Brigalow State SchoolQueensland State School Reporting2014 School Annual Report

Postal address Warrego Highway Brigalow 4412

Phone (07) 4665 2107

Fax (07) 4665 2135

Email the.principal@brigalowss.eq.edu.au

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

Contact person Trudi Eather

Principal’s forewordIntroductionDear Parents and Community Members,

The Brigalow State School Annual Report is a cooperative document reporting on a range of areas including our school context, curriculum offerings, parent involvement, performance measures and attendance rates. The Parents’ and Citizens’ Association (P&C) and the School Administration Team have collaborated to provide this information and share the successes of the school with our community.

Brigalow State School is a small rural school that that caters for the individual child, working in a multi-age classroom. We strive to provide a full academic and extra-curricular program for all students, catering to the changing curriculum and modern integration of ICTs. The aim of the school is to produce young citizens who are able to make positive contributions and experiences for themselves and to the world.

This report demonstrates the successes that can be achieved when a school community works together to provide quality education for its students.

Kind regards,

Trudi Eather

Acting Principal

School progress towards its goals in 2014Key areas for improvements are outlined below:

Ensure core priorities (Reading, Writing, Spelling and Numeracy) are being addressed through data collection, intervention and extension

Implement the L.E.M phonics program into our school’s spelling and reading program to improve our school’s data

Utilise a specialist educator to provide intensive instruction to students (GRG) based on systematic data collection

Design and implement whole school curriculum plan for English, Mathematics, Science, History and Geography

Embed the National Curriculum, by adopting the Curriculum into the Classroom, in the areas of English, Mathematics, History, Geography and Science

Implement Whole School Pedagogical practices

Ensure clear communication is provided to the school community on all aspects of school matters (school priorities, attendance, targets, improvements, curriculum expectations student behaviour and school events

Analyse student achievement data using internal and external monitoring devices and review individual targets on a term by term basis, in consultation with students

Strengthen teacher/parent relationships by delivering accurate and clear expectations about school matters

Establish and maintain feedback culture to foster improvement

Develop instructional leadership skills

Continue to lead the community in building the schools profile to ensure future enrolment expansion

In 2014, Brigalow State School continued to embed the National Curriculum into all curriculum areas, using Curriculum in the Classroom for English, Mathematics, Science, Geography and History. Implementation of the L.E.M phonics program into the spelling timetable occurred in Term 1, and consistently throughout all terms of 2014. Staff and students continued to use a visual data wall and in Term 2 student goals were set based on this data collection. A school wide feedback culture was put in place for peer observations in Wee5 and 9 of each Term. The school profile was broadcast through social media, and by the introduction of a weekly community playgroup held at the school.

Future outlookContinue to develop LEM phonics program into school English curriculum, including spelling and reading programs.

Use GRG funding to employ a qualified teacher to work one on one with students on reading.

Use GRG funding to employ a qualified teacher to work with students on Math.

Whole School Curriculum Plan fully implemented and adopted by all teaching staff to ensure consistent curriculum delivery.

Commitment to core learning priorities in Science using a coherent and sequenced plan for curriculum.

Increase public profile of Brigalow State School through use of media, public showcasing and interactions with the wider community.

Our school at a glance

School ProfileCoeducational or single sex: CoeducationalYear levels offered in 2014: Prep Year - Year 6Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 15 6 9 88%

2013 11 4 7 100%

2014 17 7 10 81%

Student counts are based on the Census (August) enrolment collection.

Characteristics of the student body:The students at Brigalow State School are from diverse families and backgrounds. 50% of our cohort travel10 minutes from the nearest major centre for education at Brigalow. The other 50% are of a rural background, with some students being second generation, attending Brigalow State School. More than 90% of the parents work part time or full time. Students are well behaved and socially responsible, with a good level of attendance.

Enrolments are stable with the prospect of rising.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3 8 16 9

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10

Year 11 – Year 12

School Disciplinary Absences

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 4 0 0

Long Suspensions - 6 to 20 days 1 0 0

Exclusions# 0 0 0

Cancellations of Enrolment 0 0 0# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside through an appeals process.

* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education (General Provisions) Act 2006, passed in late 2013, created a time series break.

Curriculum offeringsOur distinctive curriculum offerings

. Multi-age teaching catering for all year levels across all ability levels

. Innovative and extensive use of ICTs across all key learning areas

. Daily physical activity lessons followed with school provided morning snack

. Whole school performances

. Recorder, guitar and drum lessons

. Celebration of special days: i.e. NAIDOC week, Book Week, ANZAC Day etc.

. Sport visits throughout the year

. Library visits throughout the year

. CSIRO visits throughout the year

. Cross Country

. Tennis and swimming coaching

Extra curricula activities

Verse Speaking (Eisteddfod)

Instrumental Music – Years 4 to 6

School camps and day trips

ICAS – International Competition and Assessment for Schools

Range of community representative’s visit

How Information and Communication Technologies are used to assist learning

Embedding of ICTs continues to be an integral component of delivering the curriculum, teaching and learning at Brigalow State School. Teachers use the computers and the interactive whiteboards to enhance learning opportunities and help develop students’ knowledge and skills.

Students use the Microsoft suite to create items such as digital newsletters, web pages and multimedia presentations to support units of work. Older students access LOTE lessons (Japanese) via Iconnect supported by BSDE teacher. Students also access learning through the use of Ipads and tablets, MP3 player and the video camera.

Social Climate

The Brigalow school community consists of a small number of families. Due to its size, all school families are known to staff, and positive relationships have been formed. Parents are aware that they can contact staff with their concerns at any time and their attendance and contributions are valued. This underpins a caring, family orientated atmosphere were traditional and conservative values are held high. The close knit, family environment provides a safe and supportive learning environment for students.

We actively seek to provide leadership opportunities, where students can contribute to a positive social climate. They are encouraged to become informed and active citizens and shape the future of our school and community. Students are able to exhibit these behaviours in such opportunities such as school celebrations, community events and assemblies.

Our expectations regarding attendance, behaviour and inclusivity are outlined upon initial enrolment interviews, and further raised at P&C meetings and through school newsletters. Students and parents are aware of expectations around behaviour as stated in the School Behaviour Plan, and this is evident through strong data expressing satisfaction in these areas.

We are proactive in our approach to ensuring all community members are aware of the appropriate way to interact and seek to address any issues confidentially, sensitively and respectfully.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2012 2013 2014

their child is getting a good education at school (S2016) 100% 100% DW

this is a good school (S2035) 100% 100% DW

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

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

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

their child is making good progress at this school* (S2004) 100% 100% DW

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

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 100% 100% DW

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

teachers at this school treat students fairly* (S2008) 89% 100% DW

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

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

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

student behaviour is well managed at this school* (S2012) 100% 100% DW

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

this school is well maintained* (S2014) 100% 100% DW

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 100% 100% 100%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

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

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

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

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

their teachers provide them with useful feedback about their school work* (S2040) 100% 100% 100%

teachers treat students fairly at their school* (S2041) 100% 86% 100%

they can talk to their teachers about their concerns* (S2042) 100% 63% 80%

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

student behaviour is well managed at their school* (S2044) 93% 100% 100%

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

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

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

Performance measure

Percentage of school staff who agree# that: 2012 2013 2014

they enjoy working at their school (S2069) 100% 75%

they feel that their school is a safe place in which to work (S2070) 100% 75%

they receive useful feedback about their work at their school (S2071) 100% 75%

students are encouraged to do their best at their school (S2072) 100% 75%

students are treated fairly at their school (S2073) 100% 75%

student behaviour is well managed at their school (S2074) 100% 75%

staff are well supported at their school (S2075) 100% 75%

their school takes staff opinions seriously (S2076) 100% 75%

their school looks for ways to improve (S2077) 100% 75%

their school is well maintained (S2078) 100% 75%

their school gives them opportunities to do interesting things (S2079) 100% 75%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# ‘Agree’ represents the 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.

Involving parents in their child’s education

Brigalow State School encourages and welcomes the support of families within our classrooms. Adults, including parents, caregivers, grandparents and community members play a vital role in enhancing and supporting the teaching and learning programs that are offered. The school is always working to ensure that parent opinions and input are valued and that they feel comfortable to attend and participate in school events. Making parents aware of the open door policy allows for open

and regular communication to occur between home and school. This can happen through many different forms such as fortnightly newsletters, SMS messages, emails, notes, school website, school Facebook page, interviews, interim reports and semester reports.

Brigalow SS Parents’ and Citizens’ Association

The Brigalow Parents’ and Citizens’ Association is open to all parents and carers of children attending Brigalow State School. Through the P&C parents are given the opportunity to be involved in decision making, keep up to date with current educational aims and assist with guiding the future direction of the school. The P&C hold fundraising events throughout the year to allow them to contribute significant funds that overall improve the experience for the students. The P&C meets monthly at 3:30pm and welcomes new members at any time.

Parents are currently involved in:

Showcase of student work

Assemblies (including special days – ANZAC)

Working bees

Tuckshop

Providing transport to sports events

Reducing the school’s environmental footprint

Brigalow State School has continued with its focus on Sustainability in 2014 by reducing the school’s carbon ‘footprint’ through a variety of strategies, by obtaining recycling rubbish bins, viewing majority of curriculum information online rather than printing, increasing student awareness through school run program. The school has also had solar panels installed on the roof of the main building.

Environmental footprint indicators

Years ElectricitykWh Water kL

2011-2012 16,203 0

2012-2013 16,319 0

2013-2014 18,753 0

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.

Our staff profile

Staff composition, including Indigenous staff

2014 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 2 5 0

Full-time equivalents 1 2 0

Qualification 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 2014 were $2029.43.

The major professional development initiatives are as follows:

Principal Leadership building, First Aid, LEM phonics training, C2C curriculum delivery, Essential skills and behaviour management for the classroom.

The proportion of the teaching staff involved in professional development activities during 2014 was 100%.

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 97% 94% 97%

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 2014 school year.

School income broken down by funding source

Full-time equivalent enrolments relating to recurrent income and

capital expenditure: 11  

Interpreting school financial information

The following table and charts summarise the recurrent and other income of the selected school together with

its capital expenditure for the calendar year. Where data are available for a minimum of three consecutive

calendar years, total cumulative capital expenditure for those years will be displayed. Caution should be

taken in using the information presented below when making direct funding comparisons between schools.

The financial resources available to schools are directly influenced by the nature of the school (including its

location and profile), its programs and its operations. Further information on the methods used and on the

comparability of the data is available in the financial limitations. Further information is also available about

financial reporting for non-government multi-campus schools.

Net recurrent income 2013 $ Total $ Per student

Australian Government recurrent funding 17,410 1,583

State/territory government recurrent funding 454,302 41,300

Fees, charges and parent contributions 1,387 126

Other private sources 18,746 1,704

Total gross income

(excluding income from government capital grants) 491,845 44,713

Less deductions 0 0

Total net recurrent income 491,845   44,713

Capital expenditure 2013 $ Total$ Total 2009-

2013

Australian Government capital expenditure 0 224,249

Capital expenditure 2013 $ Total$ Total 2009-

2013

State/territory government capital expenditure 1,102 132,562

New school loans 0 0

Income allocated to current capital projects 0 0

Other 0 0

Total capital expenditure 1,102 356,811

   

Performance of our students

Key student outcomes

Student attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 84% 90% 93%

The overall attendance rate in 2014 for all Queensland 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

2012 DW 91% 84% DW 88% 76%

2013 DW DW 90% 96% 88% 91%

2014 98% DW 97% 97% 93% 86%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

40

25

24

13

19

27

6

12

20

50

65

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

2012

* 2013

2014

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 after 2012 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.

At Brigalow State School, roll marking procedures are undertaken by teaching staff twice a day. Unexplained absences are followed up with a note, email or phone call to parents requesting an explanation of the student absence.

A student attendance medal is awarded to the student who has the best attendance throughout the year at Presentation Night.

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.

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 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

In our commitment to Closing the Gap, Brigalow State School has developed an action plan to embed Aboriginal and Torres Strait Islander perspectives across the school curriculum and culture. All indigenous students have an individualised learning plan in place and these are revised and monitored by teaching staff each term.

Actual data has been withheld in this area, due to indigenous numbers being less than 5 students, not allowing individual students to be identified.