning for Life” program provided weekly, explicit teaching of expected school behaviour, routines and values that relate to our five school rules:
Be safe Be co-operative Be respectful Be a learner Be responsible
In 2016, the Student Council met on a regular basis and provided input and feedback to the Administration Team on school matters and led positive initiatives. The notion of the council leaving a legacy item was voted in, with the first item chosen – a new lectern for the hall. Our school Chaplain “Chappy Tanya” provided high quality service through a range of programs and school based activities. The introduction of Yanggabara has enabled a host of social, emotional supports fro children and families. A number of volunteers supported individual students through the Kids Hope mentoring program. Our Guidance Officer and specialist support, including that of our Advisory Visiting Teacher Behaviour, were accessed for individual students with specific needs.
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)
97% 98% 97%
this is a good school (S2035) 93% 98% 98%
their child likes being at this school* (S2001) 96% 96% 95%
their child feels safe at this school* (S2002) 97% 98% 98%
their child's learning needs are being met at this school* (S2003)
93% 98% 94%
their child is making good progress at this school* (S2004)
97% 96% 95%
teachers at this school expect their child to do his or her best* (S2005)
99% 98% 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
93% 98% 97%
teachers at this school motivate their child to learn* (S2007)
96% 98% 97%
teachers at this school treat students fairly* (S2008) 93% 93% 92%
they can talk to their child's teachers about their concerns* (S2009)
99% 98% 94%
this school works with them to support their child's learning* (S2010)
93% 98% 97%
this school takes parents' opinions seriously* (S2011) 92% 98% 94%
student behaviour is well managed at this school* (S2012)
92% 95% 92%
this school looks for ways to improve* (S2013) 97% 95% 97%
this school is well maintained* (S2014) 94% 98% 91%
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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% 100%
they like being at their school* (S2036) 99% 97% 100%
they feel safe at their school* (S2037) 98% 98% 98%
their teachers motivate them to learn* (S2038) 98% 98% 99%
their teachers expect them to do their best* (S2039) 100% 99% 100%
their teachers provide them with useful feedback about their school work* (S2040)
98% 100% 96%
teachers treat students fairly at their school* (S2041) 97% 93% 95%
they can talk to their teachers about their concerns* (S2042)
96% 95% 93%
their school takes students' opinions seriously* (S2043)
98% 96% 100%
student behaviour is well managed at their school* (S2044)
98% 97% 98%
their school looks for ways to improve* (S2045) 99% 98% 100%
their school is well maintained* (S2046) 97% 96% 98%
their school gives them opportunities to do interesting things* (S2047)
99% 98% 100%
Staff opinion survey
Performance measure
Percentage of school staff who agree# that: 2014 2015 2016
they enjoy working at their school (S2069) 100% 96% 98%
they feel that their school is a safe place in which to work (S2070)
100% 96% 98%
they receive useful feedback about their work at their school (S2071)
78% 91% 89%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
76% 90% 83%
students are encouraged to do their best at their school (S2072)
100% 98% 98%
students are treated fairly at their school (S2073) 98% 98% 98%
student behaviour is well managed at their school (S2074)
88% 89% 89%
staff are well supported at their school (S2075) 98% 91% 89%
their school takes staff opinions seriously (S2076) 93% 84% 93%
their school looks for ways to improve (S2077) 100% 98% 98%
their school is well maintained (S2078) 93% 93% 98%
their school gives them opportunities to do interesting things (S2079)
98% 91% 95%
* 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
Cleveland State School enjoys a positive reputation and good relationships with the school community. The school employed the Parent and Community Engagement Framework to guide planning and monitoring of our parent and community engagement. The P&C is the representative parent body. In 2016, this group provided feedback to assist in school decision making and operated school services including the Tuckshop and Uniform Shop. The Penguins Swimming Club and the Music Support Group operated as sub-committees of the P&C. A
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comprehensive Principal’s report was submitted to each P&C meeting and discussion time was allocated to this report. A considerable number parents and community members volunteered and assisted with a range of classroom
programs including Numeracy and Literacy groups, art activities, perceptual motor activities, sport and music. Volunteers also assisted in the school resource centre, tuckshop, gardening group and during a range of special events. An Open House provided parents with an opportunity to meet class and specialist teachers early in Term 1. Written reports were provided to families twice per year. Face to face reporting on student progress occurred at the end of Term 1 and again in Term 3. Teachers were available to report on progress at other times on request. An open door policy operated at the school and a collaborative problem solving approach was used to address issues and concerns. Newsletters were available both electronically and in hard copy. Skoolbag featured well in 2016, including the introduction of Qparents. The Parent and Community Engagement Framework guide schools in setting, planning and monitoring their parent and community engagement. The framework supports schools at the local level in their activities to communicate and actively engage with their parents and community members. Parents were invited to attend special events including assemblies, performances and learning celebrations
throughout the year.
Respectful relationships programs
In 2016, as part of the Yanggabara initiative, Triple P program was offered on site with significant site based supports to assisting healthy parenting and stronger parent-child relationships. A series of newsletter items involving conflict management, respecting staff and maintaining a safe, supportive environment were promoted (from a number of focused areas from the Cleveland State School program of respectful and healthy relationships.
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 28 11 25
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.
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Environmental Footprint
Reducing the school’s environmental footprint
During 2016, we continued efforts were made to reduce our environmental footprint. A paper and card recycling program was run on a weekly basis. Classes studied environmental sustainability topics including water conservation and protecting animal habitats.
The Penguins Swim Club purchased a ‘pool butler’ to reduce the amount of energy required to heat water in 2015. The result of this action saw a significant reduction in water use, lowered water bills and less electricity demand, as seen in the table below.
ENVIRONMENTAL FOOTPRINT INDICATORS
Years Electricity
kWh Water
kL
2013-2014 203,860 1,860
2014-2015 151,565 2,210
2015-2016 210,397 813
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 53 27 0
Full-time Equivalents 43 17 0
Qualification of all teachers
TEACHER* QUALIFICATIONS
Highest level of qualification Number of classroom teachers and school leaders at the
school
Doctorate 0
Masters 5
Graduate Diploma etc.** 11
Bachelor degree 34
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 $35 550. The major professional development initiatives are as follows:
Structured Professional learning seminars off-site by external providers
Professional learning delivered by external consultants at school site
Professional learning team sessions – pupil free days
Collaborative professional learning in cluster group
Coaching and mentoring
Focussed staff meeting – with key PD agenda items and mandated training sessions
Peer learning opportunities
The proportion of the teaching staff involved in professional development activities during 2016 was 100%.
Staff Attendance and Retention Staff attendance
AVERAGE STAFF ATTENDANCE (%)
Description 2014 2015 2016
Staff attendance for permanent and temporary staff and school leaders. 95% 95% 95%
Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 95% of staff was retained by the school for the entire 2016.
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Performance of Our Students
Key Student Outcomes
Information relating to student learning is done through:
Learning conferences
Reporting (each Semester)
Ongoing communication between home and teacher
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). 94% 93% 94%
The attendance rate for Indigenous students at this school (shown as a percentage). 89% 89% 92%
*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% 93% 94% 93% 95% 94% 92%
2015 92% 94% 93% 93% 94% 93% 94%
2016 93% 93% 94% 94% 94% 94% 94%
*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:
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11
9
13
11
10
25
26
26
54
52
55
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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Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DETE 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. Electronic Class Rolls are marked at the beginning of the day and at the commencement of the afternoon session. Children who arrive after school has commenced (9.00am) are to report to the school administration building to receive a late slip. This late slip is then handed to the child's classroom teacher so that late attendance to class can be recorded. Following advice from the class teacher’s roll marking, same day notification occurs for students absent via a messaging service, where it expected parents/caregivers receive and respond with explanatory information as to the reason for non-attendance. This can be done via a written note, Skoolbag, Qparents, email or the office phone number. This is updated electronically and stored. The school will contact parent/carers if there have been a number of unexplained or high absences reported. A regular review of attendance is conducted to identify students with a high level of absenteeism. Parents are asked to provide a justification for a high level of absenteeism. Our school very much supports the Every Day Counts initiative by the Department of Education and Training:
Regular newsletter articles Promotion of attendance with Class Teachers Ongoing wrap around support for students and families
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
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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.
