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Mount Warren Park State School

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: 125 Mount Warren Boulevard Mount Warren Park 4207

Phone: (07) 3382 9333

Fax: (07) 3382 9300

Email: principal@mtwarrenss.eq.edu.au

Webpages: Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact Person: Clay McCann - Principal

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School Overview

Mt Warren Park State School is located in the leafy suburbs of Mt Warren Park. We opened in 1981 and have been proudly serving our community since then. We have extensive facilities catering for the academic, social and physical needs of our students. Our school boasts beautiful sports ovals, basketball and netball courts, tennis courts, cricket practice nets, covered playground equipment, a large school auditorium, volleyball courts, shaded eating areas and lots of cool and inviting environmental areas. We are very proud of our attractive, safe and supportive school environment. We work hard to develop a sense of community and foster productive partnerships with parents. Our active Parents and Citizens Association promotes a variety of activities to improve the facilities of the school. The school enjoys a good reputation. Mt Warren Park State School offers an extensive co-curricular program including sport, two instrumental music programs, excursions, school choirs, lunchtime clubs, student council and a variety of cultural and challenging activities to extend our students. The school has a strong Arts Program and has won awards in Junior Rock Eisteddfods.

As part of our continued growth our school priorities have been sharpened to be very explicit for the start of the 2017 school year. They are:

• Increase the number of students in Upper Two Bands for Reading

• Promote a school culture that allows learning to take place

• Improve student attendance

Principal’s Forward

Introduction School Progress towards its goals in 2016 Mount Warren Park State School underwent several changes in leadership and staffing throughout the 2016 school year. This obviously de-stabilises a school and the impact can be seen in various areas across the school. At the beginning of the 2016 school year – the following areas were identified as areas targeted for improvement.

Reading, Writing, Numeracy, Teacher Quality, School and Community Partnerships, Positive Behaviour for Learning, Attendance.

Given the new leadership team has provided stability and consistency, the areas being worked towards during the 2016 school year have been re-focused for the 2017 school year to Reading, School Culture and Attendance.

Future Outlook Mount Warren Park State School has identified the following areas as our priorities for 2017:

• Increasing the number of students in the Upper Two Bands for Reading

• Promoting a school culture that allows learning to take place

• Increasing the attendance of students

Accompanying our work in these areas, the school will be focussing on embedding a school reading process for all year levels, clarifying and making accessible the Whole School Curriculum Plan for all teachers, adopting and implementing a Whole School Coaching Plan while also working heavily in the re-implementation of PBL (Positive Behaviour for Learning) across the school campus.

A re-visioning process has also been undertaken to provide all stake holders a clear indication of what we expect Mount Warren Park State School to look like in the community and what we provide to the student, staff, community and leadership team. Our expectations are represented through the following image:

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2016: Early Childhood - Year 6

Student enrolments for this school:

Total Girls Boys Indigenous Enrolment Continuity

(Feb – Nov) 2014 729 340 389 52 91%

2015* 682 322 360 55 92%

2016 670 306 364 36 93%

Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

In 2016, there were no students enrolled in a pre-Prep** program. ** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the Student Body

Overview

• Mount Warren Park State School supports students largely from urban backgrounds and from a range of socio economic backgrounds

• Mount Warren Park State School is located in a lower to middle socio-economic area.

• Our school is part of the Beenleigh community and prides itself on the links with community we have.

• 4.5% of the student population receives EAL/D support.

• A small percentage of the student population has a New Zealander background.

• 5.3% of the student population is Indigenous.

• The school caters for 21.1% of it’s population through Special Education Services.

• 88.9% of students receive a satisfactory or better on their report card for behaviour.

• 93% of students receive a satisfactory or better on their report card for effort.

• 72.2% of students receive a ‘C’ or better on their report card for either English, Mathematics or Science.

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Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3 22 24 24

Year 4 – Year 7 24 26 25

Year 8 – Year 10

Year 11 – Year 12

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

Curriculum Delivery Our Approach to Curriculum Delivery Curriculum Offerings

- The Australian Curriculum version 7.5 is used to plan units of work for the following subjects: English Maths Science History – delivered by a History teacher specialist Geography Health and Physical Education

- The Queensland Essential Learnings are used to deliver the curriculum in the following subjects: The Arts (Visual Arts, Music, Dance, Drama and Media) Technology Languages – Japanese (Years 5 and 6)

- Early Years curriculum Guidelines (Prep) Alignment of curriculum, pedagogy and assessment

- Audit of curriculum plans and development of a new whole school curriculum plan ensuring the expectations of the Australian Curriculum are met.

- Teachers engaged in collaborative planning sessions ensuring a consistent plan for all classes in a year level with common assessment tasks administered with the same procedures.

- Pedagogy aligned with curriculum intent, assessment, planned and up front, aligned with teaching

- Moderation practices introduced for English to ensure alignment of assessment tasks to Australian Curriculum achievement standards

- Align all plans with the Australian Curriculum, Essential Learnings and Early Years Curriculum Guidelines.

- All learning is underpinned by the 7 General Capabilities - Literacy, Numeracy, ICTs, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding.

- Assessment is used:

· for learning - to use student progress to inform teaching · as learning - to inform students’ future learning goals · of learning - to assess student achievement against goals and standards

- Assessment for and as learning was used to guide the development of a revised Assessment Schedule.

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Analysis and Discussion of Data:

- Focus on data collection being used to inform future teaching and in identifying a student’s future learning goals.

- Introduction of Standardised Assessment practices including PAT (Maths, Spelling and Reading).

- Introduction of new PM Benchmark Assessment kits for teachers in Years Prep – 3. Coaching and modelling of procedures used in administering this device. Device assisted teachers in determining a student’s future learning goals and to inform their teaching.

- Introduction of pre-assessment practices to guide future teaching and ensure differentiation for student’s needs.

- Teachers engaged in item analysis of student results for the purpose of informing future instruction

- Professional development for teachers in understanding these new assessment devices and how they can inform

future teaching.

A culture that promotes Learning: High Expectations:

- Every child every day has challenging learning goals for reading - Critical and creative thinking opportunities are planned for in all units of work - Consistent feedback is given to students. - All students know their personalised reading learning goals

Evidence-based decision making

- Teaching and learning informed by student performance data and validated research - Identification of school based signature practices - Review of research of high yield strategies to determine MWPSS future signature practices - Engaged a Literacy Consultant to assist Prep and Year 1 teachers in teaching Building Blocks to Literacy. - Used the Professional Standards for Teachers document in planning Professional learning episodes for teachers and

also in highlighting aspects they were operating in. - Used the School Improvement Heirarchy to guide the evidence based decision making and in identifying where to

prioritise future professional development. - Leadership team participated in Marzano’s “The Art and Science of Teaching” professional development course.

Staff introduced to four of the design questions. - Staff engaged in the department’s “How to teach Reading” modules to ensure a consistent approach to teaching

reading at MWPSS.

Student-centred planning - We know the whole child

Relationships with students is essential in achieving high expectations Differentiated learning pathways for all students Co-constructed learning goals for all students in reading

Co-curricular Activities

• Instrumental Music (Brass, Woodwind, Percussion & Strings) • Choirs (Junior School, Senior School) • Interschool Sport (Yrs 5-7, Summer & Winter Programs) • Touch Football, Rugby League, Basketball, Netball, Swimming, Soccer, T Ball, Tennis & Hockey • Athletics, Swimming and Cross Country Carnivals (Junior & Senior School) • Swimming program (Years 3 and 4) • Recreational Activities (Ten Pin Bowling, Tennis) • Student Leadership Programs • Gifted & Talented Program including High School Extension Programs • Mind Benders (Gifted and Talented students club) • SUPA Club (lunchtime Christian Education Club) • Religious Education • Chaplaincy Program • Before & After School Care Program • Excursions (All Year Levels)

School Camping Program (Yrs 5 to 7) • The Voice – Singing Competition • Visual Arts Competition and Display • Dance Club (Junior and Senior Classes) • Lunchtime Have A Go Club • Student Council (representative students from across the school) • Student Academic Competitions • AUSLAN Club (First language of deaf students club)

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How Information and Communication Technologies are used to Assist Learning Mt Warren Park recognises the influence that technology is having on teaching and learning in Australia and across the globe. We have investigated the notions of 21st Century Learning and Flipping the Classroom and we have successfully implemented new methods of delivering learning that encompasses a personalised use of technology.

• At Mt Warren Park, the uses of technology include: • Publication of student work (Microsoft Word, Publisher) • Student Presentations (Microsoft Powerpoint, Moviemaker, Photostory) • Academic Drill Activities (English, Mathematics, Spelling, Grammar etc.) • Internet Research & Web Quests • Digital Photo capture and manipulation (Microsoft Photo Editor, Publisher, Word, Photostory) • Email communication (Education Qld’s Webmail) • Student Blogs, Forums and virtual classroom experiences • Interactive Whiteboards & video projector experiences • Clay Animation (Microsoft Powerpoint, Claymotion) • Graph making and simple mathematical formulas (Microsoft Excel) • Mathletics, Reading Eggs and Soundwaves subscriptions across the school • The Learning Place (Virtual Classrooms, Blackboard,Blogs, Wikis) • Ed Studio and Ed Tube Software applications • Extensive use of iPads Apps for drill activities and creative expression • Use of BYOD Devices to support personalised learning • Use of wireless network for research activities

Social Climate Overview Our school has a reputation as a happy, friendly, safe learning environment. High expectations for students are a priority. A child is expected to be well-behaved, well mannered, to try to do their best in all things and to come to school with a positive attitude. We are committed to ensuring that every day, in every classroom, every student is learning within a safe, supportive, inclusive and disciplined learning environment. Everyone is welcome at Mount Warren Park State School if they meet the expectations associated with the Code of School Behaviour. Essential to effective learning at Mount Warren Park State School is a safe, supportive and disciplined environment that expects all students to:

Be Safe Be a Learner Be Respectful

Mt Warren Park State School has a range of programs to support the social development of students. This includes its school wide positive behaviour support program and anti-bullying strategies. The school actively teaches social skills in the form of a weekly lesson and regularly reinforces the school expectations for behaviour with tangible rewards. The school has a Rewards Shop for students to exchange their tokens and students automatically receive achievement certificates at predetermined levels. Postcards and stickers are also sent home to parents to acknowledge the good behaviour of students. The High 5 anti-bullying strategy is used consistently to support students in dealing with problems they may experience. The school also has a number of intervention programs to assist children to improve their social skills which include a lunchtime Have-A-Go Club, Lunchtime Activity Clubs and individualised programs run by our Behaviour Advisory Teacher and other support staff. Students can access staff to support them including the deputy principals and principal, guidance officer, classroom teachers, case managers and a school chaplain. The school regularly analyses behaviour data as part of its ongoing planning cycle. It is important to note that there were significant changes to the school leadership and school wide approaches during the 2016 school year. Many embedded programs were modified and the results of the 2016 School Opinion Survey reflect the mood of the community both in the school and outside. The 2017 school year has seen stability in the administration and direction of the school. A clear and relevant focus is now apparent and realized by all members of the school community. The support structures spoken about above remain in place but now with a clear focus on achieving student outcomes and supporting staff. One of the most significant redirections for the school is the whole school implementation of PBL again in 2017.

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Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure Percentage of parents/caregivers who agree# that: 2014 2015 2016 their child is getting a good education at school (S2016) 97% 96% 91%

this is a good school (S2035) 94% 100% 76%

their child likes being at this school* (S2001) 97% 96% 87%

their child feels safe at this school* (S2002) 94% 100% 85% their child's learning needs are being met at this school* (S2003) 100% 96% 80%

their child is making good progress at this school* (S2004) 94% 96% 83%

teachers at this school expect their child to do his or her best* (S2005) 97% 100% 87%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 94% 96% 80%

teachers at this school motivate their child to learn* (S2007) 94% 96% 80%

teachers at this school treat students fairly* (S2008) 94% 96% 78%

they can talk to their child's teachers about their concerns* (S2009) 97% 100% 89%

this school works with them to support their child's learning* (S2010) 94% 100% 89%

this school takes parents' opinions seriously* (S2011) 94% 100% 77% student behaviour is well managed at this school* (S2012) 85% 92% 57%

this school looks for ways to improve* (S2013) 97% 96% 82%

this school is well maintained* (S2014) 97% 88% 78%

Student opinion survey

Performance measure Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 98% 93% 96%

they like being at their school* (S2036) 95% 96% 96%

they feel safe at their school* (S2037) 96% 92% 95%

their teachers motivate them to learn* (S2038) 99% 97% 98%

their teachers expect them to do their best* (S2039) 99% 99% 98% their teachers provide them with useful feedback about their school work* (S2040) 96% 96% 94%

teachers treat students fairly at their school* (S2041) 96% 93% 96%

they can talk to their teachers about their concerns* (S2042) 88% 91% 88%

their school takes students' opinions seriously* (S2043) 95% 91% 92%

student behaviour is well managed at their school* (S2044) 94% 85% 83%

their school looks for ways to improve* (S2045) 100% 98% 98%

their school is well maintained* (S2046) 98% 92% 92%

their school gives them opportunities to do interesting things* (S2047) 98% 95% 98%

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Staff opinion survey

Performance measure Percentage of school staff who agree# that: 2014 2015 2016

they enjoy working at their school (S2069) 93% 100% 73%

they feel that their school is a safe place in which to work (S2070) 95% 100% 73%

they receive useful feedback about their work at their school (S2071) 93% 94% 58%

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

100% 94% 88%

students are encouraged to do their best at their school (S2072) 100% 100% 80%

students are treated fairly at their school (S2073) 100% 100% 73%

student behaviour is well managed at their school (S2074) 95% 94% 40%

staff are well supported at their school (S2075) 95% 97% 58%

their school takes staff opinions seriously (S2076) 95% 97% 65%

their school looks for ways to improve (S2077) 98% 97% 83%

their school is well maintained (S2078) 95% 88% 75%

their school gives them opportunities to do interesting things (S2079) 93% 97% 65%

* 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 Involving parents in their child’s education

• Parents are actively encouraged to participate in their child’s learning. • Our school has an active Parents and Citizens’ Association that supports collaborative decision-making within our

school. • Parents are actively involved in the school culture contributing and participating in a wide range of activities. • Opportunities are available for parents to be involved through attending parent workshops, volunteering in the

classroom, volunteering in the library, working in the tuckshop, attending P&C Meetings, helping each term at the school disco, volunteering at school events and fundraising ventures.

• Parents are invited to attend school assemblies, performances, celebrations, and sporting activities. • Communication with parents occurs face-to-face, class newsletters, via Dojo, emails and attendance at class

meetings. • Parents are also catered for in areas relating to the academic and social development of their children through

participation in various workshops / training activities run by school staff. • Parents of students with disabilities are heavily involved in the differentiation of the school curriculum for their

children through regular meetings with case managers and staff from the Special Education Program. • Parents of students more than 2 year below or above their age cohort are involved in various meetings with class

teachers and case managers in development of ICP’s to assist in the appropriate differentiation of the curriculum to meet their needs.

Respectful relationships programs The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships.

• Programs coordinated by the school to assist in relationships are: • Boys mentoring program • Drumbeat (PCYC) • Team Up (PCYC) • Chic Chat • Peer Support • Hi-5 program constantly referred to through staff interactions with all students • Student / Parent and Staff interactions with Guidance Officer in areas of need • Regular weekly conversations to whole school through parades • Weekly PBL focus lessons – provided to all students every Monday – explicit lessons and posters

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School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 97 102 196

Long Suspensions – 6 to 20 days 3 3 3

Exclusions 2 0 0

Cancellations of Enrolment 0 0 0

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

Environmental Footprint Reducing the school’s environmental footprint

• Mount Warren Park State School works to reduce, reuse and recycle wherever practically possible. • Labrador State School has been actively implementing successful water reduction programs in grounds maintenance

and cleaning processes. • The use of ICT and interactive whiteboards aims to reduce the use of photocopying. The school recycles paper and

cardboard. • Food scraps are collected and composted and used to support the school worm farms. • Tanks are installed for water recycling.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity kWh

Water kL

2013-2014 174,446 2,491

2014-2015 173,206 3,504

2015-2016 166,653 3,512

The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.

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School Funding School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 60 53 <5

Full-time Equivalents 51 33 <5

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Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the school

Doctorate 0

Masters 6

Graduate Diploma etc.** 0 Bachelor degree 53

Diploma 1

Certificate 0

*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Professional Development

Expenditure On and Teacher Participation in Professional Development The total funds expended on teacher professional development in 2016 were $50 609.25.

The major professional development initiatives are as follows:

The Prof Develop initiatives were as follows:

Spirit of Learning Conference Community Auslan Course Stress Management Chainsaw Training QASSP Conference Regional GO Day Leading Where You Are Workshop IT Open Day OneSchool Accounts Payable Workshop Financial Management for Deputies Media & Legislation Training Indigenous Education Beginning Teachers Workshop The Art & Science of Teaching Electives for Pedagogical Change of Highly Effective Teachers Know Your Data Workshop Coaching & Conversations for Pedagogical Change TAFE Diploma of Leadership & Management Classroom Practices Theory of Mind Workshop Therapy Nursing & Teachers Conference TTR Training Qld Primary Implementation Workshop

The proportion of the teaching staff involved in professional development activities during 2016 was 100%

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Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 97% 96% 95%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 90% of staff was retained by the school for the entire 2016.

Performance of Our Students

Key Student Outcomes

Student Attendance Student attendance The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 89% 89% 90%

The attendance rate for Indigenous students at this school (shown as a percentage). 86% 84% 88%

*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall student attendance rate in 2016 for all Queensland Primary schools was 93%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL Year Level Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2014 90% 88% 90% 90% 91% 91% 87% 90%

2015 88% 87% 88% 90% 90% 90% 91%

2016 91% 87% 89% 89% 90% 92% 91%

*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage. DW = Data withheld to ensure confidentiality.

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Student Attendance Distribution The proportions of students by attendance range:

21

25

27

17

18

13

24

25

26

38

31

33

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

2016

2015

2014

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET 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.

• School Rolls are marked twice daily. • Students who are more than 30 minutes late receive a late notification. • Parents are provided written records of their child’s absences each term with a request to provide additional

information if required. • Teachers monitor classroom absences and follow through on short term absences and refer long term absences to

the school’s administration. • Letters are sent home regularly to parents requesting reasons for unexplained absences. • The school administration contacts parents and meets with them to discuss absences concerns. • Parents of students with high levels of absences are sent Education Qld sanctioned letters to remind them of their

obligations. • Students who do not show an improvement in attendance after meetings and letters have been sent to their parents

are referred to the Department Of Community Services. • Students with 100% attendance throughout a term receive acknowledgement certificates.

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SCHOOL ATTENDANCE PROCEDURES.

DAYS ABSENT

PROCEDURE If student is absent ACTIONER

1. MARK ABSENCE IN ROLL

If child in Care is absent notify SET by 9:20 a.m as they need to be located and Carer needs to be notified.

CLASS TEACHER

2. MARK ABSENCE IN ROLL CLASS TEACHER

3. TEACHER TO CONTACT PARENT – DOCUMENT REASON ON ONE SCHOOL: STUDENT / SENSITIVE CASE RECORD / NOTES / ADD NEW

CLASS TEACHER

4. MARK ABSENCE IN ROLL CLASS TEACHER

5. MARK ABSENCE IN ROLL

Teacher to monitor attendance percentage; if level of attendance is below 85% without reasonable excuse or parent uncontactable, teacher informs SET teacher to contact parent.– DOCUMENT CONTACT ON ONE SCHOOL: STUDENT / SENSITIVE CASE RECORD / NOTES / ADD NEW

CLASS TEACHER

SET

5+ LIST OF PARENTS NOT ABLE TO BE CONTACTED REFERRED TO DEPUTY PRINCIPAL FOR FURTHER ACTION:- Home visit, Outside agency referral, parental interview as deemed necessary.

RECORD OF CONTACT PUT ON ONE SCHOOL: STUDENT / SENSITIVE CASE RECORD / NOTES / ADD NEW

If absence is unexplained or not deemed reasonable by the Principal Official letters sent to parent by registered post.

RECORD OF CONTACT PUT ON ONE SCHOOL: STUDENT / SENSITIVE CASE RECORD / NOTES / ADD NEW

DEPUTY PRINCIPAL

PRINCIPAL

EACH TERM FORMAL LETTER / CERTIFICATE WILL BE SENT TO EACH STUDENT

WITH RECORD OF ATTENDANCE: RED – BELOW 88%,YELLOW – 88% TO 94%,GREEN 95% TO 100%.

POSITIVE ACTIONS

• CLASS TARGET POSTED UPDATED WEEKLY. • CHILDREN WHO ARE PRESENT FOR A FULL WEEK RECEIVE A PBL ATTENDANCE (5 POINT) TOKEN.

Attendance records printed each week by SET and distributed by PBL TA • CLASS WITH HIGHEST WEEKLY ATTENDANCE RATE FOR THEIR YEAR LEVEL RECOGNISED WITH TROPHY

ON PARADE. • A RANDOM DRAW OF ONE CHILD FROM EACH YEAR LEVEL WHO HAS FULL ATTENDANCE FOR THE WEEK

– PRIZE OF $2 TUCKSHOP VOUCHER PRESENTED ON PARADE • END OF YEAR - BROKEN IN SECTORS ALL CHILDREN WHO ACHIEVE ATTENDANCE TARGETS OF 95% OR

ABOVE FOR THE YEAR WILL BE INVITED TO A SCHOOL BASED FUN DAY. • CHILDREN WITH 100% ATTENDANCE FOR EACH TERM WILL BE GIVEN A CERTIFICATE.

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NAPLAN

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.