Keppel Sands State School

Keppel Sands State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Keppel Sands State School

Contact information

Postal address PO Box 2045 Keppel Sands 4702

Phone (07) 4934 4760

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 Julieanne Hanak - Principal

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

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

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


From the Principal

School overview

Keppel Sands State School is a small Prep to Year 6 school situated on the coast east of Rockhampton. The Keppel Sands community is a small but active community with many events involving the school and students. The school prides itself on being active within the community by attending events such as NAIDOC, Krabtastic, Keppel Sands Easter Markets, ANZAC Day and Rememberance Day.The school values each child's individuality and attempts to cater to the needs of each, offering extension or support as required. The close family atmosphere of the school allows the students to appreciate the development of the younger students and the role models set by the older students. The school prides itself on offering all students as many opportunities as possible with a focus on developing well mannered and interactive leaders of the future.

The students are heavily involved in their STEM project which incorporates the creation of a vergetable garden each year. Students then take their produce and develop recipies to be cooked and served at a lunch for the community. In a shared, on-going project with the Rockhampton Regional Council students are learning about sustainability and their environment. Being on Durumbal land we acknowledge and value our elders and participate in cultural activities to help our students both indigineous and non-indigenous to understand our land and where we have come from. Due to the remoteness of the community to sporting facilities, the school provides sports coaching and physical improvement through the Commonwealth Government's Active After-School Communities. Staff provide after school activities once a week to help engage students in extra-curricula activities. We have developed an eKindy pod and believe having our students attend kindy prior to starting school is key to successful school transitions and engagement.

School progress towards its goals in 2018

Key Priorities

2018 Priorities Accomplishments To continue in 2019

Australian Curriculum

Continued to refine and implement school's whole curriculum framework, mapped to the Australian Curriculum to ensure consistent practice across the school and region.

Moderated with other schools to ensure consistency in marking and assessing.

Teaching staff engaged with the Australian Curriculum and this is evident in their multi-age planning.

Regular moderation occurred each term with other small schools across the region.

Continue to plan and refine the multi-age unit plans using the Australian Curriculum.

Adjust assessments to provide opportunities for all students to show multiple ways for each A-C level.

Continue moderation to ensure consistency across the region.

STEM Created and maintain STEM gardening project.

Students held STEM luncheon in Term 3 to consolidate project.

Garden enclosure built to keep out wildlife and heat.

Teacher employed to teach sustainability and science based skills around the garden.

Students designed, measured and created flowering garden beds aligned to the project.

A very successful community luncheon where community members were in awe of the student’s abilities.

All students participated by cooking the meals and serving their customers.

The school aesthetics have improved considerably from the introduction of the flower gardens that the students created.

STEM project to continue in 2019.

STEM luncheon to be held again in Term 3.

Invite more community members to lunch.

Continue to improve the school aesthetics through student voice.

Mathematics Introduced number talks and mental computation on a daily basis.

Student’s mental computation increased significantly to include

To continue and strengthen in 2019.


Diagnostic testing beginning and end of each term.

Implemented hands on activities in every maths lesson.

automaticity in most students.

Students are more engaged in maths through hands on learning.

Use mental computation to work on problem solving.

Introduce a Maths Maniac award from each class to be presented on parade.

Reading Whole school 30 minute reading sessions 4 days per week.

Whole school streamed into ability groups to focus on individual goals and group focus.

Teacher aides used to intensively focus on individual students and small groups to target problem areas.

Students reading has increased due to being in focus groups.

Some students made increases of several levels over the year.

Upper band students increased their reading stamina from 5 minutes to 30 minutes.

Continue reading groups.

Target individual students who are still struggling with increase in speech sessions.

Behaviour Review Responsible Behaviour Plan to reflect school-wide responses and expectations to behaviours.

Develop high expectations for behaviour across the school.

Train staff to be consistent with behaviour management.

Implemented the Essential Skills for Behaviour Management across the school.

Celebrate Keppel Sands Student of the Week on weekly parade with a certificate and prize to the student who shows consistent good behaviour and follows the “Be Safe’, ‘Be Respectful’ and ‘Be Responsible’ values.

Student behaviour improved with only a minor amount of students still having some issues.

School has become a calmer and more friendly environment.

Intensive behaviour work around the students who are still having issues has improved overall behaviour incidents.

Introduce a rewards system in 2019.

Staff and students to work together to refine behaviours.

Money system reward system with auctions to be held each term in weeks 5 and 10.

Future outlook

2019

Targets Timelines Strategies

Plan and monitor teacher planning in alignment with the Australian Curriculum, especially in areas of Maths and English.

Create an observation and feedback process with teaching staff around Maths and Spelling lessons.

Whole school spelling focus.

Ongoing

Begin Term 1

Begin Term 1

Review the school's whole curriculum framework, mapped to the Australian Curriculum to ensure consistent practice at classroom level with a focus on mathematics and spelling.

Refine the school's pedagogical approach to the teaching of Mathematics and spelling.

Maintain and improve a collegial planning and moderation process with teaching staff.

All students understanding and engaging in assessments at age appropriate levels within the Australian Curriculum.

Staff to attend SMART spelling PD.

SMART spelling strategies to be used in every lesson.


SMART spelling lessons 30 minutes, 4 times a week.

Number talks to be taught each maths lesson.

Celebrate achievement in Maths on weekly assembly with a Maths Maniacs Award and Super Speller Award of the week.

Continued creation of STEM gardening project with the focus on the vegetable garden.

Term 2 Employ Teacher to work with students to re-create their garden.

Hold STEM lunch

All students to be engaged in their learning and following the Keppel Sands Behaviour Management plan.

Ongoing Review Responsible Behaviour Plan to reflect school-wide responses and expectations to behaviours.

Engage parents in behaviour management strategies.

Introduce rewards system and hold auctions twice a term.

We are looking forward to holding our STEM lunch again in 2019 and to try and increase it by inviting more community members and dignitaries.

We are looking forward to seeing how the introduction of the SMART spelling strategies help our students to engage more in their writing and improve their spelling. We are excited to see how these strategies will also help students with their decoding in reading.

We are looking forward with engaging with other schools through the moderation and intentional collaboration around STEM and the Australian Curriculum.

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 19 27 28

Girls 11 16 13

Boys 8 11 15

Indigenous 5 7 7

Enrolment continuity (Feb. – Nov.) 95% 93% 89%

In 2018, there were 3 students enrolled in a pre-Prep program.

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


Characteristics of the student body

Overview

Our student body consists of students from within the Keppel Sands township and the nearby Joskeleigh seaside community. Keppel Sands sits an equal 40km distance east of Rockhampton and south of Yeppoon. Students of Keppel Sands work together in a P- 6 multi-age learning environment. Specialists provided PE, Music and support programs. Intervention, Learning Support and Extension programs provided to cater for students with Special Needs. Gifted students are identified and challenged through projects and differentiation in the classroom. Japanese is the language taught at the school.The school has a rich appreciation of Aboriginal and South Sea Islander culture. The traditional owners are the Darumbul people.

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 18 14 13

Year 4 – Year 6

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

Keppel Sands Curriculum is highly structured within disciplined classroom practices. Students work in small groups, at their level to ensure that each student learns to their potential. Distinctive and rigorous internal monitoring processes are in place to evaluate student achievement and success.

Australian Curriculum is our core curriculum

Core focus curriculum is English, Maths, and Science. Other Learning Areas include HASS, HPE,

The Arts, Technologies and LOTE.

Blocks of curriculum delivery for English and Maths is timetabled for morning and middle sessions

Structured routines build familiarity for students to embed expectations in their learning and stability in

behaviours

National time curriculum delivery allocations are met

Whole school focus in school improvement focus – literacy and numeracy

EVERY staff member knows EVERY student

Early identification and intervention processes for any student requiring support

Differentiation in learning is consistent across classes

Chaplaincy and Religious Instruction programs

Co-curricular activities

Anzac Day

Remembrance Day

STEM Luncheon

Under 8’s Day

NAIDOC Day

After school activities

School Leadership Opportunities

End of Year Annual Concert

Pre-Prep Transition Program

eKindy Pod

Swimming Lessons Term 4

STEAM Gala Days with small schools cluster

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


CWA Multicultural project and celebration day

How information and communication technologies are used to assist learning

In 2018 Keppel Sands State School made some significant progress towards ensuring its students are active and adept at using ICT’s. All classrooms now have an Activpanel that allows both staff and students to interact with their learning. Students use computers to complete assessments, research projects and to access some learning sites. The younger students engage in the Reading Eggs program whilst the older students are becoming skilled in all Microsoft programs. These programs will help set them up for future studies and job prospects. Students engage with the iPads to conduct research, create movies and photo stories. An Apple Mac Mini enables easy management of our iPads and the use of Mac programs. All staff have are issued with an iPad to use in the classroom for assessment tasks, learning activities, extension, learning support, research, teaching and instruction and as a planning tool. The use of ICT’s has been embedded into our practice as teachers, and students are becoming more familiar with all aspects of this technology which allows a modern approach to education.

Social climate

Overview

Keppel Sands State School provides a safe, active environment in which its students can develop and learn. The close knit nature of the school ensures that a personalised approach to education and social skills is evident.

The school is supported by a small but active P&C association who are responsible for fundraising and collaborating with the school. The welfare of the students is not only the responsibility of the teaching staff but also of the chaplain whose primary responsibility is the students’ emotional wellbeing. The chaplain helps to provide social and wellbeing programs as well as the Shine program which helps our senior ladies to develop good hygiene habits and to believe that they are all worthy and beautiful. The school works with the community to bridge the gap between community and school. This enables the school to access resources from the community and visa versa. The school works hard to include parents, care givers and community members in all school events and encourages all stakeholders to become a part of the school.

Keppel Sands behaviour policy gives clear guidelines to characteristics that are acceptable at our school. The school’s simple policy; Respectful, Responsible, Safe makes it easy to follow and results in the positive behaviour. In addition, the establishment of three key school values underpins our approach to behaviour management. At Keppel Sands State School bullying in all its forms is not accepted or tolerated and all members of the Keppel Sands School community accept their responsibility to promote positive relationships through role-modelling, education and positive actions. Keppel Sands State School and its associated community show a zero tolerance towards bullying. In addition, we also set a clear set of rules and focus strongly upon prevention through positive role modelling and the encouragement of shared responsible behaviour. Reports of bullying will be investigated and acted upon immediately. Responses to bullying might include targeted support for victims and perpetrators and/or sanctions or consequences consistent with the Responsible Behaviour Plan for Students.

A change in Principal in 2018 created many changes for Keppel Sands State School and these changes took a considerable amount of time to develop and be accepted by the parents and community. 2018 was a year of change and many new and exciting projects and programs were implemented. These projects and programs will take time to be fully embedded and accepted in the school. The opinion survey reflects the time of change and the uncertainty for parents and community. By the end of 2018 these changes were starting to be accepted and the parents and community members could see that they were changing the school for the better.

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) 80% 83% 78%

this is a good school (S2035) 80% 83% 78%

their child likes being at this school* (S2001) 100% 83% 78%

their child feels safe at this school* (S2002) 100% 83% 78%

their child's learning needs are being met at this school* (S2003) 100% 67% 78%

their child is making good progress at this school* (S2004) 80% 67% 78%


Percentage of parents/caregivers who agree# that: 2016 2017 2018

teachers at this school expect their child to do his or her best* (S2005) 100% 83% 100%

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

80% 67% 89%

teachers at this school motivate their child to learn* (S2007) 80% 100% 67%

teachers at this school treat students fairly* (S2008) 60% 83% 56%

they can talk to their child's teachers about their concerns* (S2009) 80% 100% 67%

this school works with them to support their child's learning* (S2010) 80% 100% 67%

this school takes parents' opinions seriously* (S2011) 100% 67% 56%

student behaviour is well managed at this school* (S2012) 60% 67% 67%

this school looks for ways to improve* (S2013) 100% 100% 78%

this school is well maintained* (S2014) 100% 83% 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) 100% 89% 100%

they like being at their school* (S2036) 100% 67% 92%

they feel safe at their school* (S2037) 100% 100% 100%

their teachers motivate them to learn* (S2038) 100% 89% 100%

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

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

100% 89% 100%

teachers treat students fairly at their school* (S2041) 100% 78% 100%

they can talk to their teachers about their concerns* (S2042) 100% 89% 100%

their school takes students' opinions seriously* (S2043) 100% 78% 100%

student behaviour is well managed at their school* (S2044) 80% 67% 100%

their school looks for ways to improve* (S2045) 100% 100% 100%

their school is well maintained* (S2046) 100% 100% 100%

their school gives them opportunities to do interesting things* (S2047) 100% 78% 100%




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) 100% 100% 100%

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

DW 100% 100%


Percentage of school staff who agree# that: 2016 2017 2018

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

students are treated fairly at their school (S2073) 100% 100% 70%

student behaviour is well managed at their school (S2074) 100% 88% 89%

staff are well supported at their school (S2075) 100% 100% 89%

their school takes staff opinions seriously (S2076) 100% 100% 78%

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

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

their school gives them opportunities to do interesting things (S2079) 100% 100% 90%




Parent and community engagement

At Keppel Sands, the small nature of the school means that school and parent relationships are crucial to the success of our students. In 2018 the school focused strongly on providing parents with a range of information and the offering of opportunities to engage in the school. This was achieved through regular newsletters sent home to parents and care givers providing information on all school activities. The implementation of the school’s Facebook page provides reminders and celebrates the school’s achievements. Regular texts are sent to parents to inform them how their children are going and to send photos of events and activities. The introduction of the postcard which is sent home to parents celebrating their child’s achievements. Each term school holds an event in which all parents and community members are invited into the school to help celebrate the student’s achievements. Three-way-reporting each semester helps keep both parents and students informed of the child’s academic progress.

The P&C is heavily involved and very supportive of the school, offering support to the school and students whenever possible. A trailer was purchased in 2018 to begin the Recycle for Cash project. The Keppel Sands community work closely with the P & C to help collect the cans for the school. A large garden enclosure was organised by the P & C to be built to enable the students to create their vegetable gardens without the wildlife being able to ruin it.

The school hosts playgroup each fortnight. Community members bring their children to playgroup to engage in a

variety of activities to help social and emotional interaction with other students.

Respectful relationships education programs

The school has developed and implemented programs that focus on appropriate, respectful and healthy relationships for all students and staff, the wellbeing of the whole school community includes students, staff, parents, care givers and community members. Being a small community is vital to teach students the importance of safe and secure practices as well as respectful and responsible attitudes.

In 2018 we implemented the following programs:-

Bravehearts

RACQ Road safety

Shine program for girls in years 5 & 6

Say No to Bullying

Day for Daniel

The three schools rules ‘Be Safe, Be Respectful and Be Responsible’ are integrated into each and every day. All students understand the importance of these three rules, and how these rules set them up to be respectful community members. Manners and respectful conversations and communication is pinnacle to the students’ daily interactions with their peers, staff, parents and community. Through various events such as the STEM lunch students are taught the correct way to greet adults and how to respectfully interact with others.


Keppel Sands SS prides itself on inclusive practices for all students. All students are encouraged to explore their creativity with the availability of many play resources that help students learn lifelong skills. Shops, trucks, home corners and building blocks are available to all students to use and explore.

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.

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 0 0

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

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.

In 2012, the school was fitted with $30,000 worth of solar panels to our classroom. In addition, a strong focus on power saving behaviour was initiated. The school also has utilised a worm farm to assist with minimizing wastage and using shredded paper to line our gardens. Shredded paper and cardboard is also used in the vegetable gardens to help control weeds and create mulch. In 2018, the cash for cans recycling program began at Keppel Sands SS which has seen a significant reduction in waste that is being taken to landfill. Every effort has been made to instil good practices in the students and staff and to encourage responsibility and care when it comes to power and water usage. All students understand the recycling program and are encouraged to use recycling wherever possible.

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) 3,949 17,069 9,815

Water (kL) 2,514

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 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.

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 3 5 <5

Full-time equivalents 2.5 2 <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

Masters

Graduate Diploma etc.*

Bachelor degree 3

Diploma

Certificate


Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $__________

The major professional development initiatives are as follows:

Facilities Management

Maths PD

SMART Spelling PD

Principal Conference

First Aid

WPHS

CPR

Inclusive practices

Moderation (Cluster and Regional)

Curriculum Leaders Forum

Principal Leaders Forum

Small School Cluster Forum

Capricorn Coast Cluster Forum

QASSP (Qld Association State School Principals)

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. 94% 95% 98%

Proportion of staff retained from the previous school year

From the end of the previous school year, 90% 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 92% 93% 92%

Attendance rate for Indigenous** students at this school 88% 83% 83%

* 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 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% 87%

Year 1 90% 96% 92%

Year 2 97% 90% 93%

Year 3 90% 95% 99%

Year 4 88% 90% 94%

Year 5 96% 84% 88%

Year 6 92% 93% 87%

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.

A class roll is marked every morning at 9am and afternoon at 1pm. If there is an unexplained absence, parents are contacted via text message to ascertain the reason. Keppel Sands operate a breakfast program on Tuesdays to encourage attendance and implements extra-curricular activities throughout the week. In addition, we focus on sports through accessing Sporting Schools Grants and the gardening project to encourage students to attend school.

NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3 and 5 NAPLAN tests are available via the My School website.

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



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.

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

Keppel Sands State School