Chevallum State School - chevallumss.eq.edu.au · the North Coast Region. Deep Learning develops the learning, creating and ‘doing’ dispositions that young people need to thrive

Chevallum State School

ANNUAL REPORT

2019 Queensland State School Reporting

Every student succeeding State Schools Improvement Strategy

Department of Education

2019 Annual Report 1 Chevallum State School

Contact information

Postal address 460 Chevallum Road Chevallum 4555

Phone (07) 5453 2333

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.

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

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

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


From the Principal

School overview

Chevallum State School has approximately 490 students from Prep to Year 6. It is the only community building in Chevallum and its multi-age philosophy and practices attract families from all parts of the Sunshine Coast. Chevallum School is focussed on developing a community of learners. In a caring, inclusive climate children take responsibility and become autonomous learners. In the cooperative, multi-age grouped classroom, continuity facilitates an individualised, child-responsive approach, making learning an enjoyable experience to be shared. All members of the community are actively involved. We aim to develop balanced individuals who can operate as an integral part of the community, having respect for and understanding of individual and cultural difference. Our efforts at Chevallum School are directed towards providing children with a creative, stimulating learning environment that will foster positive self-esteem, a desire to learn, the confidence to take risks and the skills and knowledge necessary to achieve their full potential as a life-long learner in an ever-changing world. At Chevallum State School we believe there is no such thing as an 'average' child, and are committed to the development of the whole child. We aim to provide a curriculum that is responsive to the needs of each individual student. In providing such a curriculum we have structured our multi-age classrooms to allow for more flexibility than is possible with traditional age grouping. Age appropriate play-based pedagogy is embedded in every Early Years classroom. The Australian Curriculum is delivered with a focus on intellectually rigorous, transdisciplinary curriculum, preparing learners for the 21st century. Chevallum State School's Responsible Behaviour Plan is underpinned by the Principles of Restorative Practice. Restorative Practice encourages students to learn social and emotional skills they will use throughout their lives such as: active listening, problem-solving, expressing emotion appropriately, developing personal awareness, empathy and taking responsibility. Our school follows the four Cs in our code of behaviour – Care for ourselves, Care for others, Care for our learning and Care for our environment. On 23rd September, 1921 Chevallum School, a one teacher school, was officially opened by Mr. J. Huxham, Minister for Public Instruction. With growing numbers the school was relocated to the current site in 1987. From small beginnings in 1921 Chevallum State School has grown to be a leading light in distinctive educational practices.


School progress towards its goals in 2019

Introduction

2019 was another year of growth, particularly in terms of curriculum development and learning. Our 2019 enrolment remained stable at 473, representing students from Prep to Year 6. Our multi-age philosophy provided a consistent, positive direction and foundation for learning, whilst fostering our rich differentiated curriculum. Enrolments are at capacity with an operational waiting list of parents eager to enrol their children.

In 2019 our Strategic Plan (2017-2020) continued to shape our intentional strategic direction. Our school has firmly held onto our fundamental values of inclusion, respectful relationships, empowerment, high expectations and integrity, placing a high priority on building positive, caring relationships; using research-based pedagogical practices and fostering a culture of continuous learning for all.

In 2019, Chevallum State School strengthened its across-school and sector professional partnerships through the establishment of a MOU for a New Pedagogies, Deep Learning Primary Schools Cluster involving Chevallum SS, Pacific Paradise SS and Humpybong SS. The New Pedagogies, Deep Learning Primary Schools Cluster strategically shares best leadership; curriculum design; and teaching and learning practices across schools within the North Coast Region. Deep Learning develops the learning, creating and ‘doing’ dispositions that young people need to thrive now and in their futures. Based on inquiry, creativity and purpose, New Pedagogies are unleashing students’ and teachers’ energy and excitement in new learning partnerships. Teachers and students are collaborating to make learning highly engaging steeped in real-life problem solving. The professional collaboration within the NPDL Primary School Cluster has built upon the rich, rigorous work of our teachers in play-based learning in the Early Years and project-based learning in the middle and upper phases of our school. In 2019, Chevallum State School’s Explicit Improvement Agenda placed a have a sharp and narrow focus on Writing. Our improvement strategies, linked to the school’s Annual Improvement Plan (AIP) included creating consistent school-wide instructional strategies, authentic assessment and feedback systems to ensure writing was developed in our students so they can respond to either spontaneous and/or planned demands for purposeful writing across all learning areas. 2019, saw a deeper understanding and knowledge of the Australian Curriculum - English and General Capabilities - Literacy by all teachers ensuring consistent practices in each classroom including daily writing practices, feedback processes to improve writing quality and differentiated learning. A secondary focus of our 2019 AIP was on Mathematics. The guaranteed and viable Mathematics curriculum has continued to focus on the Number Strand and the development of student numeracy proficiencies. (I.e. Fluency, Understanding, Reasoning and Problem Solving).

Chevallum State School continued the implementation of our Instructional Leadership Model based on Dr Robert Marzano’s researched-based pedagogical framework, the new Art and Science of Teaching (ASoT). The new framework shifts the focus of teaching practices onto the desired effects of student learning within the classroom including metacognition, engagement and deep learning skills, whilst still focussing a lens over instructional strategies and pedagogical practices of teachers. Our Instructional Leadership model is a systematic way in which our school continues to build teacher capability, a central tenet to the delivery of high quality curriculum and improved student learning outcomes (I.e. learners empowering learners).

Linda Short

Principal


School Progress towards its goals in 2019

Goals Strategies Progress

Successful Learners

Implementation of Australian Curriculum

Key literacy and numeracy strategies

Differentiation strategies

Data inquiry cycles

Australian Curriculum Priorities

Full Implementation of Technologies (Digital and Design) curriculum area (planning, assessment and reporting)

Familiarisation of Health and Physical Education and Languages curriculum areas (planning, assessment and reporting)

Embedded General Capabilities and Cross Curriculum Priorities within unit planning. (i.e. conceptual threads to ensure authentic, purposeful, inquiry-based learning)

Australian Curriculum planning, based on New Pedagogies Deep Learning framework, providing an inquiry approach to learning

Maintain Vertical Learning Teams for each key learning area – English, Mathematics, Science, Humanities and Social Sciences, Technologies, The Arts, Languages, Health and Physical Education to set and review 2019 priorities and resourcing.

Literacy Priority:

Balanced whole school reading and writing programs

Sustain our shared understanding and pedagogical practice of reading and writing through identified models

Implementation of a whole school 3 tiered learning support model with a strong focus in Early Years oracy

HOC, LS:LaN and English and Mathematics key teachers to provide ongoing PD and support for teachers and teacher aides

Writing Priority

Introduce whole school daily writing strategy within all Learning Areas

Establish consistent school-wide instructional writing strategies based on Sheena Cameron support structures and resources for writing

A focus on common assessment writing tasks and facilitated moderation across phases (Prep-Year 6)

Numeracy Priority:

Ensure a range and balance of assessment tools are being used (diagnostic, formative and summative) to support quality teaching and reporting.

Build teacher capacity to remediate key misconceptions through Mathematics collaborative planning, moderation and ASOT Instructional rounds

Continue NCR 10 minute Maths warm-ups and ‘number talks’

Differentiation Priority

Implement strategies and programs to cater for the ability levels and optimal learning for all students

Embed differentiation strategies across all year levels enhanced by the refocus of the General Capabilities and Cross Curriculum Priorities

Moderation

Continue to implement facilitated moderation processes across key learning areas

Professional Learning Teams

Formal implementation of PLTs across learning phases to establish regular data inquiry to improve outcomes through curriculum, assessment and instructional strategies

NAPLAN Strategy

Develop a NAPLAN action plan strategy with a focus on Writing, Spelling and Numeracy.

Australian Curriculum - General Capabilities and Cross Curricular Priorities implemented into whole school planning framework 2019

Implemented

Implemented

Vertical Key Learning Teams set and reviewed 2019 priorities.

Investing for Success (I4S) 2019 agreement implemented

2019 Model provided intervention support to students at 3 different levels of need in response to individual data. viz. established and implemented

Implemented

Implemented

Ongoing

Implemented

Ongoing

Implemented

2019 endorsed Individual Curriculum Plans (I.C.Ps) implemented

2019 Whole Phase Unit planning with a conceptual thread focus

Implemented

PLTs implemented, 2019 focus on Writing

Implemented


Quality Teaching

Instructional Leadership

Professional Learning

Coaching and mentoring

Professional Learning Teams

Formal implementation of PLTs across learning phases to establish data inquiry cycles

Collaborative whole school and learning phase planning, assessment and moderation

ASOT Pedagogical Framework

2019 ASOT focus – Deepen understanding and develop fluency in skills & processes. (Question 6)

Instructional Rounds, formal observations and ‘Coffee Clubs’ based on ASOT Question 6 to build staff capacity through professional feedback and deprivatised practice

Annual Developing Performance Framework

Staff Annual Performance Development Plans (APDPs) aligned with AITSL: National Professional Standards for Teachers as well as alignment with 2017-2020 Strategic Plan, AIP and ASOT Pedagogical Framework

Core Curriculum

Induction of new staff - policies and procedures, multi-age, co-operative learning, inclusive education, Restorative Practices and New Pedagogies, Deep Learning

Continue to adjust and refine the Chevallum State School core curriculum to meet the needs of emerging curriculum, pedagogies and technologies and system priorities. (2019 : Collaborative Teams that Transform Schools – creating high performing collaborative teaching teams - Gavin Grift; Restorative Practices – Marg Thorsborne; New Pedagogies, Deep Learning – Anna Antonijevic; Instructional Writing Strategies – Sheena Cameron

Cognitive Coaching

Planning and review of individual 2019 APDPs facilitated by a Cognitive Coach

Establishment of peer coaching and mentoring (Cognitive Coaching model)

PLTs implemented in 2017 and continued in 2018, 2019

Implemented

Implemented

Implemented

2019 Plan and Review APDP process completed

Implemented

Implemented

Implemented

Cognitive Coaching Model implemented in 2019 to be reviewed and refined in 2020

Local Decision Making

Community partnerships and community collaboration

Community Partnerships

Seek parent input regularly through forums, surveys, interviews

Use multiple communication channels with parents e.g. Email, SMS through ID:ATTEND, telephone, web portal and letter, parent class reps.

Promote parent participation by providing opportunities for

families to observe learning and celebrate student achievement through class culminating events

Student Attendance

Improve student attendance data through family and student support personnel and programs e.g. G.O. Youth Worker, Rock and Water, Peer Mediation

Full implementation of same day absence electronic reporting ( I.e. ID:ATTEND)

Parent Education

Build parent knowledge through Parent Education programs and workshops – Literacy, Numeracy and social/emotional development

Successful Transitions

Supporting successful transitions through pre-Prep liaison and new Prep orientation programs, parent information sessions and Pre-Prep Network Cluster meetings

Establish school-based Playgroup

2019 budget priorities staff & parent electronic survey data

Successful use of ICTs in parent communication

High parent attendance for 2019 school and classroom events

2019 student attendance data

2019 Quality parent education programs well attended with positive feedback

Close liaison with Pre-Prep providers in 2019

Well attended 2019 Prep orientation program

Implemented


2019 was a year for celebration, professional revitalization and community connectedness.

Our P&C collaborated with Queensland Strawberry Growers Association to promote the local strawberry industry and Strawbfest, our main P&C fundraising event in its 33rd year. The mutual community partnership aligned with the positive promotion of our local strawberry growers who were still recovering from the aftermath of the tampering incidents of 2018. 2019, also brought the formation of a new partnership with a local strawberry grower who kindly donated strawberries for our strawberry products and fresh produce for our event. This partnership would not have been possible without the benevolent support of our amazing neighbours, the Twist Brothers, whose strawberry farm ceased operation in 2018. It was through the Twist brothers’ strawberry growing connections that made our new partnership possible.

To keep the connection of paddock to plate, our Prep students and a number of Year 6 leaders travelled to the Beerwah strawberry, with donated transport by the local Lions Club, to strawberry pick and participate in a guided tour of the strawberry packing sheds. For the first time, in 32 years, our students were unable to go across the road to The Twist’s farm to pick fresh strawberries.

The 2019 State Principals’ Conference, Thinking schools - better world, emphasised the importance of schools being truly adaptive, creative and continuously improving to better prepare students for the 21st century, in the face of changing social and economic conditions. Chevallum State School through our New Pedagogies, Deep Learning lens implemented engaging, rigorous real-life units of student work. Our students worked collaboratively, for a common purpose, to conceptualise, plan, and create a culminating event with real-life focus for an authentic audiences. Our inquiry-based learning model honoured children as capable, decision-makers. In 2019, students’ learning was enhanced by positive learning partnerships.

2019 started with a professional learning day on Collaborative Teams that Transform Schools, presented by Gavin Grift from Solution Tree Australia. These learnings created a deeper understanding of the characteristics, processes and actions required to establish and maintain an effective Professional Learning Community. A PLC is able to transform major aspects of teaching and learning through the efforts of collaborative teams. It was also the opportunity for the whole teaching staff to commit to a collective responsibility of improving student learning through the PLC process.

Another example of the Chevallum’s professional learning community in action was our involvement in the Pre-Service Teacher Education program. A high level of commitment was evident with over ten Pre-Service students from four Australian Universities completing practicums and internships in our school. Once again, Chevallum participated in the International SUNY-Cortland program where two pre-service teachers from New York completed ten week practicums, in two of our classrooms.


Professionally Libby Foley, a Chevallum class teacher, set a very high standard in the teaching of Mathematics and Science in 2019. Already a ReSolve Mathematics Champion, Libby was invited to present at workshop at the 2019 Maths QAMT Early Years Conference and featured in the Science Teachers Association of Queensland’s publication Queensland Science Teacher showcasing her work in Northern Peninsula Area State College: Injinoo Junior Campus, under the article title: Future Game Changers and Change Makers. Libby’s leadership and passion in Maths and Science teaching and learning was also evidenced by the organisation of special STEM events and weeks; participation in competition and initiatives; and her outstanding contribution to professional collaboration in whole school Maths and Science planning and assessment.

Chevallum State School, in 2019, became a Gold Maths Active School, an initiative of the Qld Association of Mathematics Teachers. Gold Maths Active Schools are recognised for their effective whole school learning and teaching practices in Mathematics. Chevallum State School’s Gold level Maths Active School strategies include:

• Catering for diversity and striving to maximise the learning of each student • Promotion of Maths through games days, investigations and competitions • Teachers’ Mathematical professional development and contribution to professional learning communities through sharing of best practice • Engaging Mathematics classrooms where a range of concrete materials, relevant ICT and games are being utilised to develop understanding, fluency, problem-solving and reasoning skills • Co-operative, small-group learning alongside whole-class discussion where students are questioning, analysing, justifying and explaining mathematics in order to improve confidence and positive mindsets

A high level of engagement in professional learning was evidenced. Major focuses included -

On our Summer Pupil Free days, Gavin Gift presented Professional Learning Communities at Work, a whole day workshop, attended by our whole teaching staff. Our school gained a deeper insight into a whole school approach to Professional Learning Teams (PLTs) with a focus on Guaranteed and Viable Curriculum. Collaboratively identifying the essential learnings promotes curriculum clarity whilst building shared professional knowledge and effective decision making. Chevallum SS continued to develop its collaborative culture by reviewing the processes and tasks in which high performing teams engage.

Chevallum State School has engaged a MOU with two North Coast Region Primary schools (Pacific Paradise SS and Humpybong SS) to formalise the New Pedagogies, Deep Learning (NPDL) Primary Cluster. The NPDL Primary cluster professional partnership supports the development of professional relationships across schools through shared ‘best’ practice aligned by a common vision of designing, implementing, assessing and measuring deep learning. Across the year, the NPDL Primary cluster organised termly professional meetings and hosted a whole day conference at Kilcoy SHS.

As part of our NPDL Primary Cluster, our Chevallum teaching staff were involved in an across-school Moderation with Humpybong SS. The day provided the rare opportunity for our staff to collaboratively learn, share and moderate student work samples and unit designs with a like-minded ‘deep learning’ school. Our teaching staff along with the staff of Humpybong State School, had the opportunity to build their knowledge and understanding of curriculum design that prepares students for the 21st Century. Moderation of student work across schools develops consistency of teacher judgements and accuracy of reported student results against a set of standard from the Australian Curriculum. Our staff built their expertise through collaboration, gaining the opportunity to build different strengths, skills and perspectives.

Chevallum State School hosted teachers and administrators from Bayview State School on an organised school tour to showcase our multi-age practices and operational support structures.


ASoT (Art and Science of Teaching) was another major PD focus. School time was dedicated to provide sessions for staff on this important pedagogical journey.

In English, major professional learning activities involved all teachers focussing on the development of consistent across-school instructional teaching and learning writing practices, supported by our Phase Writing PLT cycle of inquiry. This process has been instrumental in leading our school’s Explicit Improvement Agenda in Writing, with a focus on planning, instructional strategies, authentic assessment and feedback systems. Writing instructional strategies were further consolidated for our teaching staff through a facilitated literacy workshop, presented by Sheena Cameron and Louise Dempsey. The professional development explored the guiding principles and practices that underpin effective writing.

2019 was a year of full implementation of the Australian Curriculum’s Technologies learning area. Whole staff professional development was delivered to further consolidate teachers’ capabilities and knowledge in planning, teaching, assessment and reporting within the Australian Curriculum.

The early childhood staff continued to develop and implement the Foundation and Early Years curriculum. This combined with further professional development in early childhood philosophy, brought about the embedding of “Thinking Play” into the Prep/1 classrooms forming an exciting educational start for all our new students in our Prep/Year 1 classrooms.

Chevallum State School is a founding member of the North Sunshine Coast Hinterland Early Years Partnership, which includes the geographical areas of Palmwoods, Eudlo, Mooloolah, Nambour, Buderim and Chevallum. The network supported and enhanced the wellbeing of children 0-5 in our community by working together with the range of Early Years settings in both schools and prior to school settings, to create localised solutions for challenges unique to the communities, schools and Early Years services.

WHS training continued to be a high priority e.g.100% of all staff hold a current first aid certificate.

Investing for Success (I4S) was a major funding initiative of the government. The school received - $155 646 for 2019. Evidence-based strategies were developed to respond to the needs of students and deliver improved outcomes. Our strategy included:-

Intervention strategies and programs to support 3 different levels of need in response to individual achievement and

diagnostic data via. (1) whole school explicit teaching for all students- core program; (2) small group supplementary

teaching (3 )intensive teaching in critical areas

In depth focus on Oral language with development of further intensive intervention programs, particularly in early

years

Monitoring and researching programs to determine appropriate target groups and effectiveness of tailoring individual

programs

Provision of appropriate resources including HR to implement the above.

Continued focus on build teaching staff capability in understanding and implementation of Mathematics and English in

the Australian Curriculum

Provision of school-based Professional Learning for teachers, teacher aides and parents to support implemented

programs and strategies both at home and school.

One of the great benefits for the students in 2019 was the continued employment of a school youth worker. Community Choir, Rock and Water workshops and peer mentoring programs as well as, the pastoral care, are just some of the student engagement strategies implemented in 2019. All students have access to at least one of the school youth worker programs. The state government now has committed to continue to fund schools with existing Youth Workers. As an added highlight our Youth Worker, Dani Jones, was invited to an International Restorative Practices Conference to sit on a panel and contribute her experience of Restorative Practices at Chevallum SS.


There is a high level of parent involvement at Chevallum State School, which is valued by staff, students and parents. The Stephanie Alexander Kitchen/Garden project was once again an outstanding success in terms of community involvement, sustainable practices and student life-long learning. Our Chevallum Parent Education Program was delivered in a systematic, responsive way with programs addressing a range of content including curriculum information as well as topics of parent interest. 2019 parent workshop topics included literacy, numeracy and emotional resilience.

Successful transitions into our Early Years Program at Chevallum State School is well established with new parent school tours, Parent Information Evenings and Pre-Prep Centre visits and a pre-prep student orientation mornings/afternoons.

Another successful year of enrichment through our Visual Arts program. Across the year, each learning phase experienced enriched visual arts lessons delivered by a Visual Arts Specialist, enhancing and complementing current units of work. To further enhance, the visual art experiences for our students, our Middle Phase classes, hosted an artist in residence, Ann Ferguson, who specialises in ceramics. Students worked with Ann to create their own small-scale sculptures that incorporated into a large-scale art installation. Our year six students, were invited to be part of Keys to the City, community arts project and installation showcased at the Opening Event of the Maroochydore City Centre.

In the Music program, because of parent support, a substantial increase in the budget was expended on Music. Three of our senior students were chosen to attend the advanced music camp at Mapleton, a regional initiative that allows students with advanced skills to perform and learn alongside their music peers. During the year our students were involved in many successful public performances and concerts including Nambour Eisteddfod, Chevallum Music Concerts – Strings, Recorder and Combined. (Over 250 students participated in the three School concerts and performances).

Every year we celebrate our music successes. This year at the Music Eisteddfod the highlights were a 1st place in the 12 years and under trio/quartet string section and highly commended in the 12 years and under duet string section. Also at the Nambour Eisteddfod, our senior recorder players achieved 2nd and highly commended in the woodwind/brass/percussion section. Another musical highlight was our Recorder students performing a ‘Concert Band Spectacular’ competition held in Caboolture in the woodwind ensemble section. In 2019, all Year two students participated in an exciting music enrichment program. Lessons within the program were designed to introduce the students to a musical instrument and develop music-reading skills so that they can then make an informed choice about entering the instrumental music program offered in Year 3.


Literacy results continue to be a cause for celebration. This was particularly evidenced in our success in the Readers Cup Challenge. There has been a proud tradition of participation at Chevallum S.S. in the Readers Cup, which is run annually by the Queensland branch of the Children’s Book Council of Australia (CBCA) involving state and private school students from across Queensland. Chevallum has been the Sunshine Coast Regional Readers Cup Champions in 2008, 2009, 2010, 2011, 2014, 2015, 2017 and 2018. In 2019, our Regional Team was ‘pipped at the post’ from reaching the State Finals by half a point!

Sustainability at Chevallum was embedded in our curriculum and our community programs. Alignment of all Learning Areas within our school assessment tasks, specific classroom activities and the Stephanie Alexander Garden/Kitchen program is evident. The student kitchen and garden program inspires life-long learning of healthy eating and sustainable living.

As a living example of the school’s commitment to sustainability, Chevallum senior students facilitated the STARS and TerraCycle recycling programs across the school. Our school was on a continued journey to become more sustainable by the reduction of our waste and improvement of our waste management systems. The STARS Program (Strategies Towards Active Resource Sustainability) is a program that engages students to implement more sustainable waste practices, change the school’s culture to become more resourceful and create disposal and recycling systems that are ‘best practice’. Our school partnered with the Sunshine Coast Council and has become a member of Land for Wildlife program, conservation for wildlife initiative. Our Year 6 Environmental Leaders designed and built a ‘Frog Bog’ and surrounding native garden. This P&C funded and supported initiative aimed to attract native species of frogs and butterflies into the school grounds for the purpose of education and sustainability.

In both music and sports, community groups that include a majority of Chevallum State School students continue to flourish Viz. The Early Act group, Chevallum Community Choir, Chevallum Running Club and the Chevallum Netball Club. In sports, Chevallum experienced many successes including regional representation in touch football, oztag, basketball, cross-country and athletics. One of our students progressed to state level in athletics - high jump. To expand the fun and participation level in sports our students in 2019 participated in the Swim program (Year 2-4), the Surf program (Year 5-6), Footsteps Dance program (Prep-Year 4), Girls Rugby League Gala Day, Interschool Sport Nambour Cluster (Year 5-6) and The Billy Moore, Moses Mbye and Kerrod Walters Shields Rugby League Tournament (Year 5-6). To boost student interests in physical fitness the school hosted many outside sporting groups who ran workshops and coaching clinics including Brisbane Roar Soccer, Auskick, Little Athletics and Cricket’s Brisbane Heat. The school also hosted elite athlete, Sarah Wilson (Golf) as part of Olympics Unleased initiative.


In facilities, major works development occurred including the completion of a new Early Years Playground, Senior Playground and an internal bus shelter with permanent seating. The Early Years playground design, funded by DET was based on natural play and is both a learning and play space. The new Senior Playground was funded through a successful P&C Community Grant application and added P&C contributions. The bus shelter was sourced through P&C and School based funding. Minor works included new hard shade covers over Family B and I eating areas; steps and pathways linking facilities; new gardens to enhance front of school entry; and ICT infrastructure upgrade (Installation of new interactive whiteboards and Smart Televisions)

An enrolment management plan which ensures that we do not exceed our 497 student enrolment has been maintained for 2019. Our stability of student numbers across year levels has allowed forward planning for 2019-20 in teaching staff allocation and class configurations.

In Summary ….What a Great Year! It’s been a record year for awards and public recognition of the great work being done at Chevallum by staff, volunteers and students. To recap in no particular order—

New community partnership formed with a Beerwah strawberry grower to allow the continuation of our iconic Community Event – Strawbfest in its 33rd year

Chevallum State School becomes a Gold Maths Active School

Hosted a school tour of educators to view Multi-age organisational structures and practices

Class teacher, Libby Foley, outstanding achievements in Maths and Science teaching and learning within and beyond the school community

Highly successful P&C raising funds community events included 5 cent February, ‘An Afternoon with Wendell’ and 33rd Strawbfest

Chevallum End of Year Music Concert featuring Recorder Band, Chevallum Community and Junior Choirs, String Ensemble and Instrumental Band

Establishment of a MOU to endorse our New Pedagogy, Deep Learning Cluster of Primary Schools – Chevallum SS, HumpyBong SS and Pacific Paradise SS

Class Culminating Events celebrating student learning through community partnerships included Planet Utopia – Future Expo, Stepping Back in Time – Historical Fair, K Street Markets, Delightful Delicious Dinner, Chevallum Shindig, Future Health Architects Expo and Destination Sunshine Coast – Tourist Expo

Past student, successes were celebrated. Once again, an ex-Chevallum student was elected to a school leadership position this time as one of Nambour State College’s School Captains. Many students from a wide cross section of schools feature in award ceremonies which we publish each year and congratulate all students.

Co-organising and hosting an across-school Moderation with Humpybong SS to ratify English assessment

District and Regional and State representations in Netball, Basketball and Athletics

Chevallum Science, Maths and Book Week celebrations - workshops, parades, incursions, competitions


Introduction of Chevallum Maths Week celebrating numeracy and mathematics through fun, hands-on, open-ended investigations highlighting critical and creative thinking

MLTAQ Speech Contest in Italian Section – Year 5 student placing 1st in the Junior Open Division and three Year 5 students receiving highly commended awards; Year 4 student placing 2nd

In the QAMT Year 5/6 Team Maths Challenge, Chevallum teams placing 1st and 2nd

Our Environmental Leaders excelled in their commitment to sustainable practices within school community. Highlights were participating in the Schools Clean-up initiative and creating a ‘Frog Bog’ within the school grounds to attract native frog species

Future outlook

Chevallum State School’s improvement priorities for 2020 are in the priority areas of Successful Students and Quality

Teaching. The 2020 Explicit Improvement will have a continued sharp and narrow focus on writing in order to establish a school-wide model of best writing practice whilst building student writing stamina and confidence. 2020 will also a see a continuation of the targeted 2019 areas of Mathematics and Attendance.

Strategy 1 Writing

(2020 Targets: 75% all students Prep -Year 6 at or above C grade in English; 20% students in U2B in Writing, Spelling, Punctuation and Grammar)

Regular refocus of instructional strategies to ensure consistent school-wide practices

Sustain a collaborative culture

Sustain a trained team of Cognitive Coaches to mentor and support teachers in developing their professional practice

Build staff capability through implementation of a whole school Art and Science of Teaching Pedagogical framework

Develop data literacy through Professional Learning Teams

Maintain authentic assessment practices and feedback systems

Deliver oral language activities that target phonological and phonemic awareness

Develop and promote parent education programs to support student learning

Facilitate effective communication between school and community

Promote school events and profile through a public relations communication strategy Strategy 2 Numeracy (Mathematics)

(2020 Targets: 75% all students P-Year 6 at or above C grade in Mathematics; 20% students in U2B in Numeracy)

Develop data literacy through phase and teaching teams

Maintain authentic assessment practices and feedback systems Strategy 3: Attendance

(2020 Targets: 93% student attendance)

Maintain a safe and supportive school environment under-pinned by the principles of Restorative Practices

Enact a proactive Attendance Policy

Introduce and enact a Chevallum SS Student Health and Wellbeing Framework


Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2019 Prep Year - Year 6

Characteristics of the student body

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2017 2018 2019

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 478 468 469

Girls 228 231 216

Boys 250 237 253

Indigenous 17 14 17

Enrolment continuity (Feb. – Nov.) 95% 93% 97%

In 2019, there were no students enrolled in a pre-Prep program.

Overview

Chevallum State School is a co-educational school of 490 students from Prep to Year 6. It is the only community building in Chevallum and its multi-age philosophy and practices attracts families from all parts of the Sunshine Coast. 82% of the student population do not live in the school catchment area and most travel past at least two schools to attend Chevallum. Chevallum is focused on developing a community of learners.

In our caring, inclusive climate children take responsibility for their own learning and become autonomous learners. In the cooperative, family grouped classrooms, continuity facilitates an individualised, child-centred approach, making learning an enjoyable experience to be shared. All members of the community are actively involved. We aim to develop balanced individuals who can operate as an integral part of the community, having respect for and understanding of individual and cultural difference.

In our multi-age co-operative classrooms, the average class size is 23 in Prep-Year 3 and 25 in Year 4-6. Chevallum is a semi-rural area; the school is the only public building in Chevallum. In the last three years, 2017-2019 there has been continual demand for enrolment places across the school. We have a waiting list system, with an enrolment cap in the Prep year level of 75 students. It is anticipated that this demand will continue. This prediction is based on the number of Prep enrolments on waiting lists for the period from 2019-2023. The school does very little advertising in the media so the parents find out about the school from others or our website. They come because of the way in which we implement our philosophy of catering for the individual learning needs of our children in a multi-age structure.

Diversity is valued in all classrooms and throughout the school. Our school’s inclusion practices means that we attract students at various developmental stages. We have a very successful Special Education Program (SEP) which supports 13% of our students. All our SEP students are fully included in our classrooms. Our students also represent a diverse number of nationalities, including Italian, Japanese, Spanish, Mexican, Portuguese, German, French and Filipino. 4% of our students are indigenous.

Our multi-age practices foster leadership skills in all students. This leadership program sees all students in a role. From ambassadors to sports, environmental and cultural captains, Early Act office bearers, library leaders and peer mediators, there are many leadership opportunities for every child, enabling them to maximise their individual skills and talents. The effect of these leadership opportunities can be seen in the number of School Captains our small cohort of exiting students produces in high schools across the Sunshine Coast. Every year for the last 25 years there has been at least one high school captain in a state or private school who graduated from Chevallum.

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


Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2017 2018 2019

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 22 23 24

Year 4 – Year 6 22 25 23

Year 7 – Year 10

Year 11 – Year 12

Curriculum implementation

The P–12 curriculum, assessment and reporting framework specifies the curriculum, assessment and reporting requirements for all Queensland state schools’ principals and staff delivering the curriculum from Prep to Year 12. Further information on school implementation of the framework is available at https://education.qld.gov.au/curriculum/stages-of-schooling/p-12.

Our approach to curriculum delivery

Our distinctive curriculum offerings -

Curriculum is defined as all the experiences a child has at school. This includes the formal and the hidden curriculum. Chevallum School community understands that our learning outcomes are dependent upon the successful integration of our values and beliefs with best practice in learning and teaching.

Our emphasis on catering for individual learning needs means that children are offered individual and developmentally appropriate programs in Literacy and Numeracy.

All teaching and learning is underpinned by the Australian Curriculum and occurs within a multi-age context with the focus being on developing deep learning capabilities including creativity, communication, critical thinking, character, collaboration and citizenship. (New Pedagogies, Deep Learning)

Our values and beliefs as stated in our Strategic Plan (2017-2020) are an integral component of our school curriculum planning.

Inclusive curriculum practices reflect our values and beliefs.

Distinctive curriculum offerings include:

Futures orientated curriculum – New Pedagogies Deep Learning Project Inquiry-based learning Cooperative learning strategies Habits of Mind Restorative Practices Early Childhood Practice influenced by the Reggio Emilia philosophy, Play-based learning

and Age Appropriate Pedagogies LOTE Italian – Prep-Year 6 Learning support programs Student leadership programs Student well-being programs – Rock and Water, student leadership programs, Youth Worker

programs Sports and physical fitness programs – perceptual motor program, class Physical Education

Program and Sporting program The Arts with a major focus on Music including an enrichment music program for all Year 2

students The Arts program enhanced by a Specialist Visual Arts teacher Sustainability programs – Waste and Resources Schools STARS, Terracycle, Redcycle,

Stephanie Alexander Kitchen/Garden Program (Year 4-6) ICTs an integral part of our curriculum

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

https://education.qld.gov.au/curriculum/stages-of-schooling/p-12


Extra-curricular activities

Queensland state schools provide a wide range of subjects and extra curricula activities such as sport, art, music and school camps. Further information can be found here https://www.qld.gov.au/education/schools/information/programs.

Chevallum Co-curricular activities

Community Service Clubs

Early Act Rotary State Conference Leukaemia Foundation – Pyjama Day/Gold

coin heart Story Dogs Day – Crazy Hair/Free Dress Daniel Morcombe Foundation - Walk for

Daniel Smile Vanuatu Oral Hygiene - tooth brush

drive Competitions

Readers Cup Sunshine Coast Regional Yr. 6

MLTAQ Speech Contest in Italian Section

Sunshine Coast Junior Eisteddfod

QAMT year 5 and 6 Maths Quiz

Year 3-6 Australian Maths Competition

STAQ Science Competition

Year 6 Day of Excellence, Kawana College

Academic Scholarship Nambour State College– Lily Ballet (Year 6)

Leadership

Early Act

Rock and Water

Environmental Leaders – ‘Frog Bog’

Schools Clean Up Day

School STARS Program

Peer Mentoring Program

High School Transition Days – Burnside and Nambour

Leadership Programs · Year 6 Leadership Camp

Year 6 leadership · Ambassadors · Cultural Leaders · Sports Leaders · Environmental Leaders · Library Leaders

The Arts

Visual Arts Specialist lessons

Advanced Music Camp

Chevallum Choirs – Junior and Community

Year 2 Music Enrichment Program

Instrumental Music Programs – Strings and Wind/Percussion

Recorder band

School Music Concerts

Nambour Eisteddfod

Recorder Concert

Chevallum Music Concert

Count Us In Music Initiative

Artist in Residence (sculpture) - Ann Ferguson

Visiting Author –

Music A Viva

Voices on the Coast Literacy Festival

Keys to the City Art Project

Sport State

Track and Field - Jade Meehan District and Regional

Cross Country

Athletics

Swimming

Basketball

Netball

Soccer School and District

Volley Ball

Interschool Sport

Billy Moore Shield and Moses Mbye Cup Gala Day – Rugby league

Chevallum Netball Club

AFL

Touch Football

Soccer

Years 4-6 Girls Gala Day – Rugby League

Chris Flannery/Kerrod Waters Shield – Rugby League Other school sports

Senior/Junior Athletics day

Deadly Sports – Indigenous students

Footsteps Dance Program (Prep-Year 4)

Oz tag

Surf Program

Swimming Program

Queensland Cricket clinics

Little Athletics clinics

Olympian Visit – Sarah Wilson (Golf)

Auskick Program

Running Club

Brisbane Roar Soccer Other

Camps o Year Six Leadership 2 day camp at Alexander

Headlands o Middle school Alex Park 2 day beach camp,

Alexander Headlands (200 Students)

Incursions/ Excursions o Year 5 and 6 Canberra Excursion o Maleny Dairies, Eumundi Market, QPAC Science,

Year 1 Fire Safety, Historical Village, Strawberry Farm, Chambers Island, Gympie Gold Mining and Historical Museum

Chess Club

Story Dogs Reading Program

World of Maths (Prep-Year 6)

Italian Day

Science Week

Mathematics Week

Financial Literacy Workshops

Life Education Year 5 and 6 Program

Year 6 Robotics Experience

Special Parades o Harmony Day o ANZAC Day o Year 6 Investiture o Book Week o World Environment Day o NAIDOC o Remembrance Day

https://www.qld.gov.au/education/schools/information/programs


How information and communication technologies are used to assist learning

Information and communication technologies (ICT) are an important part of contemporary schooling. The Australian Curriculum includes ICTs as a general capability across all learning areas, as well as Digital Technologies as a specific learning area. Further information on models used by schools to assist learning is available at https://education.qld.gov.au/parents-and-carers/school-information/student-ict-device-programs/one-to-one-models.

Chevallum State School is committed to improving student learning outcomes through integrating ICT into the curriculum. The implementation of our futures orientated curriculum requires the ongoing development of teacher ICT skills and transformative practice. Our professional learning is characterised by a balance of 'just-in-time" learning and planned programs that meet individual teacher's needs so that all teachers have an e-Learning vision where they reflect on their own practice, stay digitally connected and act in order to transform digital pedagogy and culture.

Student and teacher access to ICT hardware is a major priority and reflected in our budget. All co-operative classrooms have interactive whiteboards and a maximum ratio of 1:5 student /computer (laptops and PCs) access. Other digital technologies such as IPads, ozobots and spheros are used to support learning.

Even though we believe that “Putting a mouse in a prep student’s hand is just as important as putting a pencil”, the focus is about how to use technology efficiently and effectively to support learning and teaching.

Social climate

Overview

Each Queensland state school develops and enacts policies to support an integrated approach to behaviour, learning and teaching.

Our Student Code of Conduct is our school’s behaviour policy, with information about school rules, consequences and processes for addressing bullying and the use of technology. A copy of this is available on our school website.

Further information is also available at https://www.qld.gov.au/education/schools/health.

Our school strives to be a happy and safe place - a supportive school environment in which individual differences are acknowledged and valued, and in which each student, staff member and parent feels safe and happy.

Our inclusive curriculum and practices based on the principles of Restorative Practices support positive relationships which are an important part of our learning community. There is a focus on student self-management and personal responsibility within an interdependent learning environment. Our Responsible Behaviour Plan reflects these values and practices. Specific strategies to address bullying are underpinned by proactive programs across the school such as our Structured Play Program, Circle Time and the Rock and Water program. Other strategies include formal and informal Restorative Practices conferences.

All teaching staff are trained in Restorative Practices ensuring a consistent and caring approach to supporting and maintaining student and staff well-being. Our Youth Worker and Guidance Officer are an integral part of the student well-being support team offering added pastoral care.

https://education.qld.gov.au/parents-and-carers/school-information/student-ict-device-programs/one-to-one-models

https://education.qld.gov.au/parents-and-carers/school-information/student-ict-device-programs/one-to-one-models

https://www.qld.gov.au/education/schools/health


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: 2017 2018 2019

their child is getting a good education at school (S2016) 95% 95% 96%

this is a good school (S2035) 98% 99% 99%

their child likes being at this school* (S2001) 97% 96% 99%

their child feels safe at this school* (S2002) 94% 96% 99%

their child's learning needs are being met at this school* (S2003) 90% 95% 96%

their child is making good progress at this school* (S2004) 92% 91% 95%

teachers at this school expect their child to do his or her best* (S2005) 97% 97% 96%

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

95% 92% 95%

teachers at this school motivate their child to learn* (S2007) 95% 92% 97%

teachers at this school treat students fairly* (S2008) 93% 91% 95%

they can talk to their child's teachers about their concerns* (S2009) 97% 95% 96%

this school works with them to support their child's learning* (S2010) 95% 93% 95%

this school takes parents' opinions seriously* (S2011) 97% 88% 94%

student behaviour is well managed at this school* (S2012) 92% 88% 95%

this school looks for ways to improve* (S2013) 95% 97% 99%

this school is well maintained* (S2014) 98% 95% 96%

* 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: 2017 2018 2019

they are getting a good education at school (S2048) 94% 93% 97%

they like being at their school* (S2036) 95% 94% 91%

they feel safe at their school* (S2037) 91% 93% 97%

their teachers motivate them to learn* (S2038) 97% 91% 96%

their teachers expect them to do their best* (S2039) 98% 98% 97%

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

99% 90% 90%

teachers treat students fairly at their school* (S2041) 90% 88% 91%

they can talk to their teachers about their concerns* (S2042) 92% 85% 84%

their school takes students' opinions seriously* (S2043) 91% 89% 90%

student behaviour is well managed at their school* (S2044) 83% 86% 81%

their school looks for ways to improve* (S2045) 95% 91% 95%

their school is well maintained* (S2046) 94% 93% 97%


Percentage of students who agree# that: 2017 2018 2019

their school gives them opportunities to do interesting things* (S2047) 95% 94% 97%




Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2017 2018 2019

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% 98% 100%

they receive useful feedback about their work at their school (S2071) 98% 100% 100%

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

100% 100% 92%

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

students are treated fairly at their school (S2073) 100% 98% 100%

student behaviour is well managed at their school (S2074) 94% 98% 100%

staff are well supported at their school (S2075) 98% 98% 95%

their school takes staff opinions seriously (S2076) 98% 100% 95%

their school looks for ways to improve (S2077) 100% 100% 97%

their school is well maintained (S2078) 98% 96% 100%

their school gives them opportunities to do interesting things (S2079) 98% 100% 100%




Parent and community engagement

Our approach to engaging with parents and the community is aligned to the departments Parent and community engagement framework. The framework helps students, schools, parents and the community to work together to maximise student learning and wellbeing. Research shows parent and community engagement that is effectively focused on student learning can deliver powerful outcomes. Further information is available at https://education.qld.gov.au/parents-and-carers/community-engagement

There are a number of strategies used to involve parents in their child’s education. These include:

Open Door Policy to all classrooms

Weekly class appointment times for parents to access when required

Parent volunteers in classrooms

Parents and community members who provide specific expertise in school and integrated tasks

Inclusion in decision making at various levels through: Classroom Parent Representatives Forum Parents and Citizens Association P&C Subcommittees including Strawbfest, Café, Uniform shop, WOOSH (after/before school care) Stephanie Alexander Kitchen/ Garden project volunteers

Communication is also enhanced through these strategies. There are also written communication processes including school website , regular emailed school and class newsletters to parents/carers.

https://education.qld.gov.au/parents-and-carers/community-engagement


Formal activities include:

Information sessions on Supporting Student Literacy and Numeracy, Parenting, Emotional intelligence; Supporting Students with Special Needs; Role of play in learning, Assessment and Reporting practices in Early Childhood.

Class parent information nights and morning teas

Formal Parent/Teacher Interviews

Parades Informal activities include:

All end of Unit Task culminating presentations and events. There is on average 90% parent response to these presentations and class evening incursions.

Respectful relationships education programs

Chevallum State School operates under a Restorative Practices framework to attend to conflict resolution and to assist students in taking responsibility for their behaviour.

Restorative language is widely utilised. It is used in the classrooms between teaching staff and students, between students who have experienced conflict and with students to develop strategies for managing their behaviour.

Formal conferences and chats occur following identified incidents. Students who have experienced an incident during their play break may be referred to a Reflection Meeting. These meetings are an opportunity for students to identify the harm that has been caused and work towards repairing the harm collaboratively. Teaching staff may also be involved in these conferences if the incident has directly or indirectly affected them.

Students work with Restorative Staff to decide on what they can actively do to repair the harm that has been caused. This may involve a period of Supervised Play (spending their break times participating in an activity that has a teacher supervising), Community Service or a specialised Play Plan.

Data collection from incidents that occur over the school term is integral in the design of duty rosters to respond to emerging trends. This data also assists in identifying training requirements for staff and parents in line with our school-wide Restorative Practice philosophy.

The school has developed and implemented tailored social/emotional programs that focus on appropriate, respectful and healthy relationships including Circle Time, Rock and Water and Peer Mentoring. These programs promote self-awareness and personal growth enabling students to be assertive yet respectful community members.


School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2017 2018 2019

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 4 6 5

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

Sustainability is a significant part of our whole school culture and we will continue to explore ways to extend and embed the school’s Sustainability Program. We see as our responsibility, to not only engage our students and community in sustainable practices, but to share our successes with other schools. We will continue to work with the QLD and Sunshine Coast Environmental Council, QESSI and QLD Government Climate Smart program.

Environmental education has been a feature of Queensland schools for more than 30 years. In many schools it has been creatively and proactively incorporated into the curriculum in each phase of learning, and is also reflected in the school's facilities and in the actions of its principals, teachers and students.

Table 7: Environmental footprint indicators for this school

Utility category 2016–2017 2017–2018 2018–2019

Note:

Consumption data is compiled from sources including ERM, Ergon, CS Energy 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) 125,448 135,872 150,718

Water (kL)

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.

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 41 24 <5

Full-time equivalents 35 16 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

The Queensland College of Teachers (QCT) is responsible for ensuring that teaching in Queensland schools in performed by an appropriately qualified person, that has successfully completed either -

(a) a four-year initial teacher education program including teacher education studies of at least one year (e.g. a Bachelor of Education, or a double Bachelor degree in Science and Teaching) or

(b) a one-year graduate initial teacher education program following a degree (e.g. a one-year Graduate Diploma of Education (Secondary) after a three-year Bachelor degree) or

(c) another course of teacher education that the QCT is reasonably satisfied is the equivalent of (a) or (b). These are considered on a case-by-case basis.

For more information, please refer to the following links

https://cdn.qct.edu.au/pdf/Policy_Teacher_registration_eligibility_requirements

https://www.qct.edu.au/registration/qualifications

https://cdn.qct.edu.au/pdf/Policy_Teacher_registration_eligibility_requirements_EC33_000.pdf?_ga=2.167366263.81220565.1590032243-410575548.1587024613

https://www.qct.edu.au/registration/qualifications


Professional development

Teacher participation in professional development

Queensland state schools undertake 5 staff professional development days (25 hours) throughout the year:

2 days at the end of the summer holidays (fixed)

2 days during the Easter holidays (flexible)

1 day in the third last week of Term 3 (fixed) on the student free day.

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2017 2018 2019

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 96% of staff were retained by the school for the entire 2019.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2019 for all Queensland state Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school

Description 2017 2018 2019

Overall attendance rate* for students at this school 92% 91% 91%

Attendance rate for Indigenous** students at this school 93% 91% 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 2017 2018 2019 Year level 2017 2018 2019

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 91% 92% 90% Year 7 DW

Year 1 92% 89% 91% Year 8

Year 2 92% 92% 91% Year 9

Year 3 93% 92% 92% Year 10

Year 4 94% 92% 92% Year 11

Year 5 93% 91% 90% Year 12

Year 6 92% 92% 90%

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.

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.

16

15

12

20

17

15

34

37

30

30

31

42

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

2019

2018

2017

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

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

Documents

Chevallum State School - chevallumss.eq.edu.au · the North Coast Region. Deep Learning develops the learning, creating and ‘doing’ dispositions that young people need to thrive