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DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Dingo State SchoolQueensland State School Reporting2013 School Annual Report
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Postal address Cnr Kennedy & Normanby Streets Dingo 4702
Phone (07) 4935 9169
Fax (07) 4935 9206
Email [email protected]
WebpagesAdditional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.
Contact Person Mr Boyd Mclean (acting-Principal)
Principal’s foreword
Introduction
Queensland schools annually publish meaningful information to parents about student and school performance. This document contains important information about Dingo State school’s journey in 2013 and can be obtained via the school’s website, email or in hard copy from the office.
Our Annual Report provides an insight into some of these amazing achievements and also identifies our future plans to ensure we are providing the best educational opportunity for each of our students. We are committed to achieving very high outcomes for all students through productive partnerships with our school community.
Dingo State School is a small school about 47 kilometres East of Blackwater and approximately 160 kilometres from Rockhampton. The school is situated on the corner of Kennedy and Normanby Streets in Dingo alongside the Fitzroy Developmental Road which takes you North to Middlemount, Dysart, Moranbah, Coppabella, Nebo and Mackay. Primarily the parents of our students are Primary Producers, work within local industry or in the local mines around the Blackwater District.
The town is very proud of its heritage and has very active Pony club, Camp Draught association and Tennis club, as well as well-established Lions and CWA Associations.
Dingo State School enrolments fluctuate from 30 - 50 students depending on local conditions. We are fortunate enough to have very experienced and dedicated classroom teacher aides, learning support, office staff and a P&C committee that have been part of the community for a long time. They contribute positively to the school in every way, shape and form.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Queensland State School Reporting2013 School Annual Report
School progress towards its goals in 2013
Priorities for improvement in 2013 have been taken from recommendations outlined in the 2013 Teaching and Learning Audit as well as 2012 Quadrennial School Review.
Priority Areas Progress in 2013
Focus on the positive achievement of every student. This will be characterised by having high expectations, in all aspects, for all students and maintaining consistency in pedagogical (teaching) practices
Each student has individual learning goals for Reading, Writing and Numeracy.
Implementation and embedding of Explicit Instruction pedagogy.
Achieved
Implement strategies to continuously monitor student achievement to improve NAPLAN effect sizes and positive relative gain for all students
Adding rigour to the assessment schedule – PAT Diagnostics.
Individual Item Response for practice NAPLAN testing analysed – Annual gain.
Achieved
Track and monitor student performance from Prep to Year 7 to ensure that every student is making progress and achieving the Australian Curriculum descriptors in all strands
Smart Data Probe.
Whole School Curriculum & Assessment Framework.
Achieved
Develop Instructional leadership through a focus on: Core learning areas, quality curriculum, student achievement and improvement, pedagogical practice, teacher feedback and quality assessment
Professional Development Plan & Collegial Coaching
Achieved
Increase Student Attendance to 92% Every Day Counts, Attendance Certificates
Working Towards
Tracking the Australian Curriculum Working Towards
Future outlookIn 2014, we will be implementing the strategies identified in our 2011 to 2014 School Strategic Plan. Embedded in this document are the priorities identified from our Teaching and Learning Audit.
Our major priorities for next year are:-
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT
Queensland State School Reporting2013 School Annual Report
Priority 1. Improve Grammar and punctuation
StrategiesGrammar & Punctuation corrected by teachers and Individual Item Response analysed on a regular basis. Implement Word Up! Grammar program for years 1-7
Priority 2. Numeracy
Strategies
Research and adopt an approach to teaching numeracy. Develop clear and consistent structured numeracy blocks that are supported by focused explicit teaching processes.
Priority 3. Vocabulary
Strategies
All students have an individualised vocabulary improvement program. Implement THRIVE Vocabulary Framework to support individual growth.
Priority 4 Science Academic Achievement
Strategies
Identify areas of greatest need for all year levels to improve science results. Track Australian Curriculum content descriptors for science and work with school clusters to moderate C2C assessment.
Priority 5 Reading
Strategies
Develop a clearly structured guided reading program that focuses around three key improvement areas. Analyse reading comprehension data in order to gain a clear improvement agenda.
Priority 6 School and Community Engagement
Strategies
Implement a community engagement framework, Monitor attendance rates and run a campaign to inform the community, parents and students about the importance of 95% attendance.
Priority 7 Teacher Practice
Strategies
Provide opportunities to build strong pedagogical practise across our cluster by teacher observations, visits to build collaborative instructional partnerships. Work within cluster groups to strengthen the moderation process in English, mathematics and science.
Our school at a glance
School Profile
Coeducational or single sex: Coeducational
Year levels offered in 2013: Prep Year - Year 7Total student enrolments for this school:
Total Girls Boys
Enrolment Continuity
(Feb – Nov)
2011 41 17 24 91%
2012 40 16 24 86%
2013 35 15 20 87%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:The students attending Dingo State School travel up to an hour to learn every day. A large majority of the students attend Dingo State School from prep to high school, where most then travel into either Rockhampton or Blackwater for their secondary education.
Average Class sizes
Phase
Average Class Size
2011 2012 2013
Prep – Year 3 16 22 12
Year 4 – Year 7 Primary 27 18 23
Year 7 Secondary – Year 10
Year 11 – Year 12
School Disciplinary Absences
Disciplinary Absences
Count of Incidents
2011 2012 2013
Short Suspensions - 1 to 5 days 0 0 0
Long Suspensions - 6 to 20 days 0 0 0
Exclusions 0 0 0
Our school at a glance
Cancellations of Enrolment 0 0 0
Curriculum offerings
Our distinctive curriculum offeringsStudents at Dingo State School are immersed in learning experiences that are differentiated to cater for all learning styles and needs. We realise that it is vital to;
. Know and understanding each student, using optimal techniques to challenge and extend every student in a calm and
caring classroom. Provide real-life, meaningful learning experienced based around student centred learning Individualise learning plans as required to assist with student development and growth Monitor student progress and record and report against what a student should know and can do. Differentiate curriculum across a multi-age setting to meet learning needs Environmental awareness and sustainability though school projects
Extra curricula activitiesOur School encourages all students to participate in all sporting, cultural and community initiatives. The activities our students engage with are:
Central Highlands Athletics Central Highlands Soccer Central Highlands Netball Central Highlands Touch Central Highlands Rugby League Gifted and Talented Camps and Cluster Initiatives Creative Writing and Poetry Competitions QCWA Country of the Year Readers Cup UNSW competitions Premier’s Reading Challenge Eisteddfod Competitions Working with other small schools for sports days and joint learning days School swimming lessons Athletics, swimming and cross country training and competition Specialised sport lessons such as Soccer and Golf
How Information and Communication Technologies are used to assist learningAt Dingo State School we have two interactive whiteboards in each classroom with 10 computers in the 3-7 class and 7 computers in the P-2 class for student use. We use our computers to capacity. In fact our prep,1 and 2 students undertake many of their English and integrated unit activities using the interactive whiteboard. As do years 3 to 7 with many of the warm up, teacher led and shared activities, and assessment being carried using either the IWB or a desktop top computer.
Our school at a glance
Social climate
Dingo State School’s Mission is to provide a safe and supportive educational environment for students and staff. We aim to achieve quality educational outcomes for students through an equitable process.
We value the learner and endeavour to cater for individual needs. We strive to achieve this through where all:
* Setting high expectations
* Engaged learning time
* Focused teaching
* Enhancement of previously learned skills and knowledge
We encourage children to do the right thing and together we have developed a plan that we put into action for maintaining and developing good behaviour, zero tolerance towards bullying, and rewarding academic achievement. We understand the importance of respecting others and our own property, following instructions promptly and striving to achieve our best. At Dingo State School our chaplaincy program supports students to build self-efficacy, confidence, and resilience to become productive members of the community.
Our school at a glance
Our school at a glance
Parent, student and staff satisfaction with the school
Our postiive school environment is reflected in the opinion surveys administered to Parents, students and staff. Parents are satisfied that their child is receiving a good education at Dingo State School. Safety, student progress and support, expectations and school improvement rate highly.
Performance measure (Nationally agreed items shown*)
Percentage of parents/caregivers who agree that: 2012 2013
their child is getting a good education at school (S2016) 100% 75%
this is a good school (S2035) 100% 88%
their child likes being at this school* (S2001) 100% 100%
their child feels safe at this school* (S2002) 100% 100%
their child's learning needs are being met at this school* (S2003) 100% 75%
their child is making good progress at this school* (S2004) 92% 75%
teachers at this school expect their child to do his or her best* (S2005) 100% 88%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) 100% 100%
teachers at this school motivate their child to learn* (S2007) 100% 100%
teachers at this school treat students fairly* (S2008) 92% 75%
they can talk to their child's teachers about their concerns* (S2009) 100% 88%
this school works with them to support their child's learning* (S2010) 83% 88%
this school takes parents' opinions seriously* (S2011) 100% 63%
student behaviour is well managed at this school* (S2012) 92% 88%
this school looks for ways to improve* (S2013) 100% 100%
this school is well maintained* (S2014) 100% 100%
Performance measure (Nationally agreed items shown*)
Percentage of students who agree that: 2012 2013
they are getting a good education at school (S2048) 95% 95%
they like being at their school* (S2036) 95% 100%
they feel safe at their school* (S2037) 75% 95%
their teachers motivate them to learn* (S2038) 94% 100%
their teachers expect them to do their best* (S2039) 100% 100%
their teachers provide them with useful feedback about their school work* (S2040) 90% 100%
teachers treat students fairly at their school* (S2041) 94% 95%
they can talk to their teachers about their concerns* (S2042) 89% 90%
their school takes students' opinions seriously* (S2043) 83% 100%
student behaviour is well managed at their school* (S2044) 90% 74%
Our school at a glance
their school looks for ways to improve* (S2045) 100% 100%
their school is well maintained* (S2046) 95% 95%
their school gives them opportunities to do interesting things* (S2047) 90% 85%
Performance measure
Percentage of school staff who agree that: 2013
they enjoy working at their school (S2069) 100%
they feel that their school is a safe place in which to work (S2070) 100%
they receive useful feedback about their work at their school (S2071) 100%
students are encouraged to do their best at their school (S2072) 100%
students are treated fairly at their school (S2073) 100%
student behaviour is well managed at their school (S2074) 100%
staff are well supported at their school (S2075) 100%
their school takes staff opinions seriously (S2076) 100%
their school looks for ways to improve (S2077) 100%
their school is well maintained (S2078) 100%
their school gives them opportunities to do interesting things (S2079) 100%
* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.
# Percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended.
DW = Data withheld to ensure confidentiality.
Our school at a glance
Involving parents in their child’s education
A wide variety of strategies are employed to involve parents in their child’s education. These include:
* Weekly newsletters
* P&C Meetings
* School Open Days
* Excursions
* Weekly Parade
* Parent information Sessions
* Parent helpers in classroom
* Sports Days
* Under 8s Day
* Termly Playgroup
* Working Bees
* Community BBQs
Reducing the school’s environmental footprint
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns.
In order to reduce the school’s environmental footprint we access solar energy, use rainwater where possible and recycle various organic and metallic materials.
Environmental footprint indicators
ElectricitykWh Water kL
2010-2011 23,951 1,071
2011-2012 25,261 1,025
2012-2013 21,986 903
The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint.
Our staff profile
Staff composition, including Indigenous staff
2013 Workforce Composition
Teaching Staff *
Non-teaching Staff
Indigenous Staff
Headcounts 3 5 0
Full-time equivalents 2 3 0
Qualifications of all teachers
* Teaching Staff includes School Leaders
** Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2013 were $10975.01
The major professional development initiatives are as follows:
Developing knowledge of explicit instructional processes Yumi Deadly Maths First steps in reading
Our staff profile
100 % of Dingo State School staff were engaged in various forms of professional development in 2013.
Average staff attendance 2011 2012 2013
Staff attendance for permanent and temporary staff and school leaders. 98% 98% 99%
Proportion of staff retained from the previous school year
From the end of the previous school year, 100% of staff was retained by the school for the entire 2013 school year.
School income broken down by funding source
School income 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 says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry web page.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s entry web page. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Performance of our students
Key student outcomes
e Student attendance 2011 2012 2013
The overall attendance rate for the students at this school (shown as a percentage). 90% 88% 90%
The overall attendance rate in 2013 for all Queensland state Primary schools was 92%.
Student attendance rate for each year level (shown as a percentage)
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
2011 92% 91% 95% 84% 92% 92% 89%
2012 84% 87% 88% 89% 87% 89% 92%
2013 87% 91% 88% 95% 93% 93% 90%
Performance of our students
DW = Data withheld to ensure confidentiality.
Student Attendance Distribution
The proportions of students by attendance range.
22
23
14
32
33
33
17
35
26
29
10
26
0% 20% 40% 60% 80% 100%
2011
2012
* 2013
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
* The method for calculating attendance changed in 2013 – care should be taken when comparing data from 2013 to that of previous years.
Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
Rolls are marked every morning and afternoon. All absences must be explained by parents. Absences that are not explained are recorded as unexplained absences.
Continued unexplained absences are flagged and parents/guardians are sent an 'Every Day Counts' flyer to advertise the importance of attending school regularly. If absences continue the case is referred to Child Services.
In order to promote attendance certificates are awarded to students who attend >95% as well as between 90% - 95%.
National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9.
Performance of our students
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/. 100% of Dingo State School students from 2011 – 2013 exceeded national minimum standards in writing and numeracy.
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 says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.
Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data.
If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
Achievement – Closing the Gap
The ‘Closing the Gap Education Strategy’ is the department’s overarching strategy for the education of Aboriginal and Torres Strait Islander students in state schools. The strategy sets three state-wide targets for Queensland state schools – halve the gap in Year 3 reading, writing and numeracy by 2012; close the gap in student attendance by 2013; and close the gap in Year 12 retention by 2013.
Over the past three years, Dingo State School has had no Indigenous students in Year 3. Therefore, comments cannot be made on NAPLAN performance. In addition, due to the small number of Indigenous students across the school, comments regarding student attendance cannot be made. However, Indigenous perspectives are taught in all year levels, across all learning areas.
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