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Queanbeyan South Public School
Annual School Report
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Our school at a glance Students
Established in 1966 Queanbeyan South Public
School is set in well established grounds. The
school population remains stable at 400 students
and is comprised of 35 nationalities. 28% of our
students are from a language background other
than English (LBOTE) and 25% are from an
Aboriginal background.
Queanbeyan South Public School (QSPS) provides
for a diverse range of learners by offering a
differentiated curriculum to enhance student
engagement and maximise outcomes. The school
has a strong focus on student support and
welfare, with students working towards our
school values, be RESPECTFUL, be RESPONSIBLE
and be SAFE.
With 13 mainstream classes QSPS also provides
for the early intervention education of pre-
schoolers through the Ngurranbai Transition to
School Program. Queanbeyan South is the base
school for three district special needs classes
comprised of a class for students with mild
intellectual needs and two multicategorical
classes. There are two district opportunity classes
that cater for gifted and talented students in
stage three.
Our students are privileged to have access to
Stephanie Alexander Kitchen Garden classrooms.
Late 2012 saw our extensive vegetable garden
deliver an abundance of produce for students to
use in their nutrition classes. Term four saw our
state of the art kitchen completed ready for
lessons.
Staff
The staff at Queanbeyan South has a high
commitment to professional learning across all
curriculum areas with a program of collegial
sharing of knowledge and mentoring programs.
Staff are representative of new scheme and
experienced teachers. Staff use individual
expertise to develop student identified talents
such as arts skills days and public speaking. Staff
use quality teaching to develop student learning
and are effective users of technology. The school
learning support staff and administration teams
are highly valued members of our learning
community.
Significant programs and initiatives
2012 saw the completion of our Stephanie
Alexander Kitchen Garden Classroom to enhance
interactive learning. The conversion of two
classrooms into domestic kitchens with six
preparation bays complemented our extensive
fruit and vegetable garden.
Refurbishment projects saw various walkways
and the library reroofed. An electrical upgrade
and a rationalisation and modernisation of
workspace in the administration and staffroom
blocks were also completed.
Ngurranbai Transition to School program
underwent a significant upgrade including
extensive outdoor equipment.
Smartstart Fitness assessment program was
conducted across the school led by Rob de
Costella to identify areas of need and determine
future direction in Physical Education.
K-2 participated in cultural programs including
theatre trips to The Q theatre.
A highly successful performance by Kinder at the
Queanbeyan District Performing Arts Festival held
at the Canberra Theatre saw Queanbeyan South
nominated for a prestigious Canberra Arts
Theatre (CAT) award.
A QSPS senior student was awarded a NAIDOC
Medallion presented by the Prime Ministers
department, for an essay on the meaning of
Reconciliation (22 medals from 57,000 entries).
Multicategorical class won the state
Reconciliation Art Challenge.
Partnership Agreement was signed with local
Aboriginal Education Consultative Group (AECG)
to work in partnership on education matters.
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Senior students attended a university careers
pathway program, including a formal dinner and
campus visit to share journeys and aspirations
with current students.
Opportunity Class students participated in the Questacon Engineering Games with significant success.
Students represented our school at regional spelling bee.
Comprehensive and consolidated literacy and numeracy programs in K-2 ensure early intervention strategies including a speech pathology program were continued.
Intensive literacy programs for Aboriginal students involved QSPS and interagency support.
QSPS Opportunity Classes years 5 and 6 visit the National Gallery
Opportunity Class students enter Engineering Games at Questacon. Students are seen here with their tower construction projects
Messages
Principal’s message
Queanbeyan South continues to deliver quality education programs. This is due to the collaboration and team work at South that is driven by the expertise and commitment of the staff to maximise outcomes for their students.
Queanbeyan South is recognised as having a strong and effective Learning Support Team to identify students learning needs and develop working strategies. This is done with parent, community and interagency support.
2012 proved to be another successful year for learning at QSPS with achievement across the cultural, academic and sporting arenas.
Growth was indicated in targeted areas of literacy and numeracy, with extensive programs of support in numeracy, literacy and speech to support this success. All classes were involved in cultural development with various theatre visits though our Kinder classes stole the show with their outstanding ‘Tributes’ performance at the Canberra Theatre leading to a Canberra Arts Theatre nomination. Sport was represented at district, regional and state levels. Students across the school entered teams in state and individual competitions with great success.
The numerous activities at QSPS could not have been achieved without the continued and tireless support of community volunteers including the Men’s Shed who are involved in our garden and built our chicken coop, as well as volunteers who assist with reading groups, garden, canteen and our small but dynamic Parents and Citizens Association (P and C ). I pay tribute to the time and effort each individual brings to our school.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Genevieve Jackson
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P &C message
The Parent and Citizens Association plays an important role within our school. It provides an opportunity for parents, community members and staff to come together regularly to discuss many aspects of our school. It allows parents and the community to have input into decisions affecting the school and to obtain better understanding of how our school operates.
2012 was a successful year for our P and C and we held some great fundraising activities:
*Family Portraits *Sausage Sizzle
*Mother’s Day Stall and Raffle *Easter Raffle
*Father’s Day Stall and Raffle *Hot Dog Day
*Christmas Stall and Raffle
Our school canteen continues to run at a small profit employing two staff. The canteen relies on volunteers to help with its successful operation and we always need new faces. Remember many hands make light work.
The P and C made many contributions to the school this year including:
*University competitions *Show entries
*iPad charger *Home readers
*Funds for year 6 farewell *Year 1 dictionaries
*Presentation sponsor *Library books
We always welcome new parents and community members so that we can constantly improve our school to benefit our students. I look forward to seeing you at our monthly meetings.
Angela Roberts P&C President
Our P and C Christmas stall was a successful fundraiser
Student representative’s message
The Queanbeyan South Student Representative Council (SRC) has had a fantastic year. Throughout the year we held 30 meetings to discuss school issues and where possible make changes for the good of the students. As well as fundraising and meetings, we held 3 discos, 4 mufti days, helped organize our talent quest and the infant’s bubble day.
Our fundraising for the year was centered on the school’s garden and kitchen, buying pots, chicken coop wire, vegetable seeds, flowers, sink, stove and oven appliances. Funds were also set aside for the extension of the primary sandpit and equipment for the infant sandpit.
The SRC continued on with previous years’ activities such as running the lunch time play equipment borrowing system and the never ending job of tidying the equipment store.
Charities that the SRC supported in 2012 were the Cancer Council, Red Nose Day and Genes for Jeans day.
We all enjoyed our experience as a member of the SRC for 2012 and wish the incoming representatives all the best for 2013.
Tatiana, Goran and Taleah
2012 School leaders (L-R) Stuart Morrow, Sarah Bevan,
Mathew Francis and Tatiana Turska
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School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
Gender 2007 2008 2009 2010 2011 2012
Male 256 250 251 236 213 197
Female 221 217 206 197 183 186
Student attendance profile
Year 2008 2009 2010 2011 2012
K 93.1 91.9 90.4 92.3
1 91.7 93.1 92.0 92.1
2 91.0 92.1 93.0 91.0
3 91.7 91.7 92.9 93.8
4 90.8 93.4 92.3 93.0
5 92.2 90.5 92.1 92.7
6 91.8 92.9 91.5 92.2
Total 91.0 91.6 92.2 92.1 92.5
Management of non-attendance
Queanbeyan South is a regional focus school for attendance. This program addresses specific procedures. A full review of procedures and protocols was undertaken to both simplify and secure the process and parental support systems such as supplying absent booklets for parents was retained. Non - attendance is managed with close and consistent contact between school, parents, Aboriginal Education Officer and the district Home School Liaison Officer.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
The staff at Queanbeyan South is a dedicated and enthusiastic team. There is a growing mix of new scheme and experienced teachers with a broad range of expertise and skills. They are committed to continue professional learning to maximise student outcomes.
Staff establishment
Position Number
Principal 1.0
Assistant Principal(s) 4.0
Assistant Principal Multi-categorical 1.0
Classroom Teachers 11.0
Primary Teacher Multi-categorical 1.0
Teacher of Mild Intellectual Disabilities 1.0
Teacher of Reading Recovery 0.5
Support Teacher Learning Assistance 1.9
Primary Priority Schools Funding Scheme 0.6
Teacher Librarian 0.8
Teacher of ESL 0.8
Primary Community Languages Teacher 0.6
Itinerant Primary Teacher Visual Disabilities
1.0
Primary RFF/Student Support RFF 0.882
Primary Part Time Teacher 0.7
School Administrative & Support Staff 7.522
Total 34.304
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
The indigenous composition of our staff constitutes approximately one sixth of our workforce.
Staff retention
In 2012 two classroom teachers retired and both these positions were filled through merit selection. One Assistant Principal position was filled during 2012 in a relieving capacity until the role is declared vacant in 2013. One teacher worked limited hours due to a worker’s compensation school based injury.
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2007 2008 2009 2010 2011 2012
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Enrolments
Male Female
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Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 87%
Postgraduate 13%
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2012
Income $
Balance brought forward 559370.10 Global funds 297879.81 Tied funds 684268.57 School & community sources 97339.28 Interest 29588.63 Trust receipts 24199.35 Canteen 0.00
Total income 1692645.74
Expenditure
Teaching & learning Key learning areas 38322.20 Excursions 38894.90 Extracurricular dissections 35215.29
Library 2887.96 Training & development 3124.21 Tied funds 564251.51 Casual relief teachers 98168.36 Administration & office 84702.83 School-operated canteen 0.00 Utilities 78915.68 Maintenance 33300.49 Trust accounts 22478.97 Capital programs 2090.62
Total expenditure 1002353.02
Balance carried forward 690292.72
A full copy of the school’s 2012 financial statement is tabled at the annual general meeting of the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2012
Achievements
Arts
Queanbeyan South continued its commitment to arts across the curriculum. A selection included:
Kindergarten represented the school in the Queanbeyan District Performing Arts Festival. The theme Tributes saw Kindergarten entertain a full house at the Canberra Theatre over two nights with a number of classics, though their rendition of Jake the Peg was a house favourite. Their performance led to their nomination for a Canberra Arts Theatre award to be announced in 2013.
After being formed through an audition process the school choir formed of students from years 3-6 began weekly rehearsals. They performed at the Queanbeyan District Choral festival, the local shopping mall for Christmas carols and at a number of official school functions including the Building Education Revolution Opening Ceremony.
An art skill day was held for gifted and talented students using the expertise of staff from the Opportunity Classes.
K-2 and the choir attended a performance by the Canberra Symphony Orchestra titled ‘Meet the Orchestra.’
Our multicategorical classes submitted an entry in the state Reconciliation Art Challenge and took out first prize. This meant a trip to Sydney for two class representatives and their first air flight.
K-2 visited The Q Theatre to see the stage play of the Gruffalos Child and iBunyip.
Sport
In 2013 a total of 111 students represented Queanbeyan South at district level in swimming, cross country and athletics. Of these sixteen students advanced to represent the school at regional level. Two of these students went on to
represent at state levels.
Our school was successful with two of our students gaining selection in south coast teams that played in the state championships in rugby league and softball.
K-2 held a very successful athletics carnival.
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Each stage organized programs to improve fitness, strength, coordination, flexibility and endurance. Stage three participated in a series of dance lessons provided by the Kulture Break dance group.
Coaching clinics were held by the Australian Football League for K-6 and students participated in the Indigenous Sports Skills Program designed to improve student’s skill and fitness levels.
Primary students involved in the school cross - country
All stages were involved in the school walkathon to raise funds for the school garden and kitchen
Kindergarten performed at the Queanbeyan District Arts Festival at the Canberra Theatre. Kinder were nominated for a Canberra Arts Theatre award
State and National Competitions
In 2012, 212 students participated in the International Competitions and Assessments for Schools (ICAS) run by the University of New South Wales.
The assessments are conducted annually across Australia and twelve other countries with 1.5 million students participating.
Students participated in Mathematics, Science and English. We would like to thank the P and C Association for their ongoing financial subsidy of
entry fees.
Mathematics Science English
Distinction 4 Distinction 2
Credit 13 Credit 14 Credit 12
Students also entered the Queanbeyan Show winning first and second places for art, handwriting and creative writing.
A group of QSPS students who participated in the International Competition and Assessment for Schools conducted by the University of New South Wales
QSPS students formed part of the district representation at the regional Spelling Bee challenge
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Academic
In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr. 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr. 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Reading– NAPLAN Year 3
In 2012 a smaller % of students fell in band one than both state and SSG, this is 8.5% fewer than 2011
2012 QSPS choir performed throughout the year at various venues including local and official events. Here they are seen singing Christmas carols for festive season shoppers
Numeracy – NAPLAN Year 3
QSPS had a higher % of students in bands 5 and 6 than SSG 74% of students achieving band 3 or higher, up 3% from 2011
Reading– NAPLAN Year 5
2012 saw a greater % of students from QSPS in the top two bands (7 and 8) than SSG
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Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
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Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
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Bands
Percentage in bands: Year 5 Reading
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
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Numeracy – NAPLAN Year 5
2012 saw a smaller % of students in the bottom 3 bands than SSG. A greater % of students fell in bands 7 and 8 than SSG. Scores exceed our own school average for the last four years. 69% of students achieving band 3 or higher
Progress in reading
Average progress in Reading between Year 3 and 5*
2008-2010 2009-2011 2010-2012
School 79.9 93.0 70.1
SSG 81.8 70.2 80.3 State DEC 83.0 74.0 79.2
Reading will remain a major focus at QSPS as growth is below SSG and state levels with 40% exceeding growth levels
Progress in numeracy
Average progress in Numeracy between Year 3 and 5*
2008-2010 2009-2011 2010-2012
School 84.1 104.1 109.5
SSG 85.4 92.4 101.0
State DEC 89.6 95.8 98.2
Progress in Numeracy has exceeded both state and SSG by 8 – 11 points
Progress in Spelling
Average progress in Spelling between Year 3 and 5*
2008- 2010 2009-2011 2010-2012
School 76.3 90.8 94.2
SSG 88.9 75.2 100.2
State DEC 84.5 75.4 95.4
Progress in Spelling is close to state average. 49% of students made or exceeded expected growth
Progress in Grammar and Punctuation
Average progress in Grammar & Punctuation between Year 3 and 5*
2008-2010 2009-2011 2010-2012
School 98.4 109.1 90.1
SSG 93.5 80.1 85.3
State DEC 96.6 82.7 81.3
Progress between year 3 and 5 exceeds SSG and state. 65% of students made or exceeded expected growth
Significant programs and initiatives
Aboriginal education
With 25% of students of Aboriginal descent our school continues with its strong cultural focus involving all staff, students and inviting the school community. The school flies the Aboriginal and Torres Strait Island flag daily. Staff have undertaken Modules 1 and 2 of the Illawarra South East Regions Cultural Awareness training and enhances their teaching and learning programs with the inclusion of an understanding of Aboriginal student needs.
Aboriginal Programs that continue to assist our commitment to ‘No Gap No Excuse’ included:
Personal Learning Plans (PLPs) for all Aboriginal students successfully completed during first term bringing teachers and parents together to discuss individual needs and ambitions for each child’s literacy and numeracy focus
NORTA NORTA in class tuition with 3 tutors to support students in Years 4 and 6 with a literacy and numeracy focus
SACC (Schools As Community Centre) funding provided a teacher one day a
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Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
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week to support early literacy and numeracy needs of students in kindergarten
Employment of an Aboriginal Community Liaison Officer to assist in the communicating of school events to the wider community and an Aboriginal male mentor for class and playground improvement
Over two thirds of the school population participated in the annual Reconciliation Walk
Students in our support class won the NSW 2012 Reconciliation Challenge Art prize with their work ‘Our Place’
YARN school community meetings held each term throughout the year, encouraged parents to participate and be informed in events across the school including NAIDOC (National Aboriginal and Islander Observance Committee) week activities
NAIDOC celebrations involved K – 6 in a whole school assembly, Indigenous games, year three Torres Strait Islander performance, an introduction of the Ngunnawal language to the school community and class art activities
The school continues to be active within the Queanbeyan AECG (Aboriginal Educational Consultative Group )
A visit to a university campus for an orientation day with stage three students, this included attending lectures, being mentored by current students and the opportunity to attend a formal dinner to hear the stories of the career pathways of successful graduates
Preparing seedlings in our school garden
Multicultural education
In 2012 Queanbeyan South Public School has welcomed new arrivals from India, China and the Philippines.
The English as Second Language students were supported in class in reading and language. Newly arrived students requiring extra assistance were withdrawn for weekly extra support in oral language development.
With the year of the London Olympic Games, all primary children participating in Macedonian lessons studied Olympic sports and competed in a Macedonian Language Olympiad where medals were awarded for language skills and designing our own mascot.
Our school has two anti racism contact teachers and cultural and linguistic diversity is valued
Students had the opportunity to study Japanese language with one of our regular release teachers
Danuta Olender and Sunny Mircevska
Respect, Responsibility and Safety
Positive Behaviour for Success (PBS)
In 2012 all staff began the year by using the playground series of lessons on classroom interactive whiteboards (IWB) to teach and familiarise students with the expectations of our school.
The whole school was involved in Peer Support with leaders from year six and co-leaders from year five. Lessons and activities were based on
First place winners of
the state,
‘Reconciliation Art
Challenge’.
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our school values of respect, responsibility and safety.
Staff undertook the next level of training, analyzing effective classroom practice and routines. School rules were rationalized and visual displays to accompany IWB lessons were placed in each classroom.
A reward system has been implemented, with students displaying continuity in the school value system being rewarded at assemblies and end of the term. Positive behavior is a focus of acknowledgement in this program.
Stage three went on a three day intensive activity camp to Cooba while stage two attended their camp at Birrigai
Life Education Van visited K-6 with a focus on Personal Development and Health
Sandy Swift and Toni Clark
Peer Support is a valuable part of the QSPS welfare program. Students from K – 6 participate
National Partnership – low socio economic
As a Low Socio- Economic National Partnership School 2010 – 2013, 2012 funding supported the School Management Plan priorities to provide:
3 class based School Learning Support Officers (SLSO) for Literacy and Numeracy support with a K-2 focus
A School Administrative Support Staff (SASS) position (part-time) to assist with community communications
Speech pathology assessments and programs for Kinder students
Professional mentoring for staff to develop identified teaching needs and
further professional development opportunities
Additional resources across the syllabus areas to supplement the teaching and learning programs
An Aboriginal mentor employed to assist with students daily routines and to support students cultural needs
Career Pathways were developed for stage three students to visit a university campus, attend lectures and meet current students
Our Kitchen Garden program offers a differentiated curriculum and is in association with the Stephanie Alexander Kitchen Garden Foundation.
Priority Action School
Priority School Funding Program
2012 saw the final year of 2009 – 2012 funding
Programs supporting the school management plan included:
Employment of a literacy consultant to assist staff with literacy programming and school data
Employment of a numeracy consultant to assist staff on a needs basis with numeracy programming and teaching strategies
Development of a non-teaching student engagement position to address student welfare needs from K-6 and support a positive attendance program
Development of a non-teaching K-2 executive support position to assist early learning practices
Purchase of relevant resources to supplement programs across the school curriculum
Training for staff in Accelerated Literacy ensuring all classroom teachers were trained in the pedagogy
Personal Learning Plan time to complete successful home school interviews
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discussing Aboriginal student goals and aspirations.
Community Use of Facilities
Weekly Taekiddokai Martial Arts
G K Karate
On-site transition to school program (4 days a week )
Regular P and C meetings
The DEC Community Agreement Policy is implemented where relevant
Outdoors for literacy and numeracy games
Progress on 2012 targets
Target 1
To improve student performance in literacy and numeracy
Our achievements include:
A smaller percentage of students in band one for reading than both state and similar school groups (SSG). This is 8.5% fewer than 2011. A higher percentage of students were recorded in bands five and six than SSG.
74% of students achieved band three or higher in numeracy in year three. This is a 4% increase from 2011.
Year five reading has achieved a higher percentage of students in bands seven and eight than SSG.
The percentage of students in year five spelling in bands six, seven and eight exceeds
SSG. This is an improvement of 16% from 2011.
QSPS has a greater percentage of students in bands seven and eight in numeracy in year five than SSG, with 69% of students receiving band three or higher.
Target 2
To develop Leadership and Management across the school
Our achievements include:
Significant increase of staff involvement in leadership roles across the school particularly at the executive level.
School executive have successfully led an individual needs based mentoring program with staff within their stage. This is a highly valued program by staff.
IPad technology expanded in K-2 with collegial sharing of expertise.
Extensive collegial dialogue and leadership by executive has seen ongoing professional learning using the literacy continuum. Staff are familiar with the continuum as a learning and assessment tool.
Staff familiar with data analysis systems through undertaking extensive professional learning.
Target 3
To improve student engagement and attainment
Our achievements include:
The establishment and implementation of a fully functioning Stephanie Alexander Kitchen Garden. An extensive garden is now complemented by two classrooms converted to a state of the art kitchen and learning centre.
Specialist staff providing expertise in maintaining and planting produce. Students undertake lessons on a continuum from horticultural knowledge of planting and garden maintenance through to food preparation and presentation.
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Differentiated teaching and learning practices across all stages aligned to the development of literacy and numeracy specific lessons for the kitchen garden.
All staff involved in our executive mentoring program completed targeted professional learning through the mentoring program, specialist staff, consultant and regional resources.
The employment of a Student Engagement Coordinator (releasing an Assistant Principal Special) to review programs for students on social skills programs. This has resulted in a review of PBS and revised management practice in our welfare system. There is now greater teacher involvement in the referral system and communication between relevant stakeholders and interagency support networks with a whole school focus on welfare led by a highly effective Learning Support Team.
The establishment of an Attendance Committee with the revision and simplification of attendance procedures and protocol. More consistent contact with parents has been established and raised awareness in the priority of attendance has resulted in a higher attendance rate for 2012 in line with regional targets. Effective use of email remains difficult as many parents do not have access and establishing the proposed SMS program has proved not viable as mobile phone numbers change too frequently.
Students visiting a university campus to experience a day on campus and meet enrolled students and discuss their stories and aspirations. This resulted in a heightened awareness of career pathways for students at QSPS.
An extensive marketing of the district Opportunity Class based at QSPS, to build parental awareness among feeder schools. This resulted in a higher numbers of students sitting for the Selective Schools test.
3-6 Gifted and Talented art skills program held targeting students with identified talent in this field.
School evaluation
NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluations in READING AND LEARNING.
1. READING
Background
Literacy is a major school focus at Queanbeyan South. Significant programs have been initiated across K-6 to meet outcomes. Reading forms a substantial component of literacy programs in the school plan and Queanbeyan South surveyed parents, teachers and students to ascertain current opinions towards reading. Staff, students and parents from years one to six were surveyed.
Findings and conclusions
Parents were unanimous in agreement that reading is an important component in the key learning areas and agreed their child enjoyed reading. While most parents agreed they were confident in helping their child the majority would value more parent information sessions and workshops on how reading is taught in the classroom. Some parents commented that they would like to see home readers continue well into primary and more information sent home on reading. Teachers agreed that students at Queanbeyan South enjoyed participating in reading. Teachers believe they have adequate resources and sufficient professional learning.
The majority of year one and two students feel happy when they read a book at home and at school, although some say they get worried when their teacher asks them a question about what they have just read. While year two students feel happy to read aloud at school year one do not like this task as much. Reading was enjoyed right through primary and all classes were happy to receive books as gifts. They felt that ‘good readers’ would most likely be ‘clever’ and ‘successful’. Year five and six use the public library only sometimes while the majority of students still enjoy someone else reading to them.
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Year three still prefer to use fiction and non-fiction books and magazines and do not use technology to the extent that the older students do. They have many similarities with older students particularly when listing what is important to them, such as T.V, friends and sport although reading books has more importance to the juniors than computer games.
Future Directions
All stakeholders will be consulted to conduct parent workshops in reading programs used within the school such as Accelerated Literacy. Parents will also be invited to workshops on reading strategies currently used.
The findings will help determine future parent workshops and information sessions. In light of the Australian Curriculum (English) to be implemented in 2014 these sessions will enable parents to keep abreast of new curriculum areas.
Children’s preferences and interest in reading can guide library and text choice while class reading structures will be reviewed.
Reading is supported in all forms at QSPS. Students queue for the 2012 Great Book Swap
Authors writing workshops and Book Parades
2. LEARNING
Background
Queanbeyan South is a school that runs a significant number of learning programs. Staff, students and teachers were surveyed to develop a current understanding of learning.
Findings and Conclusions
Students at Queanbeyan South believe that they are expected to do their best and that their classrooms are interesting places to learn. They believe their school is well equipped and that their teachers always help them to understand with all their learning needs. While students felt that their teachers shared ideas about teaching and learning with other teachers they did not talk to their parents enough. While students feel they take responsibility for their learning and work habits, teachers feel there is room for improvement in this area.
Teachers feel they provide stimulating environments for learning while using a wide range of resources, professional learning and dialogue. Teachers felt that students can reflect on their own learning and engage in self- assessment although there is much room for improvement of these skills.
Parents agree that school always expects their child to achieve to the best of their ability and the teacher provides a balance of independent and group learning activities. While parents feel that teachers talk to them about their child’s learning, 30% feel that it is only sometimes or less. All parents agree that their child’s classroom is an interesting learning environment.
Future Directions
Continued review of this schools assessment
procedure will be undertaken to determine the
possibilities of further parent contact and
accountability. Workshops in identified learning
areas for parents can be held.
Learning at Questacon in Canberra
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Parent, student, and teacher satisfaction
In 2012 the school sought the opinions of parents, students and teachers about the school. The School Mapping process was used to survey parents, students and staff. All parents and staff were surveyed and students from years 3 -6.
Their responses are presented below.
Parents
Parents strongly agreed that they were well informed of school events, through the weekly newsletter ‘Snippets’ and that it was readily available either in hardcopy (issued each Monday to students) or by email and this was appreciated. Some parents did not realize that Snippets is placed on our website each Monday and that the Annual School report and school plan is also available on the website.
Suggestions put forward for the website included – adding more pictures to the photo gallery, posting school holidays and updating the calendar.
Parents strongly agreed that the school was attractive, well presented and resourced and that the student achievement was recognized.
98% of parents agreed that we have a fair discipline system although we could monitor the uniform policy more vigilantly.
Some parents were not aware of our school website and this will result in a more vigorous promotion of the site.
Teachers
Teachers strongly agreed that they are provided with adequate resources and professional learning. Areas expressed for focus in 2013 were the Australian Curriculum and Personal Development, Health and Physical Education programs (PDHPE).
Teachers strongly agree that the school is an attractive and well presented school and that student achievement was recognised.
Teachers strongly agree that a fair discipline policy exists at QSPS although two disagree.
Students
Students agreed that their classrooms were attractive learning environments and that QSPS was a friendly school.
Students strongly agreed that achievement was recognised and they were offered many activities.
Students agreed that our newsletter and email was a valuable way to keep everyone informed.
Some students felt that the uniform policy should be more strictly monitored.
Professional learning
Queanbeyan South staff remains committed to a strong professional learning program. Teacher quality is the product of this program. In 2012 Queanbeyan South spent $32434.17 on professional learning.
Opportunities included and were attended by:
Visual Arts - 2 staff
Targeted Maths - 6 staff
Suspension Workshop - 3 staff
Aboriginal Languages - 4 staff
Reading Recovery - 1 staff member
TEN (Targeted Early Numeracy) - 8 staff
Lego Robotics - 1 staff
NCI (Non Crisis Intervention) Training - 2 staff
Beststart - 3 staff
Understanding Autism - 3 staff
Aboriginal Network - I staff
School Learning Support Officer Training - 3 staff
Anti- Racism Contact Officer Training - 1 staff
School Administration Support Staff -1 staff
Senior First Aid - 2 staff
Stephanie Alexander Curriculum Day - 4 staff
PBS (Positive Behaviour for Success) - 14 staff
Sports Conference - 1 staff
Golf Coaching PDHPE - 1 staff
Understanding Dyslexia - 2 staff
Teaching with Moodle - 1 staff
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Student Services and Disabilities Conference - 8
English as a Second Language - 2 staff
IPad workshop - 16 staff
Australian Curriculum - 2 staff
Live Life Live Well - 1 staff
ESES (Every Student Every School) - 3 staff
Numeracy Continuum - 4 staff
Adobe Connect - 1 staff
Food safety - 1 staff
Managing Challenging Behaviours - 1 staff
ARC Assessment Training - 3 staff
On school development days all staff were trained in all the mandatory policies including child protection, emergency care, and CPR, ISER Cultural Awareness Program, Code of Conduct, anaphylaxis and asthma management.
School planning 2012—2014
The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.
School priority 1
Outcomes for 2012–2014
Literacy and Numeracy
Leadership and Management
Student Engagement and Attainment
2013
1. Literacy and Numeracy
To improve student performance in literacy and numeracy
2013 Targets to achieve this outcome include:
Implement K-6 LITERACY AND NUMERACY continuums.
To increase the number of students in the top three bands in reading by 2% with a focus on comprehension and inferential reading.
To continue to increase the percentage of Aboriginal students in the top three bands by 2% in literacy and numeracy.
Strategies to achieve these targets include:
Engagement of executive support staff and specialist to address early intervention of learning difficulties including a speech pathologist.
Professional learning to identify K-6 students on the literacy (and numeracy) continuum to provide explicit teaching support. Whole schools focus on inferential reading.
Continued provision of School Learning Support Officers (SLSO) to provide continuity of individualized and sustainable program delivery with a focus on years 2-6.
School priority 2
2. Leadership and Management include:
To develop leadership and management across the school
2013 Targets to achieve this outcome include:
Maintain and extend opportunities for staff to assume leadership roles within school and district.
Continue to expand staff support, supervision and collaboration through mentoring, collegial planning and classroom practice.
Further expand innovative use of interactive technologies in professional learning and teaching practice for all staff.
Strategies to achieve these targets include:
Continued participation of senior executive and targeted teachers at leadership and management learning forums to ensure succession planning in place for executive roles.
School leaders to maintain and build on a successful staff mentoring program across all stages with a focus on the Australian Curriculum.
Opportunities for staff to lead and manage targeted areas of expertise in technology and curriculum.
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School priority 3
3. Student Engagement
To improve student engagement
2013 Targets to achieve this outcome include:
Improve student engagement and attainment through innovative teaching practices.
Strengthened partnerships between school, home and interagency groups to ensure successful transitioning points within our school framework.
Increase attendance by 2% through targeted attendance programs.
Strategies to achieve these targets include:
A specialist employed to provide expertise and professional advice for staff in horticulture and nutrition to facilitate the implementation of differentiated teaching and learning practices.
Continue to build the home and school partnership through utilizing staff networks and support groups in conjunction with interagency stakeholders.
Establishment of a school Attendance Committee to monitor procedural practices through the Focus School Attendance Program.
A full copy of the school priorities may be found in the School Plan on the Queanbeyan South Public School website.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Genevieve Jackson Principal
Karen Soltan Assistant Principal
Elizabeth Harley Assistant Principal
Jane Dodds Assistant Principal (Special)
Angela Roberts Parent Representative
School contact information
Queanbeyan South Public School
101 Cameron Road Queanbeyan NSW 2620
Ph: 62973043
Fax: 62993350
Email: [email protected]
Web: www.queanbeyas-p.schools.nsw.edu.au/
School Code: 4394
Parents can find more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
Interesting creatures visit QSPS … some are creepy!
Year 2 dancing the ‘Adams Family’ at assembly
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A relaxing moment after the official BER Opening Ceremony
with our school leaders, Honourable Mike Kelly Member for
Eden –Monaro, Mayor of Queanbeyan Mr Tim Overall and
School Principal Mrs Jackson
Art skills day for gifted and talented students
Kinder cockatoos.
Ngurranbai Preschool Graduation Ceremony
The Lion King comes alive at a Kinder assembly
2012 our kitchen begins – a preview of things to come
Photo Gallery
