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2018 Annual Report 1 Peak Crossing State School
Peak Crossing State School
ANNUAL REPORT
2018 Queensland State School Reporting
Every student succeeding State Schools Strategy
Department of Education
2018 Annual Report 2 Peak Crossing State School
Postal address Ipswich-Boonah Road Peak Crossing 4306
Phone (07) 5464 8111
Fax (07) 5464 8100
Email [email protected]
Webpages Additional information about Queensland state schools is located on:
the My School website
the Queensland Government data website
the Queensland Government schools directory website.
Contact person Jennifer Fenwick (Principal)
Contact information
2018 Annual Report 3 Peak Crossing State School
School overview
In the shadows of the magnificent Flinder’s Peak and surrounded by rich fertile agricultural land, Peak Crossing is a school which reflects its beautiful surrounds and makes for an enticing learning environment. Since 1871, the school has serviced many generations of students in the beautiful Scenic Rim, and has instilled in them the values that every student will always strive to improve, make their best better, and achieve success through diligence. Peak Crossing School has an outstanding 148-year historical commitment to educating children which is expressed both in terms of academic outcomes and the development of life-long learners. At Peak Crossing students have the opportunity to participate in many different sporting and cultural programs in a well maintained, supportive environment. This tradition guides our future planning and progress so that many more generations will succeed through diligence well into the future. School Motto: ‘Success through Diligence ’ School Rules: BE Safe BE Respectful BE Responsible School Vision: To inspire students to become kind, compassionate, respectful and resilient learners, who are knowledgeable creative and critical thinkers, who can achieve success through diligence, in a 21st century world! School Values: Honest and Respectful Inclusive and Equitable Resilient and Optimistic Positive and Productive Relationships Healthy, Safe and Sustainable Committed to Ongoing Improvement
School progress towards its goals in 2018
The purpose of this report is to communicate our school’s achievements for 2018 and outline our future strategic direction and initiatives. Pleasing progress was made in 2018, and our school continues to go from strength to strength. I hope that you find this report informative in determining the quality of educational outcomes at Peak Crossing State School Interested parties unable to access this report via the Internet may request a copy of it from the school office.
The Peak Crossing State School team continues to work hard to take on board feedback and recommendations.
The following priority areas were implemented:
PRIORITY AREA STRATEGIES
Pa
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Imp
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Community Engagement and Partnership Impact -: Creating a positive
Multimodal communication investment to all
stakeholders: to engage with, and make explicit
Positive Behaviour Learning and School Responsible
Behaviour Plan; 'Every Day Counts' Attendance
√
From the Principal
2018 Annual Report 4 Peak Crossing State School
and inclusive unified culture with all key stakeholders
messages; and key school priorities; to create a
shared vision and understanding.
Create a whole school Differentiation Framework
Create a Health and Wellbeing Framework
√
Reading Impact Create and embed a whole school Reading
Framework to generate whole school consistency
around the teaching of reading
Increase staff expertise around the 'Teaching of
Reading' and high yield reading strategies to close the
gap and increase the number of students in the U2B
Implement and embed reading assessment
procedures; and review and refine data collection and
analysis processes to ensure problems of practice are
targeted
√
√
√
Teaching and Learning Impact
Increase staff expertise around: Australian Curriculum
and Assessment practices; and quality teaching and
learning practices to create a student centred cycle of
inquiry
Create a whole school positive and collegial culture of
coaching and feedback to: develop consistency of
expectations and ways of working; and to explore
options to create a spirit of enquiry and whole school
approach to creating a culture of student feedback.
Review and refine the school Pedagogical Framework
using evidence based research to make explicit the
pedagogical ways of working
√
√
√
Our results for our school improvement priority area in READING were impressive:
Our goal was to have 100% of students at the National Minimum Standard (NMS) and to have a high proportion of students in the Upper Two Bands (U2B) - 45% of year three students and 35% of year five students.
The outcomes of our READING results were:
Year 3 NMS 96.3% U2B 55.6%
Year 5 NMS 100% U2B 50%
Future outlook
Peak Crossing State School’s Annual Implementation plan for 2019 continues to build on the goals implemented in 2018 reflective of the analysis of data to inform decision-making. Our school priority areas continue to progress from the implementation phase through to the embedding phase. The school’s Positive Behaviour Learning journey has made excellent progress with a Positive Behaviour Learning team well established and school wide practices embedded. Peak Crossing State School was successful with an
2018 Annual Report 5 Peak Crossing State School
expression of interest to engage in an Inclusive Practices Review. The recommendations from this review have assisted with whole school student services support and differentiation.
The school’s whole school Reading Framework has been embedded, with a team of teachers who have developed greater capacity and expertise in rigorous reading and high yield reading strategies. The extension of whole school priorities to include writing is a targeted initiative to improve and strengthen writing outcomes. The Pedagogical Framework has been collaboratively reviewed and updated and is in the early implementation stages. Coaching and Feedback processes have been reviewed through a consultative approach. A joint collegial agreement has been reached to support formal and informal coaching and feedback processes. These processes are in the early implementation phases with the exploration of feedback processes to receive further attention to detail.
PRIORITY AREA STRATEGIES
Pa
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Imp
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Imp
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Em
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Teaching and Learning Impact
Increase staff expertise around: Australian Curriculum
and Assessment practices; and quality teaching and
learning practices to create a student centred cycle of
inquiry
Create a whole school positive and collegial culture of
coaching and feedback to: develop consistency of
expectations and ways of working; and to explore
options to create a spirit of enquiry and whole school
approach to creating a culture of student feedback.
Review and refine the school Pedagogical Framework
using evidence based research to make explicit the
pedagogical ways of working
√
√
√
Reading Impact Create and embed a whole school Reading
Framework to generate whole school consistency
around the teaching of reading
Increase staff expertise around the 'Teaching of
Reading' and high yield reading strategies to close the
gap and increase the number of students in the U2B
Implement and embed reading assessment
procedures; and review and refine data collection and
analysis processes to ensure problems of practice are
targeted
√
√
√
Writing Impact Develop and embed a whole school approach to the
teaching of writing, including whole school writing
assessment and moderation procedures
Increase staff expertise around the teaching of writing to create maximum student impact
Analyse data and individual PAT and NAPLAN item responses to ensure teaching and learning targets problems of practice, and feedback is provided to students
√
√
√
Our school at a glance
2018 Annual Report 6 Peak Crossing State School
School profile
Coeducational or single sex Coeducational
Independent public school No
Year levels offered in 2018 Prep Year - Year 6
Student enrolments
Table 1: Student enrolments at this school
Enrolment category 2016 2017 2018
Notes:
1. Student counts are based on the Census (August) enrolment collection.
2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.
Total 235 235 215
Girls 107 103 96
Boys 128 132 119
Indigenous 8 9 12
Enrolment continuity (Feb. – Nov.) 93% 97% 96%
In 2018, there were no students enrolled in a pre-Prep program.
Characteristics of the student body
Overview
Our school community attracts local families from the rural town of Peak Crossing, the wider region of the Scenic Rim and the southern suburbs of Ipswich. Most of our students come from a similar ethnic, cultural and language background. The majority of our students come from English speaking backgrounds with approximately 6% identifying as Indigenous and 0% who identified with English as an additional language. The majority of our students remain at this school for their whole primary school life. Students transition from our Primary School to a local State Secondary school in Boonah or to a Secondary school in the Ipswich Region. Peak Crossing State School engages several times a year with staff and students as part of the Junior Transition program offered by Boonah State High School. GoodStart Early Learning Childcare Centre also operates from our school grounds. Our Prep transition program engages with GoodStart Early Learning Centre throughout the year, however our Prep transition program is offered to all families with age eligible children, regardless of which Early Learning Centre they attend.
Our onsite Outside Hours Childcare also makes our school attractive for families commuting to work in nearby Centres. Peak Kidz operates a ‘Before and After School Care Service’ for children who require care outside of school hours (9am - 3pm).
Average class sizes
Table 2: Average class size information for each phase of schooling
Phase of schooling 2016 2017 2018
Note:
The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.
Prep – Year 3 22 22 23
Year 4 – Year 6 27 26 26
Year 7 – Year 10
Year 11 – Year 12
2018 Annual Report 7 Peak Crossing State School
Curriculum delivery
Our approach to curriculum delivery
Our Approach to Curriculum Delivery
The Curriculum offered at Peak Crossing State School consists of quality teaching and learning practices of eight Learning Areas. It also includes the teaching of the General Capabilities and Cross Curricular Priorities as outlined in the Australian Curriculum. The school is a Positive behaviour Learning school, a pilot project school for the ‘Respectful Relationships’ program and also teaches the ‘Daniel Morcombe Child Safety Curriculum.’
Teachers differentiate to suit the learning context and individual learning needs and abilities of students.
Curriculum Key Learning Areas
English
Mathematics
Science
Social Science and Humanities (History; Geography; Civics & Citizenship (Yr 3-6), Economics & Business (Yr 5-6)
The Arts ( Visual Arts; Media; Drama; Dance; Music)
Technology (Digital Technology and Design Technology)
Health and Physical Education
Languages Other Than English (L.O.T.E) – German – Prep – 6
General capabilities
Literacy
Numeracy
Information and Communication Technology (ICT) Capability
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Histories and Cultures
Asia and Australia’s Engagement with Asia
Sustainability
Assessment
Curriculum and Assessment go hand in hand. Peak Crossing State School has a whole school Data Collection Schedule which outlines a collective framework for assessing students. This assists to inform teaching and learning, and to collect evidence of student’s ability to demonstrate the Australian Curriculum Achievement Standards. Students are assessed through a variety of methods using formative, diagnostic and summative assessment modes. This assessment provides teachers with data to inform teaching and learning, and make an on balance judgement for the end of semester Report Cards. Written End of Semester Report Cards and formal Face to Face Interviews are offered to parents and carers twice a year.
Co-curricular Activities
Co-Curricular and Extra Curricular Activities include:
Awards Night, including student performances
Book Week
2018 Annual Report 8 Peak Crossing State School
Buddy Reading – Supportive Reading
Choir
Dance
Instrumental Music and Guitar Lessons
Excursions and Incursions – including Arts and Multicultural activities and performances
Fassifern Sports Gala Days
German Speaking Competition
IMPACT – Extension Online Web Conferencing program (English and Maths)
International Curriculum Assessment for Schools (ICAS) – (Reading, Spelling, Maths)
Involvement in community events (ANZAC Day and Remembrance Day)
Learning Support Intervention for Students with Disabilities and Students requiring extra literacy and numeracy support
Life Education
NAIDOC Week
Oktoberfest
Public Speaking Competition – Year 6
Reader’s Cup – Extension Reading Competition
Religious Instruction
Student Council
Swimming Lessons – P – 6
Tallebudgera Leadership Camp (Year 6) and Maroon Outdoor Education Centre Transition Camp (Year 6)
‘You Can Do It’ Social Skills program
How Information and Communication Technologies are used to Assist Learning
Students and teachers use digital technologies to create and engage in concepts and ideas taught throughout the curriculum. They understand that ICT hardware and software can be utilised to convey messages and convey meanings in a variety of situations. Students from Prep through to year six also receive focused Digital Technology lessons through the use of a Digital Technologies Specialist Teacher. Our Digital Technologies teacher teaches STEM (Science, Technology, Maths and Engineering) concepts to all students, with year six students who receive an additional STEM lesson. In addition, students are taught the importance of staying safe when using ICT devices and programs to enhance student safety and prevent cyberbullying.
Students in year’s two to six also have an opportunity to engage in an Online English and Maths Web Conferencing extension program. All students have an opportunity to engage with Online Interactive Learning programs (Maths Seeds, Mathletics and Reading Eggs).
The school communicates daily with staff, students and parents through multiple platforms including our school’s website, QSchools, SMS Message Media, Email and Facebook.
Social climate
Overview
Our school aims to foster a safe, supportive and disciplined school environment for all students. Creating a positive and inclusive unified culture with all stakeholders continues to remain front and centre. Our Positive Behaviour Learning (PBL) philosophy is an evidenced based approach that aims to foster a preventative and positive whole school approach. Research reviews indicate that the most effective responses to student misbehaviour and school violence are:
teaching behavioural expectations
academic restructuring
behavioural interventions
Research shows that implementing PBL with integrity can result in:
2018 Annual Report 9 Peak Crossing State School
Maximising academic achievement. Instructional time is gained with teachers needing to spend
less time on behaviour management: sending fewer students to the office results in more time spent in instruction.
Decreasing reactive management. Waiting until a problem behaviour has occurred and then responding to it randomly can be disruptive to the flow of instruction and actually reduces the effectiveness of responses over time.
Increasing active prevention. Active prevention strategies reduce the need for and likelihood of problem behaviour, while building and maintaining awareness of positive student behaviour.
Improving classroom and school climate for all. Research demonstrates that academic achievement improves and that school violence, victimisation, harassment and bullying decreases in positive school climates. Positive awareness of appropriate student behaviour improves general student-teacher and student-student relationships in schools and classrooms.
Improving support for students with emotional and behavioural difficulties. These students are often targeted for intervention without regard to the broader contexts in which their problem behaviour occurs. For example school and classroom climates that are safe and predictable can lower anxiety levels in these students, resulting in fewer reasons for them to “act out.
Our whole school behaviour approach outlines our school rules, expectations, and procedures for consequences and rewarding positive behaviour. Our Positive Behaviour Learning (PBL) team meet regularly to review and discuss data, which informs our focus areas. Our Positive Behaviour Learning approach acknowledges and rewards students for their positive behaviour. Our school has a ‘zero tolerance’ for bullying and through the explicit teaching of school wide expectations and the immersion of students in social skills lessons, effective anti-bullying strategies and problem solving techniques are taught to students. This assists to help students self-regulate their behaviour, and develop important life skills and resilience. The School Opinion Survey shows that 100% of students feel they are getting a good education at Peak Crossing State School and are motivated to learn and do their best. A high proportion of parents also agreed with this statement. Although feedback from stakeholders indicated reduced confidence in how student behaviour was managed, this could be attributed to contextual changes at the time and the transgression with capacity building to embed our Positive Behaviour Learning framework. 100% of teachers are confident that the school always looks for ways to improve and 100% of teachers feel the school is well maintained.
Parent, student and staff satisfaction
Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.
Table 3: Parent opinion survey
Percentage of parents/caregivers who agree# that: 2016 2017 2018
their child is getting a good education at school (S2016) 100% 100% 83%
this is a good school (S2035) 88% 96% 77%
their child likes being at this school* (S2001) 100% 100% 87%
their child feels safe at this school* (S2002) 96% 100% 84%
their child's learning needs are being met at this school* (S2003) 92% 100% 81%
their child is making good progress at this school* (S2004) 96% 100% 77%
teachers at this school expect their child to do his or her best* (S2005) 96% 100% 90%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
92% 96% 77%
teachers at this school motivate their child to learn* (S2007) 92% 100% 94%
teachers at this school treat students fairly* (S2008) 88% 100% 77%
they can talk to their child's teachers about their concerns* (S2009) 96% 100% 90%
this school works with them to support their child's learning* (S2010) 96% 100% 87%
this school takes parents' opinions seriously* (S2011) 72% 100% 72%
2018 Annual Report 10 Peak Crossing State School
Percentage of parents/caregivers who agree# that: 2016 2017 2018
student behaviour is well managed at this school* (S2012) 84% 96% 68%
this school looks for ways to improve* (S2013) 88% 100% 74%
this school is well maintained* (S2014) 92% 100% 90%
* Nationally agreed student and parent/caregiver items.
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.
DW = Data withheld to ensure confidentiality.
Table 4: Student opinion survey
Percentage of students who agree# that: 2016 2017 2018
they are getting a good education at school (S2048) 100% 100% 100%
they like being at their school* (S2036) 98% 92% 95%
they feel safe at their school* (S2037) 98% 98% 97%
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% 98% 97%
teachers treat students fairly at their school* (S2041) 94% 98% 93%
they can talk to their teachers about their concerns* (S2042) 100% 97% 84%
their school takes students' opinions seriously* (S2043) 98% 99% 90%
student behaviour is well managed at their school* (S2044) 91% 98% 84%
their school looks for ways to improve* (S2045) 100% 99% 98%
their school is well maintained* (S2046) 100% 98% 98%
their school gives them opportunities to do interesting things* (S2047) 98% 97% 95%
* Nationally agreed student and parent/caregiver items.
# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.
DW = Data withheld to ensure confidentiality.
Table 5: Staff opinion survey
Percentage of school staff who agree# that: 2016 2017 2018
they enjoy working at their school (S2069) 75% 100% 96%
they feel that their school is a safe place in which to work (S2070) 75% 100% 96%
they receive useful feedback about their work at their school (S2071) 63% 100% 81%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
100% 93% 100%
students are encouraged to do their best at their school (S2072) 100% 100% 100%
students are treated fairly at their school (S2073) 74% 100% 93%
student behaviour is well managed at their school (S2074) 70% 100% 81%
staff are well supported at their school (S2075) 48% 100% 89%
their school takes staff opinions seriously (S2076) 61% 91% 83%
their school looks for ways to improve (S2077) 74% 100% 100%
their school is well maintained (S2078) 92% 100% 100%
2018 Annual Report 11 Peak Crossing State School
Percentage of school staff who agree# that: 2016 2017 2018
their school gives them opportunities to do interesting things (S2079) 73% 100% 96%
* 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 Parents and Carers, and community members are supportive of the school. The Parents’ and Citizens’ Association meet monthly. They are actively engaged with fundraising activities and with participating in the life of the school, to help support school activities and support the best outcomes for students. Parents also assist with a variety of activities in classrooms to support literacy and numeracy across the
school. Parents and Carers are also invited to support and attend weekly Assembly and whole school
celebrations of learning, Sporting Gala Days, and end of year Awards Night. Some parents and carers also
assist in classrooms to support with reading and literacy and numeracy rotations.
Peak Crossing State School has a Student Support Services team who meet regularly. This team consists of the Principal, Head of Curriculum, Guidance Officer, Speech Therapist, Support Teacher for Literacy and Numeracy, and Inclusion Teachers. The Department of Education Occupational Therapist and Physiotherapist engage with the team where required. Teachers refer students who may require additional differentiation or intervention. Parents and carers are contacted and involved in this process and attend any required meetings to support recommendations for additional adjustments and access to additional services.
Respectful relationships programs
Peak Crossing State School is one of ten Queensland Primary Schools who piloted a ‘Respectful
Relationships’ program in 2018. The Respectful Relationships program aims to foster dealing with issues
such as family violence, respect for women and girls, compassion and gender equality. In addition, this
program supports measures to stamp-out bullying and domestic violence.
Respectful relationships education program, gives students opportunities for social and emotional learning in
self-awareness, self-management, social awareness, relationships, ethics, values, social norms, stereotypes,
human rights, risk and responsible decision-making. A growing body of evidence shows that social and
emotional learning of this nature leads to:
improved social and emotional skills, self-concept, bonding to school and classroom behaviour
less disruptive classroom behaviour, aggression, bullying and delinquent acts
reduced emotional distress such as depression, stress or social withdrawal.
Overall, the school has developed and implemented programs that focus on appropriate, respectful, equitable and healthy relationships.
Peak Crossing State School further engages students in Respectful Relationships Programs by:
Annual teaching of the Daniel Morecombe Child Safety Curriculum
Integrated respectful relationships education through the integration and highlighting of important
aspects in units of work
Positive Behaviour Learning
Social Skills – ‘You Can Do It’ and Social and Emotional Literacy lessons
Cultural acknowledgment and celebration days
2018 Annual Report 12 Peak Crossing State School
School disciplinary absences
Table 6: Count of incidents for students recommended for school disciplinary absences at this school
Type of school disciplinary absence
2016 2017 2018
Note:
School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.
Short suspensions – 1 to 10 days 6 0 4
Long suspensions – 11 to 20 days 0 0 0
Exclusions 0 0 0
Cancellations of enrolment 0 0 0
Environmental footprint
Reducing this school’s environmental footprint
The school has continued to strive to reduce its energy and water consumption by educating our students, staff and parents in the role we all play in trying to use less. Our school is fitted with a 4Kw solar electric system that produces, on average, 21 Kw a day. We have installed dual flush toilets in every bathroom along with water saving tap wear. Due to the implementation of solar panels our electricity usage has decreased by 50 percent.
Table 7: Environmental footprint indicators for this school
Utility category 2015–2016 2016–2017 2017–2018
Note:
Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.
*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.
Electricity (kWh) 106,178
Water (kL) 840 878 1,114
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.
How to access our income details
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
2018 Annual Report 13 Peak Crossing State School
4. Click on ‘Finances’ and select the appropriate year to view the school financial information.
Note:
If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.
Our staff profile
Workforce composition
Staff composition, including Indigenous staff
Table 8: Workforce composition for this school
Description Teaching staff* Non-teaching staff Indigenous** staff
Headcounts 21 14 <5
Full-time equivalents 16 8 <5
*Teaching staff includes School Leaders.
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Qualification of all teachers
Table 9: Teacher qualifications for classroom teachers and school leaders at this school
Highest level of qualification Number of qualifications
*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Doctorate 0
Masters 3
Graduate Diploma etc.* 6
Bachelor degree 12
Diploma
Certificate
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2018 were $29 632.24.
The major professional development initiatives are as follows:
$17, 503, ‘Investing for Success’ (I4S) Funds, was used for collaborating with key stakeholders to provide professional development and purchase teacher release time to:
Upskill teachers and build capability depth around: curriculum and assessment, reading practices, explicit instruction, and differentiation.
Enable triads of teachers to engage in professional conversations and classroom visits and observations, to: develop collegial coaching and feedback processes and enhance quality teaching and learning practices.
$12 129.24 Professional Development expenditure also included:
Mandatory Training
2018 Annual Report 14 Peak Crossing State School
Early Years PD including a staff member certified in 3A/Abecedarian Training
Middle Leaders Professional Learning program for Head of Curriculum
First-Aid training for all staff
Inclusive Practices Professional Learning
Positive Behaviour for Learning and Behaviour Management Professional Learning, including non-crisis prevention training and functional behaviour analysis training
Sports Professional Learning days for PE teacher
The proportion of the teaching staff involved in professional development activities during 2018 was 100%.
Staff attendance and retention
Staff attendance
Table 10: Average staff attendance for this school as percentages
Description 2016 2017 2018
Staff attendance for permanent and temporary staff and school leaders. 97% 96% 96%
Proportion of staff retained from the previous school year
From the end of the previous school year, 100% of staff were retained by the school for the entire 2018 year.
Performance of our students
Key student outcomes
Student attendance
The overall student attendance rate in 2018 for all Queensland State Primary schools was 92%.
Tables 11–12 show attendance rates at this school as percentages.
Table 11: Overall student attendance at this school
Description 2016 2017 2018
Overall attendance rate* for students at this school 94% 93% 93%
Attendance rate for Indigenous** students at this school 95% 89% 90%
* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
2018 Annual Report 15 Peak Crossing State School
Table 12: Average student attendance rates for each year level at this school
Year level 2016 2017 2018 Year level 2016 2017 2018
Notes:
1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.
2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
3. DW = Data withheld to ensure confidentiality.
Prep 93% 92% 90% Year 7 DW
Year 1 93% 92% 93% Year 8
Year 2 94% 94% 93% Year 9
Year 3 95% 92% 94% Year 10
Year 4 93% 93% 91% Year 11
Year 5 94% 95% 94% Year 12
Year 6 92% 92% 93%
Student attendance distribution
Graph 1: Proportion of students by attendance rate
Description of how this school manages non-attendance
Queensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
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. Peak Crossing State School regularly communicates the Department of Education and Training ‘Every Day Counts’ attendance messages and how the impact of absenteeism can impact student outcomes. 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. In line with the Department of Education and Training ‘Same day notification process’, all student absences must be explained. Parents are asked to inform the school if their child is absent. School Administration Officers check rolls have been marked and inform parents and carers on the same day via telephone and/or SMS messaging if their child is absent. Class rolls are marked twice a day, in the morning and after second break.
If a student is away for three days without explanation, the school Business Services Manager will continue to inform daily, but a school generated letter will be sent via Registered Post, to request the Parents or Carers contact the School Office to explain their child’s absence, or return the form with the absences explained.
If a parent knows their child may be away for at least 10 or more days, an application to the Principal for an exemption from participating in compulsory schooling must be applied for. The Principal will consider all applications and discuss and inform parents and caregivers of the outcome.
10
10
8
14
15
13
35
28
29
41
47
50
0% 20% 40% 60% 80% 100%
2018
2017
2016
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
2018 Annual Report 16 Peak Crossing State School
If students do not come to school for an extended period of time with no notification or explanation, an enforcement of attendance can and will be actioned in line with the Department of Education and Training, ‘Attendance Policy and Procedure.
NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.
How to access our NAPLAN results
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
4. Click on ‘NAPLAN’ to access the school NAPLAN information.
Notes:
1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.
2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.
