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Petrie Terrace State School ANNUAL REPORT 2018 Queensland State School Reporting Every student succeeding State Schools Strategy Department of Education
Petrie Terrace State School
ANNUAL REPORT
2018 Queensland State School Reporting
Every student succeeding State Schools Strategy
Department of Education
2018 Annual Report 1 Petrie Terrace State School
Contact information
Postal address PO Box 444 Red Hill 4059
Phone (07) 3259 9333
Fax
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 Principal
2018 Annual Report 2 Petrie Terrace State School
From the Principal
School overview
We are a community of learners situated on the fringe of the Brisbane Central Business District. We strive to develop the potential of each child within a supportive school environment, which is responsive to change, the individual and the wider community. We prepare our students for the demands of their future lives by ensuring our students experience a curriculum that is aligned with strategic directions but is innovative and responsive to them as individuals. At Petrie Terrace State School we are proud of our reputation for our progressive and innovative educational programs as well as our passionate, committed and expert teaching staff. Our Teaching and Learning Framework is a snapshot of the art and science of teaching that occurs everyday, in every classroom in every teachable moment. This framework is based on a commitment to the four Rs of good teaching: •Relevance •Rigour •Relationships At Petrie Terrace State School, we believe that deep knowledge of every student is necessary to set aspirational yet achievable learning goals. Similarly, deep knowledge of the curriculum and the differing ways in which students will engage and learn is necessary for optimal learning. Our teachers meet regularly in collegial teams to analyse student progress profiles, set targets and plan individual programs for students. This occurs for every student, every term. Our understanding of learners is based on the latest educational research and evidence based practices for improving student learning and engagement. We are a small school whose strength lies in the warm and individually attentive approach we are able to offer each child and his or her family. There are many opportunities for families to contribute to the life of the school. We are committed to our school being an important community hub and acknowledge its role as a source of belonging to our students, families and staff. The school website provides extended information regarding the profile details above.
2018 Annual Report 3 Petrie Terrace State School
School progress towards its goals in 2018
After reviewing 2018 we have made progress toward our targeted student outcomes. We will continue to focus on maximising the benefits of funding for our students, and adjust our initiatives as needed to ensure every student succeeds. Initiatives implemented include:
Deepening and consolidating our pedagogical practice focusing on the teaching of writing through deconstruction and effective application of our school explicit teaching process of writing
Clearly articulating and implementing the development of student goals and feedback
ACHIEVED RESULTS - SCHOOL SURVEY 2018
STUDENTS 2018
STAFF 2018
97.2% agree that they are getting a good education at
the school
100% staff agree that my school has an inclusive culture
98.6% agree that their teachers encourage them to do
their best
100% students are encouraged to do their best at the
school
PARENTS
Item 2016 2018
The school works with me to support my child’s learning 94.3% 100%
My child is making progress at this school 88.6% 97.2%
A - E % ENGLISH IMPROVMENT DATA 2016-2018
Year A B C D E N
Achievement 2018 sem 1 14.4 27.2 44.9 11.5 .8 1.2
Effort 2018 sem 1 42.8 29.4 15 2.8 0 0
Achievement 2016 sem 1 8 38.8 33.8 17.4 .9 .9
Effort 2016 sem 1 37 35 24 3.4 0 0
NAPLAN PERFORMANCE MEASURE IMPROVEMENT - Demonstrated lifting of student National Minimum Standard (NMS) performance from 2016-2018
NAPLAN YR 5 NMS 2016 2018
READING 90.0 94.1
WRITING 85.0 94.1
2018 Annual Report 4 Petrie Terrace State School
NAPLAN YR 3 NMS 2016 2018
READING 86.4 97.3
WRITING 86.4 94.6
2018 Annual Report 5 Petrie Terrace State School
Future outlook
Maximising student achievement through the use of school data and improvement of pedagogical practice
will continue to be a focus at Petrie Terrace State School. In line with the 2017 Improvement Agenda, and
supported by Investing for Success funding, staff will reflect on current teaching practice and develop
common and consistent approaches in particular to the teaching of Writing, using targets, benchmarks and
effect size.
Differentiating the curriculum to cater for individual student’s needs and learning styles will continue to be
explored with a specific focus on pedagogical practice designed to improve students educational outcomes
and to support identified Gifted and Talented students. Professional development, specialist support staff
and formal and informal data will all be used to improve teaching practice and maximise outcomes for
students.
The introduction and the use of the newly introduced Petrie Terrace Way of learning as a pedagogical tool
will be expanded and shared with the school community. Teachers were engaged in professional learning
around the concept and used it to integrate real life learning experiences with the requirements of the
Australian Curriculum.
Providing ongoing professional development through the school’s peer coaching and mentoring model will
continue to be a priority. Professional Learning Teams will continue to be used to analyse school and
student data and to provide collegial support to improve student outcomes.
2019 Explicit Improvement Agenda:
WRITING
Supporting our Improvement
Agenda of writing – Reading
Supporting our Improvement
Agenda of writing - values of
inquiry
Year level planning to
ensure consistency of
teaching and alignment
with the Australian
Curriculum.
Explicit teaching of writing skills (sentence structure, text cohesion, vocabulary).
Quick Writes at least three times per week as per Petrie Terrace Way.
Guided writing lessons to support differentiation.
Use of Bump It Up Walls to
advance teacher clarity,
the use of modelled texts,
success criteria, support
students’ goal setting and
teacher feedback. Provide
time with coaches for
implementation.
Moderation of assessment items each term.
Collection of writing
data each term to
track student
progress and inform
teaching.
Year level planning
to ensure
consistency of
teaching and
alignment with the
Australian
Curriculum.
Explicit teaching of decoding and comprehension skills.(TDQ)
Literacy block to
include guided
reading lessons to
support
differentiation.
Collect reading data (PAT online,PMs and Probe) in OneSchool.
Use of data to inform
discussions about students
and coaching opportunities
for teachers (focus on
increasing U2B students and
students at risk of below
NMS).
Making critical and
creative thinking
visible through
Mapping
thinking
strategies and
routines to the
Australian
Curriculum
Explicit
teaching of
inquiry,
generating
ideas, reflecting
on thinking,
analysing,
synthesising
and reasoning
procedures
Coaching
opportunities
provided with
GEMs to support
differentiation,
extension and
enrichment tasks
within the
classroom.
2018 Annual Report 6 Petrie Terrace State School
Our school at a glance
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 224 234 248
Girls 113 120 115
Boys 111 114 133
Indigenous 1 2
Enrolment continuity (Feb. – Nov.) 91% 96% 97%
In 2018, there were no students enrolled in a pre-Prep program.
Characteristics of the student body
Overview
In 2018, Petrie Terrace State School provided education from Prep to Year Six to an enrolment of 255 students. The school had (1%) of students who identified as being Aboriginal and Torres Strait Islander background and (10%) identified as having a Language Other Than English.
The Index of Community Socio-Educational Advantage (ICSEA) school value remained constant in 2018 at 1104, just above the national average.
The attendance rate in 2018 was 94.4%.
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 24 22 23
Year 4 – Year 6 26 29 29
Year 7 – Year 10
Year 11 – Year 12
2018 Annual Report 7 Petrie Terrace State School
Curriculum delivery
Our approach to curriculum delivery
Our approach to curriculum delivery
• All students participated in Literacy and Numeracy programs, cooperatively planned by teachers
within year levels. Concentrated Literacy and Numeracy blocks were maintained with an emphasis
on analysing student achievement data to inform planned teaching and learning experiences.
Teachers were supported by the Support Teachers and Teacher Aides to provide early intervention
in Literacy and Numeracy to maximise student achievement and improve pedagogical practice.
• Curriculum programs were complemented by instruction from the Teacher Librarian and the ICT
(Information Communication Technology) Coordinator to include the use of coding technology to
support critical and creative thinking.
• Year Four, Five and Six students were offered the opportunity to attend year level camps which
provided students with the opportunity to develop social interaction skills through high levels of
physical challenge and teamwork.
• Gifted and Talented students were given the opportunity to showcase their skills and talent by
participating in cluster days of excellence.
• Students were encouraged to develop and maintain an active and healthy lifestyle through the
school’s Physical Education program which was taught by the specialist Physical Education teacher.
Students had the opportunity to participate in the following PE units; motor program, ball skills/minor
ball games, athletics, swimming/lifesaving/water polo. Students competed in intra class/school
competitions; play in a range of inter-school sports. All Year Four, Five and Six students were
offered the opportunity to participate in interschool sport with maximum participation in school
Swimming, Athletics and Cross Country carnivals to gain selection in various District, Regional and
State teams across a range of sports. Students also participated in out of school hours sporting
programs to encourage physical activity in Auskick.
• All students were taught Japanese by a specialist LOTE (Language Other Than English) teacher
as part of the school’s LOTE program.
• Students requiring additional support with Literacy were able to access the computer based
programs.
• A whole school licence for Mathletics was purchased, allowing all students access to an online
Maths program designed to improve Numeracy skills. Students were also able to access this
program from home.
Extra curricula activities
• Students had the opportunity to join the choir. These choirs performed on Parade and at community
venues.
• An instrumental band music program provided tuition for students in Years Four, Five and Six with
performance opportunities in the Junior and Senior Band. Students participated in the Instrumental
Music Camp, a three-day event culminating in a concert for families. Year Four, Five and Six band
students also participated in Fanfare. Our students from Prep to year six had the opportunity to also
participate in our strings program at parent’s request.
• The school Student leaders consisted of elected representatives from each class from Year Four, Five and Six. They were responsible for coordinating free dress days, sausage sizzles and discos to fundraise for student determined priorities.
2018 Annual Report 8 Petrie Terrace State School
How information and communication technologies are used to assist learning
The use of ICT within the teaching and learning environment at Petrie Terrace State School continues to grow and evolve. The staff recognise the importance of digital tools in the delivery of, and interaction with the curriculum for our 21st Century learning. All classrooms from Prep to Year Six had interactive whiteboards and internet connectivity working within a secure EQ network. Teachers integrated ICT into the classroom through the use of digital stories, apps for reading and classroom organisation, and movie making. Everyday learning was enhanced in Prep - Six using the well-equipped computer lab situated within the library.
The ICT Coordinator continued to work with all year levels Prep to Year Six, teaching them to create, manage, operate, navigate and manage within a safe learning environment.
Parents were encouraged to begin using the QSchools app. Implementation of sending the Newsletter, as an eNewsletter, became our preferred style to communicate with the parent community.
Social climate
Overview
Petrie Terrace State School continued to promote the school vision of developing a connected learning community where there is a shared belief that everyone is a learner and has a unique contribution to make. In our school this creates a focus on unlocking the promise that lies in individuals to make a difference for themselves, others and our world.
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) 94% 100% 100%
this is a good school (S2035) 100% 96% 97%
their child likes being at this school* (S2001) 100% 96% 97%
their child feels safe at this school* (S2002) 100% 92% 97%
their child's learning needs are being met at this school* (S2003) 83% 92% 86%
their child is making good progress at this school* (S2004) 89% 100% 97%
teachers at this school expect their child to do his or her best* (S2005) 97% 100% 97%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
94% 100% 91%
teachers at this school motivate their child to learn* (S2007) 91% 96% 91%
teachers at this school treat students fairly* (S2008) 100% 96% 97%
they can talk to their child's teachers about their concerns* (S2009) 100% 100% 100%
this school works with them to support their child's learning* (S2010) 94% 100% 100%
this school takes parents' opinions seriously* (S2011) 91% 96% 88%
student behaviour is well managed at this school* (S2012) 91% 81% 83%
this school looks for ways to improve* (S2013) 97% 100% 86%
2018 Annual Report 9 Petrie Terrace State School
Percentage of parents/caregivers who agree# that: 2016 2017 2018
this school is well maintained* (S2014) 91% 100% 97%
* 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% 95% 97%
they like being at their school* (S2036) 98% 93% 90%
they feel safe at their school* (S2037) 98% 100% 93%
their teachers motivate them to learn* (S2038) 100% 98% 94%
their teachers expect them to do their best* (S2039) 98% 100% 99%
their teachers provide them with useful feedback about their school work* (S2040)
100% 98% 89%
teachers treat students fairly at their school* (S2041) 95% 91% 85%
they can talk to their teachers about their concerns* (S2042) 98% 93% 85%
their school takes students' opinions seriously* (S2043) 98% 98% 86%
student behaviour is well managed at their school* (S2044) 95% 86% 86%
their school looks for ways to improve* (S2045) 100% 95% 90%
their school is well maintained* (S2046) 98% 98% 93%
their school gives them opportunities to do interesting things* (S2047) 93% 93% 88%
* 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) 100% 100% 100%
they feel that their school is a safe place in which to work (S2070) 100% 100% 100%
they receive useful feedback about their work at their school (S2071) 96% 86% 100%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
100% 100% 100%
students are encouraged to do their best at their school (S2072) 100% 95% 100%
students are treated fairly at their school (S2073) 100% 100% 100%
student behaviour is well managed at their school (S2074) 100% 86% 93%
staff are well supported at their school (S2075) 100% 81% 93%
their school takes staff opinions seriously (S2076) 100% 95% 100%
their school looks for ways to improve (S2077) 100% 100% 100%
their school is well maintained (S2078) 96% 86% 93%
their school gives them opportunities to do interesting things (S2079) 96% 95% 100%
2018 Annual Report 10 Petrie Terrace State School
Percentage of school staff who agree# that: 2016 2017 2018
* 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 are a valued and vital resource to Petrie Terrace State School. They are represented through the P&C where they work with the Principal and teaching staff to develop strategic plans for the school. In 2015 Parents were invited to attend a literacy session in their child’s classroom where they were able to view techniques being used to improve children’s literacy. Parents were also provided with additional information/activities to take home and use with their child. These sessions were quite well attended.
The Parents and Citizens’ Association consisted of interested parents and citizens who oversaw service operations such as the School Tuckshop and Uniform Shop. Throughout 2018 the P&C continued to contribute significantly to the resourcing of the school as a result of their fundraising efforts.
Parent volunteers continued to assist teachers in a range of practical ways, providing valuable support both inside and outside the classroom. Changing home readers, catering for school events, attending excursions and assisting with class activities are just some of the ways this assistance was given. A Volunteers’ Morning Tea was organised by the staff at the end of the year to acknowledge the contribution of parents in our school.
To provide parents with important information, a number of sessions was held for parents both in and out of school hours. All year levels offered parent sessions at the beginning of the school year to inform parents of key policies, procedures and expectations.
Parent attendance at school events (eg .Cross Country, Swimming and Athletics Carnivals, Culminating Activity Showcases/Open Classrooms) was encouraged and well attended. Parents were invited to attend our weekly parades used to showcase student success and talent across a range of areas. Special parades were also held throughout the year eg. Student Leader Badge Presentation, ANZAC Day, NAIDOC DAY, Feast day, Think Sports, Under 8’s Day, Harmony Day, Celebration Night, Graduation Night and End of Year Parade.
Other student opportunities included peer support, Yoga, singing lessons, soccer and tennis programs.
Respectful relationships education programs –
Our Responsible Behaviour Plan for Students has a focus on personal safety and awareness, including identifying and responding to abuse and violence and developing students’ knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they, or others, are unsafe. Our school incorporates a peer support program building relationships within the school community with a focus on mindful thinking and support. We continue to build a culture that seeks to prevent gender based violence, through the building of respectful relationships.
2018 Annual Report 11 Petrie Terrace 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 1 3 3
Long suspensions – 11 to 20 days 0 0 0
Exclusions 0 0 1
Cancellations of enrolment 0 0 0
Environmental footprint
Reducing this school’s environmental footprint
The reduction of electricity and water usage within the school will continue to remain a priority through careful monitoring of current equipment.
Students engage in a paper recycling program. Our school uses solar panels to reduce the amount of electricity used from the grid.
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) 67,952 41,600 50,032
Water (kL) 2,126 2,279 2,156
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.
2018 Annual Report 12 Petrie Terrace State School
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
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
The proportion of the teaching staff involved in professional development activities during 2018 was 96%.
Table 8: Workforce composition for this school
Description Teaching staff* Non-teaching staff Indigenous** staff
Headcounts 20 18 0
Full-time equivalents 17 10 0
*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
Masters 6
Graduate Diploma etc.* 5
Bachelor degree 13
Diploma
Certificate
2018 Annual Report 13 Petrie Terrace State School
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2018 were $18 708.90
The major professional development initiatives are as follows:
• The Teaching of Writing - Visible Literacy Training with Dough Fisher
Peer Coaching
• School Improvement Agenda
• Mandatory training – Student Protection, Curriculum Activity Risk Assessments, Work Place Health and
Safety, School Emergency Evacuation Procedures, Asbestos and Fire Training, Code of Conduct and Ethical
Decision Making.
• Teaching and Learning Beyond the Classroom - delivered at Pullenvale Environmental Education Centre
• Literacy teaching – delivered by Sheena Cameron
The major professional development initiatives are as follows:
Peer Coaching
The proportion of the teaching staff involved in professional development activities during 2018 was 50%
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.
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.
2018 Annual Report 14 Petrie Terrace State School
Table 11: Overall student attendance at this school
Description 2016 2017 2018
Overall attendance rate* for students at this school 95% 95% 94%
Attendance rate for Indigenous** students at this school 89% DW 94%
* 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.
Table 12: Average student attendance rates for each year level at this school
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 95% 96% 93%
Year 1 97% 94% 95%
Year 2 97% 95% 94%
Year 3 96% 93% 95%
Year 4 95% 94% 94%
Year 5 92% 95% 95%
Year 6 96% 96% 96%
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.
The school has a monitoring process to track student s non-attendance.
Class rolls are marked in accordance with Departmental guidelines.
Students that have unexplained absences are contacted on the day of absence.
The Principal meets with parents and students regarding absences weekly if required.
The school follows the Departmental Process if students are consistently absent.
6
4
6
11
10
8
20
25
22
62
61
63
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 15 Petrie Terrace State School
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.
