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Goombungee State School
ANNUAL REPORT
2018 Queensland State School Reporting
Every student succeeding State Schools Strategy
Department of Education
2018 Annual Report 1 Goombungee State School
Contact information
Postal address PO Box 45 Goombungee 4354
Phone (07) 4612 6888
Fax (07) 4696 5047
Email [email protected]
Webpages Additional information about Queensland state schools is located on:
the My School website
the Queensland Government data website
the Queensland Government schools directory website.
Contact person Acting Principal Stuart Fuller
2018 Annual Report 2 Goombungee State School
From the Principal
School overview
The School Vision states all staff of Goombungee State School are committed to achieving high level student outcomes through the implementation of both curriculum and pedagogy that are intellectually rigorous and culturally inclusive. We also want to promote critical thinking in the development of our students. The central purpose of Goombungee State School is to develop, as effectively and efficiently as possible and within a supportive environment, each child's self-esteem and love of learning by giving the child the necessary skills and motivation and pride in personal achievements - academic, cultural, social and sporting. The values of the Goombungee State School community to be used as a reference for its strategic planning fall under the CARE banner – Co-operation, Achievement, Responsibility and Excellence. In all our endeavours, we are conscious of the needs of individuals, society and the environment. We are proud of our achievements in the academic, cultural and sporting fields, but our major achievement has been in the social acceptance of all children into a friendly yet challenging learning environment.
School progress towards its goals in 2018
In 2018, Goombungee State School continued its focus on high quality teaching and on the goals noted below.
100% of staff confidence and use of Explicit Teaching Sequence and Age Appropriate Pedagogies.
Although this target has been met, the introduction of new teaching staff means explicit teaching and age appropriate pedagogies will be regularly re-visited.
100% of students will meet Regional Benchmark in Reading. Students at risk will have an Individual Student Plan.
Two thirds of students were able to reach Regional Benchmark for their Year level. Students identified as at risk received additional learning support.
Increase % of Year 3 and Year 5 students achieving U2B Reading –NAPLAN
In the majority of strands, the school was able to increase the percentage of students in the upper two bands of NAPLAN. For Year 3, there was an increase in 4 of the 5 bands while in Year 5, increases were seen in 3 bands.
Whole School Attendance 95%
The school was unable to maintain the high level of attendance achieved in 2017 of 95.1%. A small drop in attendance in 2018 left overall attendance at 94.6%.
Future outlook
In 2019, Goombungee has retained a major focus on the teaching of reading and has set the following targets to guide the work of teachers:
- 30% of Year 3 and 5 students to achieve U2B Reading – 2019 NAPLAN
- All students having and understanding their own reading goal. Students should be able to explain how, when and why they have completed a goal.
- 100% of staff confident in the use of the Explicit Teaching Sequence and their understanding of Hattie’s effect size.
As well, the school has renewed its attendance target of 95%.
2018 Annual Report 3 Goombungee State School
Our school at a glance
School profile
Coeducational or single sex Coeducational
Independent public school No
Year levels offered in 2018 Prep Year - Year 6
Student enrolments
Table 1: Student enrolments at this school
Enrolment category 2016 2017 2018
Notes:
1. Student counts are based on the Census (August) enrolment collection.
2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.
Total 112 112 114
Girls 58 59 62
Boys 54 53 52
Indigenous 3 2 3
Enrolment continuity (Feb. – Nov.) 92% 96% 92%
In 2018, there were no students enrolled in a pre-Prep program.
Characteristics of the student body
Overview
Established in 1881, Goombungee State School is part of the Darling Downs South West Region located 46 kilometres north of Toowoomba. The school offers multigrade, co-educational schooling from Prep to Year 6. Our student body is drawn mainly from the local township, with a relatively low transience level.
Average class sizes
Table 2: Average class size information for each phase of schooling
Phase of schooling 2016 2017 2018
Note:
The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.
Prep – Year 3 22 23 21
Year 4 – Year 6 29 25 33
Year 7 – Year 10
Year 11 – Year 12
Curriculum delivery
Our approach to curriculum delivery
Individualised curriculum with a rigorous approach to the teaching of literacy and numeracy
Early intervention and learning support programs and extension programs for identified students
Streamed reading and spelling groups enabling students to be taught at their instructional level
2018 Annual Report 4 Goombungee State School
Integration of information technology into our classrooms and teaching and learning programs
Learnscape program including garden.
Co-curricular activities
In addition to our formal curriculum offerings, our school also offers students the opportunity to participate in:
- School camps
- Excursions
- Robotics
- Under 8’s Day
- Shared events with Goombungee Little Folks
- Premier’s Reading Challenge
- School Concert
- Dance Concert (each term)
- Weekly woodwork program
- Chaplaincy program
- Graduation Dinner
- Small School Academic Challenges
- Sports Carnivals, Swimming Carnival and Athletics Carnivals
- Charitable fundraisers for both school and community
- Book Fair
- School Discos
- Behaviour celebration days
-Term recognition of meeting attendance goal of 95%
- Stars and Idols band
How information and communication technologies are used to assist learning
ICT is an integral part of the curriculum and is embedded in all programs across all key learning areas. The range of technologies available includes over 45 curriculum workstations, a pod of computers in each classroom, extension and support, digital cameras and interactive whiteboards. Students use ICTs to strengthen their learning in a variety of ways. They:
- Develop coding and programming knowledge
- Develop their understanding of technology
- Utilize the internet and expert sources to enhance their knowledge
- Create, manipulate and present information in a variety of formats across a variety of Key Learning Areas
Use of ICTs in the explicit teaching process by all teachers is evident.
Social climate
Overview
Students and parents at Goombungee are encouraged to work with staff as they strive to create a safe and supportive environment. At Goombungee State School, high behaviour expectations exist across all aspects of teaching and learning. These expectations are explicitly taught through a schedule of lessons each fortnight. Our school values underpin all behaviour expectations:
Co-operation
Achievement
Responsibility
Excellence.
2018 Annual Report 5 Goombungee State School
Our families and students respond positively to this commitment at Goombungee State School. In the 2018 School Opinion Survey students, parents and staff indicated that they were very satisfied with the learning and school environment. 100% of parents surveyed felt that their child feels safe at the school and that teachers at Goombungee expect their child to do his or her best. 100% of students surveyed felt teachers motivate them to learn, expect them to do their best and provide them with useful feedback about their schoolwork.
Parent, student and staff satisfaction
Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.
Table 3: Parent opinion survey
Percentage of parents/caregivers who agree# that: 2016 2017 2018
their child is getting a good education at school (S2016) 95% 96% 93%
this is a good school (S2035) 95% 92% 86%
their child likes being at this school* (S2001) 90% 100% 86%
their child feels safe at this school* (S2002) 90% 100% 100%
their child's learning needs are being met at this school* (S2003) 95% 96% 93%
their child is making good progress at this school* (S2004) 95% 96% 86%
teachers at this school expect their child to do his or her best* (S2005) 100% 100% 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
95% 88% 93%
teachers at this school motivate their child to learn* (S2007) 95% 92% 86%
teachers at this school treat students fairly* (S2008) 86% 92% 93%
they can talk to their child's teachers about their concerns* (S2009) 95% 96% 93%
this school works with them to support their child's learning* (S2010) 90% 92% 86%
this school takes parents' opinions seriously* (S2011) 86% 88% 93%
student behaviour is well managed at this school* (S2012) 81% 84% 86%
this school looks for ways to improve* (S2013) 100% 92% 100%
this school is well maintained* (S2014) 95% 96% 100%
* Nationally agreed student and parent/caregiver items.
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.
DW = Data withheld to ensure confidentiality.
Table 4: Student opinion survey
Percentage of students who agree# that: 2016 2017 2018
they are getting a good education at school (S2048) 92% 97% 100%
they like being at their school* (S2036) 90% 98% 97%
they feel safe at their school* (S2037) 92% 98% 100%
their teachers motivate them to learn* (S2038) 100% 100% 100%
their teachers expect them to do their best* (S2039) 97% 100% 100%
their teachers provide them with useful feedback about their school work* (S2040)
97% 100% 100%
teachers treat students fairly at their school* (S2041) 85% 95% 100%
they can talk to their teachers about their concerns* (S2042) 92% 93% 94%
their school takes students' opinions seriously* (S2043) 87% 98% 100%
student behaviour is well managed at their school* (S2044) 90% 93% 94%
2018 Annual Report 6 Goombungee State School
Percentage of students who agree# that: 2016 2017 2018
their school looks for ways to improve* (S2045) 100% 100% 100%
their school is well maintained* (S2046) 95% 100% 100%
their school gives them opportunities to do interesting things* (S2047) 92% 95% 97%
* 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 5: Staff opinion survey
Percentage of school staff who agree# that: 2016 2017 2018
they enjoy working at their school (S2069) 100% 100% 100%
they feel that their school is a safe place in which to work (S2070) 100% 100% 100%
they receive useful feedback about their work at their school (S2071) 91% 100% 100%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
100% 100% 100%
students are encouraged to do their best at their school (S2072) 100% 100% 100%
students are treated fairly at their school (S2073) 73% 93% 100%
student behaviour is well managed at their school (S2074) 73% 93% 100%
staff are well supported at their school (S2075) 82% 100% 92%
their school takes staff opinions seriously (S2076) 82% 100% 100%
their school looks for ways to improve (S2077) 100% 100% 100%
their school is well maintained (S2078) 73% 93% 100%
their school gives them opportunities to do interesting things (S2079) 91% 100% 100%
* 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
Having parents highly involved in their child’s education is a very high priority at Goombungee State School and has always been actively encouraged. Proactive communication between home and school is considered essential to promote achievement as well as deal with situations that are less than positive. Therefore, parents are encouraged to support teachers in classrooms and attend regular, necessary parent/teacher conferences in order to strengthen the ‘partnership in education’ concept.
School newsletters are sent home or e-mailed regularly to keep parents “in the loop”. Staff members are encouraged to contact parents and seek interviews to discuss children’s results, work ethic or behaviour. In the majority of cases, parents are keen to hear suggestions or discuss problems.
Every day in our classrooms, we have parent volunteers supporting teachers in their roles. Whether itis listening to reading groups, changing books or providing art tuition, our families are heavily involved in furthering student outcomes. It is now tradition for these many volunteers to be thanked in fourth term at a special morning tea.
Our school has a supportive P&C body. This group provides input to the formulation of strategic documents and school policies, as well as help in the form of financial resources. Various fundraising ventures provide the main sources of income for this body.
Administering a community swimming pool and assisting with swimming lessons is another key function of the association.
The support of the entire parent body is acknowledged and appreciated.
2018 Annual Report 7 Goombungee State School
Respectful relationships education programs
The school has implemented programs that focus on appropriate, respectful, equitable and healthy relationships.
School disciplinary absences
Table 6: Count of incidents for students recommended for school disciplinary absences at this school
Type of school disciplinary absence
2016 2017 2018
Note:
School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.
Short suspensions – 1 to 10 days 1 2 1
Long suspensions – 11 to 20 days 0 0 0
Exclusions 1 0 0
Cancellations of enrolment 0 0 0
Environmental footprint
Reducing this school’s environmental footprint
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns. Staff are committed to minimising the school’s environmental footprint.
Table 7: Environmental footprint indicators for this school
Utility category 2015–2016 2016–2017 2017–2018
Note:
Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.
*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.
Electricity (kWh) 32,366 49,773 68,071
Water (kL) 1,169
School funding
School income broken down by funding source
School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.
How to access our income details
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
2018 Annual Report 8 Goombungee State School
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 9 7 <5
Full-time equivalents 8 5 <5
*Teaching staff includes School Leaders.
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Qualification of all teachers
Table 9: Teacher qualifications for classroom teachers and school leaders at this school
Highest level of qualification Number of qualifications
*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Doctorate 0
Masters 0
Graduate Diploma etc.* 0
Bachelor degree 5
Diploma 3
Certificate 0
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2018 were $8825.
The major professional development initiatives are as follows:
Explicit Instruction
Age Appropriate Pedagogies
Motivational Speaker
2018 Annual Report 9 Goombungee State School
Behaviour Management
Unpacking Pedagogical Practices
Moderation
Mandatory training –student protection, code of conduct, asbestos
Administration professional development
Cleaners training
First aid (CPR, anaphylaxis and asthma training)
Principal professional development
The proportion of the teaching staff involved in professional development activities during 2018 was 100%.
Staff attendance and retention
Staff attendance
Table 10: Average staff attendance for this school as percentages
Description 2016 2017 2018
Staff attendance for permanent and temporary staff and school leaders. 97% 89% 95%
Proportion of staff retained from the previous school year
From the end of the previous school year, 87% of staff were retained by the school for the entire 2018.
Performance of our students
Key student outcomes
Student attendance
The overall student attendance rate in 2018 for all Queensland State Primary schools was 92%.
Tables 11–12 show attendance rates at this school as percentages.
Table 11: Overall student attendance at this school
Description 2016 2017 2018
Overall attendance rate* for students at this school 94% 95% 95%
Attendance rate for Indigenous** students at this school 94% 95% 96%
* 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.
2018 Annual Report 10 Goombungee State School
Table 12: Average student attendance rates for each year level at this school
Year level 2016 2017 2018
Notes:
1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.
2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
3. DW = Data withheld to ensure confidentiality.
Prep 95% 96% 92%
Year 1 94% 94% 95%
Year 2 95% 95% 93%
Year 3 95% 94% 95%
Year 4 94% 96% 97%
Year 5 95% 97% 95%
Year 6 94% 94% 96%
Student attendance distribution
Graph 1: Proportion of students by attendance rate
8
4
6
6
8
11
23
29
24
64
58
60
0% 20% 40% 60% 80% 100%
2018
2017
2016
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
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.
At Goombungee State School rolls are marked twice daily, in the morning and afternoon sessions. Through communications with parents, the “Every Day Counts” message is reinforced regularly. Data compiled from the 2017 school year, highlights students at risk of low attendance. These students with unexplained absences are contacted by the school by 11:00am on the first day as part of our policy to ensure optimal attendance. Unexplained absences are significantly minimised. Students who achieve our school target of 95% are recognised each term with a special parade and reward.
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.
2018 Annual Report 11 Goombungee State School
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.
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.
