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Inspiring minds. Creating opportunities. Shaping Queensland’s future.Every student succeeding. State Schools Strategy 2017-2021
Department of Education
Queensland State School Reporting
ANNUAL REPORT2017
Rockhampton North Special School
Contact Information
Postal address: PO Box 9797 Frenchville 4701
Phone: (07) 4999 0222
Fax: (07) 4928 4393
Email: [email protected]
Webpages: Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.
Contact Person: Laurelle Allen
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School Overview
Rockhampton North Special School was established in 1997, since that time the school has provided a highly differentiated curriculum that meets the complex learning, behavioural and health needs of our student cohort. Our school mantra “School is for learning” is supported by our focus on Balanced Literacy, Communication and Positive School Behaviour. All our students are assigned to their age apporiate year level from Prep to year 12. Classes are organised into the cohorts Prep, Lower Primary, Upper Primary, Junior Secondary, and Senior Secondary. Students are placed into classes based on their grade level and literacy learning level, that is Emergent, Early Conventional, and Conventional. All students are taught the Australian Curriculum, including General Capabilities extended curriculum.Our Senior Secondary classes also participate in learning opportunities that lead to attainment of the Queensland Certificate of Individual Achievement (QCIA). This can include school-based appreticiships, work experience, industry experience, and supported communicty access. Our aim is to effectively transition students into meaningful work and leisure options prior to the completion of their schooling. Our school is a dynamic learning environment where each year we need to reconsider and re-evaluate the learning needs and desired outcomes for a
group of exceptional students who will enter a very different society than today. The success of our agenda is evidenced by the measurable improvement experienced by students and the absolute conviction by all members of the education team that all
students, despite the impact of their disability, can learn. In 2017 students and staff have continued to flourish in the nurturing family environment for which our school is renowned. Our school has continued to be an active participant in the Central Queensland Regional Special School Alliance which comprises Rockhampton North Special School, Rockhampton Special School, Mackay Special School and Rosella Park Special School (Gladstone). This Alliance developed in strength and implementation throughout 2017 and is underpinned by our Memorandum of Understanding. It is through professional collaboration within the school and beyond that we continue to refine our professional practice.
Principal’s Foreword
IntroductionIt gives me great pleasure to provide the School Annual Report for Rockhampton North Special School for the 2017 school year.
The focus of this report is to provide parents, staff, students and the wider community with a clear, concise synopsis of our school and the progress made towards achieving the identified goals for the past year. It is available to community members via the school website and in paper version. A copy of this report will be emailed to interested parties on request or a paper copy sent by mail. Additionally, a link to the report will appear in the school newsletter.
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School Progress towards its goals in 2017
2017 School Goal Strategy Progress Commentary
Deliver a consistent method of teaching reading school wide.
Balanced Literacy strategy school wide.
On-going 100% of education staff to participate in professional development in the delivery of Balanced Literacy.
An Explicit Teacher Guide was written to support teacher’s understanding of Balanced Literacy and to promote consistency of pedagogy across the school.
The school Pedagogical Framework was reviewed and rewritten to include Balanced Literacy.
All teachers participated in Head of Curriculum support to align Balanced Literacy expectations with the Australian Curriculum.
The leadership team collaborated with other special school teams to successfully implement the Balanced Literacy strategy.
Standardised assessment implemented to track student achievement across the school.
Investing For Success grant was used to provide teachers with intensive professional development in the delivery of Balanced Literacy.
Implement a consistent method of teaching communication which is taught across all classrooms.
Consistent communication strategies which support students to access the Australian Curriculum and all aspects of school life.
On-going Investing For Success grant was used to purchase resources and to provide staff with training.
Bulk purchase of Proloquo2Go enabled iPad minis to use to promote student communication immersion throughout the school. The success of this strategy indicates a need to expand this resource in 2018.
Reduction in targeted student behaviours.
Implement the Bucketfillers positive
On-going The BucketFillers program was
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behaviour program. inclusive of students and staff.
Lessons were designed and delivered to promote the positive behaviour program across all classes.
The school expectations are well known by all members of the school community and form a part of general language.
A differentiated approach has been successfully adopted with relation to individual students.
The school communication strategy has proved to statistically improve the ability of non-verbal students to self-manage their behaviour.
Future Outlook
2017 Target Priority StrategyBalanced Literacy 100% of education staff to participate in professional development in
the delivery of Balanced Literacy.
Implement a differentiated feedback model with teachers in relation to expected teaching strategies to be used when teaching Balanced Literacy. This includes Learning Walks and peer observations. Recruit a Balanced Literacy coach to support education staff to consistently deliver Balanced Literacy. Utilise student literacy achievement and improvement data to inform impact of teaching and future planning.
Communication Identify key communication strategies to be used school wide, when teaching to Emergent, Bridging, and Conventional Literacy learners; and provide training for teachers and teacher aides to use these strategies in their Balanced Literacy lessonsImplement a differentiated feedback model with teachers in relation to expected communication strategies to be used when teaching Four Blocks lessons to Emergent, Bridging, and Conventional Literacy learners.Recruit a Communication coach to support education staff to maximise student opportunities to access functional communication. .Utilise student communication achievement and improvement data to inform impact of teaching, and future planning.
Numeracy Investigate and Implement an effective Numeracy pedagogy. Implement a differentiated feedback model with teachers and teacher aides in relation to Numeracy pedagogy. Implement a whole school Numeracy assessment.
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Our School at a Glance
School ProfileCoeducational or single sex: Coeducational
Independent Public School: No
Year levels offered in 2017: Prep Year - Year 12
Student enrolments for this school:
Total Girls Boys IndigenousEnrolment Continuity
(Feb – Nov)2015 92 36 56 18 98%
2016 94 35 59 22 97%
2017 102 34 68 25 96%
Student counts are based on the Census (August) enrolment collection.
In 2017, there were no students enrolled in a pre-Prep** program.
** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (https://qed.qld.gov.au/earlychildhood/families/pre-prep-indigenous).
Characteristics of the Student BodyOverviewOur coeducational school caters for the learning needs of students who have a verified cognitive disability that results in them requiring access to specialised teaching in an alternative, individualised curriculum.Our school provides educational programs for school aged students from Prep to year 12. A large percentage of our school population also has additional disabilities, including autism, sensory and physical impairments. Students are placed in their chronological year level within the learning cohorts of Prep, Lower Primary, Upper Primary, Junior Secondary and Senior Secondary. The cohort structure recognises the distinct phases of learning and development and promotes a focus upon the small group and individual, ensuring student progress is enhanced. Our families come from a range of socio-economic backgrounds. In 2017 our student population of 102 came predominantly from the north side of Rockhampton, coastal areas of Yeppoon, Emu Park, surrounding communities and the northern outskirts of Rockhampton. Access for students in coastal areas is enhanced by designated buses with support personnel.
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Average Class SizesThe following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZES
Phase 2015 2016 2017Prep – Year 3 5 5 5
Year 4 – Year 6 5 5 6
Year 7 – Year 10 6 6 7
Year 11 – Year 12 7 7 7
Curriculum DeliveryOur Approach to Curriculum Delivery
All key learning Areas continue to be taught using the Australian National Curriculum and General Capabilities extended curriculum in Lower Primary, Upper Primary, and Junior Secondary classes. Senior Secondary class lessons are planned for using QCIA (QLD Certificate of Individual Achievement) curriculum organisers. Senior Secondary students continue to be taught English and Maths units planned using the Australian National Curriculum.
All students are taught and assessed against their ability level within the Australian National curriculum in ways that are age appropriate.
Every student has an Individualised Curriculum Plan with their progress monitored daily. Balanced Literacy lessons are delivered in every class to enhance students’ ability to read
and compose text. Communication is a major focus to ensure all students have maximum access to all aspects
of the curriculum. In 2017 ‘Let’s Talk’ proved to be a highly motivating program for Prep and Lower Primary students each week. This provided students with a significant number of motivating communicative opportunities.
A holistic approach underscores all aspects of the curriculum to prepare students for their life after school.
Work experience, further study and post school employment and leisure options form a vital part of the Senior Secondary program.
In 2017 our school continued to offer a Sporty Schools program. This entailed all students participating in a sports skill development lesson each week with the Life Stream Sports Development Officer. Once per term a Gala sports day was held with the support of various local sporting bodies.
Co-curricular Activities Intra-school sport ‘Tri Sports’, facilitated by Life Stream Lower Primary stay back afternoon (camp program) Upper Primary overnight camp at school Junior Secondary Camp at Cool Waters Triathlon and Senior Secondary school camp at Noosa and the Gold Coast Anzac Day March and ANZAC school service Sports Fun Days with other Regional schools Emu Park Beach Day Out School Colour Run Special Schools annual Basketball Challenge Remembrance Day Parade End of year concert
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Graduation NADOC week activity day Harmony Day activities School Captains Badge Presentation Parades Free dress days Community morning teas Excursions to a variety of local community venues and events
How Information and Communication Technologies are used to Assist Learning Computers, iPads, interactive whiteboards and adaptive technologies are key components of our strategy to assist our students in their learning and communication for today’s world. A range of assistive and adaptive hardware and software was available to students who require specialist support to enable access. The use of iPads to assist student communication and literacy was enhanced by the purchase of additional iPads and specific communication software including Proloqo2Go and Clicker 6. These purchases as well as significant staff professional development and training was financed through the Investing For schools Grant funding. Other specialised software and on-line resources ensured students could access and communication systems providing rich learning experiences and enabling students to produce assessment responses in multimedia presentations. Interactive whiteboards are located in all classrooms along with a further 2 in our library and specialised teaching space. A computer lab in the library is used to promote full class access to the internet for research and basic programming.Senior secondary students learnt programming skills through Robotics.Through a variety of programs students were involved in sending of emails, electronic scanning of library withdrawals, digital cameras in the production of assessment presentations, on-line purchases of cooking ingredients, Internet search for information gathering, use of software to support creation of student generated texts and iPads for communication purposes. Use of the Proloquo2Go application of iPads by students with communication difficulties, is an age appropriate method of communication in today’s electronic community.
Social ClimateOverviewRockhampton North Special School has a safe supportive environment. The 2017 School Opinion Survey saw very few returns which gave a limited view point, however, subsequent wider parent consultation, confirmed that the relationship between teachers and students, and between teachers and parents is strong. Again confirming the strong supportive family focus for which the school has become well known. Teacher responses to the School Opinion Survey was positive, however, very few Teacher Aides completed the survey. The school expectations ‘Talk Friendly’, ‘Hands, Feet and Objects to Myself’, ‘Follow the Instructions’, and ‘Work First Then You Choose’ form an integral part of the school culture. The expectations respond to the overarching school mantra – ‘School is For Learning’.Students whose disability is exacerbated by challenging behaviour are further supported by Risk Assessment Management Plans and complex case management. The implementation of BucketFillers social emotional program has provided the school community with a positive way to promote acceptable behaviours.
Staff enthusiasm along with our Chaplain, volunteers and community support provided important underpinnings in the development of social skills and relationships learning for our students who
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often face significant challenges in relationship development. Our school strives to create a positive, predictable environment for all students at all times of the day. In 2017 a Wellbeing Committee developed a Whole School Framework and planned a wide range of social activities throughout the year.
Parent, Student and Staff Satisfaction
Parent opinion survey
Performance measurePercentage of parents/caregivers who agree# that: 2015 2016 2017their child is getting a good education at school (S2016) 100% 83% 100%
this is a good school (S2035) 100% 83% 100%
their child likes being at this school* (S2001) 100% 83% 100%
their child feels safe at this school* (S2002) 100% 83% 100%
their child's learning needs are being met at this school* (S2003) 100% 83% 100%
their child is making good progress at this school* (S2004) 100% 83% 100%
teachers at this school expect their child to do his or her best* (S2005) 100% 83% 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) 100% 83% 100%
teachers at this school motivate their child to learn* (S2007) 100% 83% 100%
teachers at this school treat students fairly* (S2008) 100% 83% 100%
they can talk to their child's teachers about their concerns* (S2009) 100% 83% 100%
this school works with them to support their child's learning* (S2010) 100% 83% 100%
this school takes parents' opinions seriously* (S2011) 100% 83% 100%
student behaviour is well managed at this school* (S2012) 100% 83% 100%
this school looks for ways to improve* (S2013) 100% 83% 100%
this school is well maintained* (S2014) 100% 83% 100%
Student opinion survey
Performance measurePercentage of students who agree# that: 2015 2016 2017
they are getting a good education at school (S2048)
they like being at their school* (S2036)
they feel safe at their school* (S2037)
their teachers motivate them to learn* (S2038)
their teachers expect them to do their best* (S2039)
their teachers provide them with useful feedback about their school work* (S2040)
teachers treat students fairly at their school* (S2041)
they can talk to their teachers about their concerns* (S2042)their school takes students' opinions seriously* (S2043)student behaviour is well managed at their school* (S2044)
their school looks for ways to improve* (S2045)
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Performance measurePercentage of students who agree# that: 2015 2016 2017
their school is well maintained* (S2046)
their school gives them opportunities to do interesting things* (S2047)
Staff opinion survey
Performance measurePercentage of school staff who agree# that: 2015 2016 2017
they enjoy working at their school (S2069) 96% 96% 91%
they feel that their school is a safe place in which to work (S2070) 88% 89% 88%
they receive useful feedback about their work at their school (S2071) 85% 75% 84%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
89% 89% 87%
students are encouraged to do their best at their school (S2072) 100% 100% 97%
students are treated fairly at their school (S2073) 100% 100% 94%
student behaviour is well managed at their school (S2074) 85% 81% 88%
staff are well supported at their school (S2075) 85% 82% 81%
their school takes staff opinions seriously (S2076) 88% 74% 81%
their school looks for ways to improve (S2077) 96% 96% 91%
their school is well maintained (S2078) 96% 93% 91%
their school gives them opportunities to do interesting things (S2079) 92% 82% 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.
Parent and community engagement Parents and families are encouraged to take an active role in their child’s education. They play an integral part in the development of their child’s Individual Curriculum Plan twice per year. Parents of Senior Secondary students take part in Senior Education Training Plan (SET plans) and a Future Action Plan (PATH plans). Parent involvement in their child’s senior education is crucial for the child’s successful post school transition. All students receive a written report twice yearly and are encouraged to attend parent teacher interviews. Every teacher negotiates a means of daily communication with parents which may take the form of communication books, emails, or texts. Parents are also welcome to volunteer to assist class and community based programs. Our Parents & Citizens committee was again a small, but strong and active group, with several successful community events including the Christmas in July Fair. The P&C regularly had 10 to 12 parents in attendance at their monthly meeting. Our school Newsletter continued to be distributed digitally or in paper form to families and interested community members fortnightly and provided information on current events and upcoming community and school functions. Each Newsletter contained photos from classes and their programs on a rotational basis. Our School Parent Bulletin Board was the site for newsletters, flyers of upcoming community, school or educational events along with professional support sessions available to parents and carers. It was again exciting for our school to undertake ANZAC Day March with family members joining our school contingent. Our parents and carers were closely involved in Prep Information Sessions, Sports Fun Day, Gala Sporty Schools days, Colour Run, Graduation and school leaders badge presentations, NAIDOC Activities, and our End of Year Concert.
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Graduation, the culminating social event for our year 12 students, drew a gathering of over 100 family, friends and well-wishers for a wonderful night of celebration and farewell for our graduating students. Our school open door policy, encouraged parents, grandparents and siblings to join in the celebration of learning throughout the year.
Respectful relationships programsThe school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships.The school has developed and implemented a program that focuses on appropriate, respectful and healthy relationships. It is supported by the whole school expectations - ‘Talk Friendly’, ‘Hands, Feet and Objects to Myself’, ‘Follow the Instructions’, and ‘Work First Then You Choose’. Conflict resolution skills, and strategies that assist students to communicate wants and feelings have contributed to the program. Personal safety is explicitly taught through programs delivered within the school and into the community. The BucketFillers program has been a useful platform to teach students to respect others.All programs continued to be well supported by the school Chaplain two days per week. All staff members participated in professional development that promoted student safety and an awareness of the signs of domestic violence.
School Disciplinary AbsencesThe following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.
SCHOOL DISCIPLINARY ABSENCES
Type 2015 2016 2017
Short Suspensions – 1 to 10 days 5 3 1
Long Suspensions – 11 to 20 days 1 1 0
Exclusions 1 0 0
Cancellations of Enrolment 0 0 0
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Environmental FootprintReducing the school’s environmental footprintData is sourced from school's annual utilities return and is reliant on the accuracy of these returns. During 2017 Senior Secondary classes continued our school recycling project and all classes endeavoured to turn off lights and air conditioners when not required. Air-conditioners are set to 25 degrees centigrade.
ENVIRONMENTAL FOOTPRINT INDICATORS
Years ElectricitykWh
Water kL
2014-2015 118,451
2015-2016 5,683 1,511
2016-2017 3,038
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.
School FundingSchool income broken down by funding sourceSchool income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
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To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
Our Staff Profile
Workforce Composition
Staff composition, including Indigenous staff
2017 WORKFORCE COMPOSITION
Description Teaching Staff Non-Teaching Staff Indigenous Staff
Headcounts 22 29 0
Full-time Equivalents 22 19 0
Qualification of all teachers
TEACHER* QUALIFICATIONS
Highest level of qualification Number of classroom teachers and school leaders at the school
Doctorate
Masters 5
Graduate Diploma etc.**Bachelor degree 17
Diploma
Certificate
*Teaching staff includes School Leaders
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TEACHER* QUALIFICATIONS
Highest level of qualification Number of classroom teachers and school leaders at the school
**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Professional DevelopmentExpenditure On and Teacher Participation in Professional DevelopmentThe total funds expended on teacher professional development in 2017 were $31,879
The major professional development initiatives are as follows:
Balanced Literacy training Augmentative and alternative communication (AAC) workshops Proloquo2Go training Data collection and Analysis for student improvement Curriculum and planning Explicit Instruction for the teaching of reading Applied First Aide Various health procedure training including seizure management, anaphylaxis management,
gastronomy feeding, midazolam administration. Manual Handling Management of Actual or Potential Aggression (Mapa) Policy and Procedure refreshers Coaching and mentoring for pedagogical improvement Peer mentoring Learning Walks Disability specific professional development including Autism workshops Curriculum Moderation
The proportion of the teaching staff involved in professional development activities during 2017 was 100%.
Staff Attendance and RetentionStaff attendance
AVERAGE STAFF ATTENDANCE (%)
Description 2015 2016 2017
Staff attendance for permanent and temporary staff and school leaders. 96% 96% 96%
Proportion of Staff Retained from the Previous School YearFrom the end of the previous school year, 91% of staff was retained by the school for the entire 2017.
Performance of Our Students
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Key Student OutcomesStudent Attendance
Student attendanceThe table below shows the attendance information for all students at this school:
STUDENT ATTENDANCE 2017
Description 2015 2016 2017
The overall attendance rate* for the students at this school (shown as a percentage). 93% 91% 87%
The attendance rate for Indigenous students at this school (shown as a percentage). 91% 89% 86%
*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.
The overall student attendance rate in 2017 for all Queensland Special schools was 88%.
AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVELYear Level Prep Year
1Year
2Year
3Year
4Year
5Year
6Year
7Year
8Year
9Year 10
Year 11
Year 12
2015 96% 97% 96% 93% 98% 92% 90% 91% 95% 93% 92% 94% 90%
2016 92% 93% 94% 90% 92% 90% 91% 91% 87% 95% 87% 95% 93%
2017 87% 88% 93% 85% 90% 87% 89% 87% 91% 84% 91% 81% 82%
*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.DW = Data withheld to ensure confidentiality.
Student Attendance DistributionThe proportions of students by attendance range:
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14
11
22
22
11
20
26
23
32
38
55
0% 20% 40% 60% 80% 100%
2017
2016
2015
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
Description of how non-attendance is managed by the schoolNon-attendance is managed in state schools in line with the 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.
In 2017 hard copy school rolls were marked twice daily and returned to the school office for data entry by Administration Officers. As a number of our students had significant health issues which impacted upon attendance. Close communication occurred between parents/carers/government agencies/classroom teachers and administration (principal and deputy). Administration was usually advised in advance of non-attendance related to medical procedures. Several students who have serious forms of epilepsy had broken attendance as a result of uncontrolled seizure patterns and associated hospitalisation. Infoways which is a SMS messaging service was used to notify parents of same day absences. The parents have the option to respond with the reason for the absence,
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enabling attendance data to be up-dated immediately. This has proved to be a highly effective way to manage absenteeism. If a student has an unexplained absence, the parent or caregiver is contacted by telephone. Unexplained non-attendance was not a major factor that applied to our school in 2017.
NAPLAN
Students at this school were exempt from participation in NAPLAN in 2016.
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.
To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.
School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
Year 12 OutcomesOUTCOMES FOR OUR YEAR 12 COHORTS
Description 2015 2016 2017
Number of students receiving a Senior Statement 8 8 8
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OUTCOMES FOR OUR YEAR 12 COHORTS
Description 2015 2016 2017
Number of students awarded a Queensland Certificate of Individual Achievement. 8 8 7
Number of students receiving an Overall Position (OP) 0 0 0
Percentage of Indigenous students receiving an Overall Position (OP) 0% 0%
Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 0 0 0
Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).
0 2 0
Number of students awarded an Australian Qualification Framework Certificate II or above.
0 0 0
Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
0 0 0
Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
0% 0%
Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0
Percentage of OP/IBD eligible students with OP 1-15 or an IBD.
Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. 0% 25% 0%
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.
As at 3rd February 2017. The above values exclude VISA students.
VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)
Number of students awarded certificates under the Australian Qualification Framework (AQF)
Years Certificate I Certificate II Certificate III or above
2015 0 0 0
2016 2 0 0
2017 0 0 0As at 14th February 2018. The above values exclude VISA students.
Apparent Retention Rate – Year 10 to Year 12
APPARENT RETENTION RATES* YEAR 10 TO YEAR 12
Description 2015 2016 2017
Year 12 student enrolment as a percentage of the Year 10 student cohort. 70%
Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort.
50%
* The Years 10 to 12 Apparent Retention Rate is defined as the number of full-time students in Year 12 in any given year expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).
Student DestinationsPost-school destination informationThe results of the 2017 post-school destinations survey, Next Step – Student Destination Report (2017 Year 12 cohort), will be uploaded to the school’s website in September.
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Schools with fewer than 5 responses will not have a report available on the post-school destinations of Year 12 completers for reasons of confidentiality.
The report will be available at:http://www.rocknorthspsch.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx
Early leavers informationThe destinations of young people who left the school in Years 10, 11 and prior to completing Year 12 are described below.
Post school options and cancelation of student enrolment is always discussed with parents to ensure that all students have the best possible options for their future. Early leaving was not an issue for any student in 2017.
Conclusion
In 2017 we have been extremely proud of the vast improvements that students have made in literacy and communication. It is evident that the whole school focus on these two aspects, coupled with our increased expectations and absolute conviction that all students can learn, has led to student success. It is evident that as the rigor of teaching and learning has increased so has improvement in student behaviour. It is anticipated that 2018 will continue to see growth in achievement.
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