Binjour Plateau State School
ANNUAL REPORT
2018 Queensland State School Reporting
Every student succeeding State Schools Strategy
Department of Education
2018 Annual Report 1 Binjour Plateau State School
1. Contact information
Postal address MS 498 Gayndah 4625
Phone (07) 4161 3158
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 (Acting) - Louise Vaggs
2018 Annual Report 2 Binjour Plateau State School
From the Principal
School overview
Binjour Plateau State School strives to help each child grow and develop as a strong, independent individual who maximises their potential strengths as a learner. In a small school setting, students are able to develop and sustain meaningful relationships with their peers, school staff, parents and the wider community. Our school motto, “Grow with Binjour” encapsulates our holistic view towards educating young people.
We provide opportunities that promote individual growth, both academically and socially. We value: a good understanding of, and the ability to use, literacy and numeracy in a wide range of situations; the ability to apply problem-solving skills and conflict-resolution skills; the ability to utilise technology in a changing environment and the awareness and acceptance of individual differences. We believe that each child has individual needs and that all children have the right to be educated in a safe, caring and non-threatening environment.
Our school's curriculum consists of eight Learning Areas identified in the National Curriculum. We have a strong focus on literacy and numeracy so that students are equipped to be problem-solvers and confident learners.
Our school behaviour plan is aligned with the Code of School Behaviour by setting expectations of behaviour for all stakeholders. Our plan focuses on acknowledging and encouraging children in a constructive manner. We value having a safe, respectful and inclusive learning environment.
Our small school is supported by an active and involved P&C who have organised fundraising activities to help support school initiatives and play an important part in continuing the proud history and legacy of the school. Binjour Plateau is a member of a local “small schools” cluster to ensure that our students are exposed to a range of activities including: sporting and cultural events, STEM activities, leadership and networking days and curriculum moderation days.
2018 Annual Report 3 Binjour Plateau State School
School progress towards its goals in 2018
The 2018 Annual Implementation Plan highlighted the following:
Improvement Priority 1: English Australian Curriculum (Expert Teaching Teams and Know Your Learners)
Strategy: Develop staff clarity of the Australian Curriculum English
Actions Report
Allocate time to plan for English assessment of work at pre-task, midpoint and post point to analyse student work samples and determine next teaching points.
Ongoing
Model and develop with staff clear know and do tables for English units of work that align to the GTMJ
Ongoing
Strategy: Develop students who are assessment literate learners of English
Actions Report
Communicate, consult and model to staff the (what and how) expectations of learning walls
Ongoing
Model and coach staff in providing feedback to students that aligns with English GTMJ unit of work
Ongoing
Improvement Priority 2: Expert Teaching Teams (Teaching Quality)
Strategy: Support staff capacity using collaborative inquiry and assessment tools to monitor student progress.
Actions Report
Monitor student data of English using collaborative monitoring circles
Complete
Analyse and align Literacy continuum with student evidence to determine next steps of teaching and learning with a reading and writing focus
Developing
Provide PD to staff to use ipad app to show students fix up strategies to build their understanding of how to improve their work in English aligned with their learning goals
Not complete
View and model administration, data collection and analysis of Early Start with a focus on reading
Ongoing
Strategy: Support capability development using collaborative, evidence-informed inquiry through Annual Develop Performance Framework
Actions Report
Consult, negotiate and monitor staff development through coaching and feedback using the instructional coaching model with a focus on reading and writing
Ongoing
Model and develop with staff clear know and do tables for English units of work that align to the GTMJ
Ongoing
2018 Annual Report 4 Binjour Plateau State School
Improvement Priority 3: Develop community and professional partnerships
Strategy: Promoting the importance of attendance every day to reach assigned target
Actions Report
Continually promote the importance of attendance through using departmental literature
Ongoing
Present attendance data fortnightly via the school newsletter
Ongoing
Collaborate, consult and establish ideas to celebrate and foster positive attendance with families and students.
Ongoing
Strategy: Develop transitions (early years and senior years) frameworks
Actions Report
Liaise and promote school with community day cares Ongoing
Research, consult with ECEC to develop a regular playgroup and effective Early Years transition program to prepare pre-prep enrolments at BPSS.
Complete
Organise and chair student council meetings twice termly
Ongoing
Liaise and organise with local high schools about the timeline and content of transitions framework
Complete
Strategy: Implement a parent and community engagement framework
Actions Report
Continue to promote, collaborate and consult with P&C on school-based decisions
Ongoing
Communicate and celebrate achievements of school vision and student goals via fortnightly newsletters, personal letters home, SMS photos and social media.
Ongoing
Create and deliver a termly survey to families and communities to gather information on the effectiveness of partnerships on student outcomes.
Ongoing
Research and develop sustainable partnerships (health, family, support, rehabilitation services) within the local area to build support for students and families.
Ongoing
2018 Annual Report 5 Binjour Plateau State School
Future Outlook
Targets
C and above – 100% students in English
B and above – 50% students in English
100% of students achieving at cluster level literacy continuum in aspects of reading, vocabulary, comprehension and writing
100% of Year 5 and 66% Year 3 at NMS in reading/writing
Relative Gain similar or better to the nation for Year 5
50% of Year 5 and 33% of Year 3 in U2B in reading and numeracy
Strategy: Systematic Curriculum Delivery
Develop student-learning goals that are aligned to the literacy continuum with a focus within the reading demands in the curriculum.
Collaboratively participate in the unit planning (before moderation) to align teaching and assessment with a focus on English
Strategy: Effective Pedagogical Practices
Ensure consistence of teacher judgement and accurate reporting against the English achievement standards through alignment of assessment and moderation processes and practices within and with the North Burnett cluster
Teachers provide regular feedback to students, aligned to the five guided questions, with a focus on English
Use P-10 Literacy Continuum to monitor students’ progress in reading and writing and identify the next steps in teaching and learning
Schedule opportunities for staff to collaboratively analyse student data to plan next steps in teaching and learning.
Strategy: Differentiated Teaching and Learning
Diagnostic and achievement data is used to identify the learning needs of all students
Case management that supports student literacy and numeracy achievement
2018 Annual Report 6 Binjour Plateau State School
Our school at a glance
Binjour Plateau State School is a small school established in 1913 with many cross-generational ties. It has a long and proud history of providing an education to students in the local area, between Gayndah and Mundubbera. The leafy school grounds, including a fully covered multi-sports centre, playground, vegetable garden and sports field provide ample space for the students to play and learn in.
During 2018 the student population was 12 children, supported by a teacher, teacher aides and visiting specialist teachers for Music, Languages (Chinese) and HPE.
The school’s facilities are used by a visiting regional playgroup and host small school events (including STEM days).
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 16 12 12
Girls 9 5 6
Boys 7 7 6
Indigenous
Enrolment continuity (Feb. – Nov.) 100% 92% 92%
In 2018, there were no students enrolled in a pre-Prep program.
Characteristics of the student body
Overview
Binjour Plateau State School’s enrolment was 12 students at the end of 2018. The student body is comprised of students from the local area, including Binjour, Branch Creek, Gurgeena, Mundubbera and Gayndah. At 2018 there were no indigenous students or students that speak a language other than English as their main language at home.
The school is in a rural setting and many families are involved in livestock work/farming in addition to being employed in businesses in the nearby towns of Gayndah and Mundubbera.
2018 Annual Report 7 Binjour Plateau State School
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 16 13 12
Year 4 – Year 6
Curriculum delivery
Our approach to curriculum delivery
Our school delivers the National Curriculum in English, Maths, Science, Technologies, HASS, The Arts, Language, Health and Physical Education via Curriculum To Classroom (C2C) based units adapted to school context where appropriate.
Co-curricular activities
The students at Binjour Plateau State School participate in a range of co-curricular activities including:
student council
chaplaincy program – with a focus on social/emotional development and team-building skills
an inter-school sporting program (small schools Burnett cluster)
How information and communication technologies are used to assist learning
Students at Binjour Plateau State School learn through and with technology. They have access to desktop computers, laptops, digital cameras and interactive whiteboards to help them maximise their learning and demonstrate their knowledge in various ways. Staff use technology for collaborative planning and to monitor student learning.
Social climate
Overview
The safe and supportive environment at Binjour Plateau State School is reflected in the School Opinion Survey results where all parents, students and staff surveyed responded positively that they “feel safe” in the school. The small size of the school allows students, staff and community members to form solid relationships and the students model care and concern for each other. We value respecting each other and have a strong “anti-bullying” stance – that is modelled by staff, parents and students.
The school’s Responsible Behaviour Plan is regularly reviewed and discussed with students and staff and we aim for transparency, fairness and consistency in managing behaviour within the school. The student group is supportive of each other and interacts positively with staff members, parents and the community.
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) 75% DW 100%
this is a good school (S2035) 100% DW 100%
their child likes being at this school* (S2001) 75% DW 100%
their child feels safe at this school* (S2002) 100% DW 100%
2018 Annual Report 8 Binjour Plateau State School
Percentage of parents/caregivers who agree# that: 2016 2017 2018
their child's learning needs are being met at this school* (S2003) 75% DW 100%
their child is making good progress at this school* (S2004) 75% DW 100%
teachers at this school expect their child to do his or her best* (S2005) 100% DW 100%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
100% DW 100%
teachers at this school motivate their child to learn* (S2007) 100% DW 86%
teachers at this school treat students fairly* (S2008) 100% DW 100%
they can talk to their child's teachers about their concerns* (S2009) 100% DW 100%
this school works with them to support their child's learning* (S2010) 75% DW 100%
this school takes parents' opinions seriously* (S2011) 75% DW 100%
student behaviour is well managed at this school* (S2012) 100% DW 100%
this school looks for ways to improve* (S2013) 100% DW 100%
this school is well maintained* (S2014) 100% DW 100%
* 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) 100% 89% 80%
they feel safe at their school* (S2037) 100% 100% 100%
their teachers motivate them to learn* (S2038) 100% 100% 100%
their teachers expect them to do their best* (S2039) 100% 100% 100%
their teachers provide them with useful feedback about their school work* (S2040)
100% 100% 80%
teachers treat students fairly at their school* (S2041) 100% 100% 100%
they can talk to their teachers about their concerns* (S2042) 100% 100% 100%
their school takes students' opinions seriously* (S2043) 100% 89% 80%
student behaviour is well managed at their school* (S2044) 86% 89% 80%
their school looks for ways to improve* (S2045) 100% 100% 100%
their school is well maintained* (S2046) 100% 100% 100%
their school gives them opportunities to do interesting things* (S2047) 100% 89% 80%
* 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%
2018 Annual Report 9 Binjour Plateau State School
Percentage of school staff who agree# that: 2016 2017 2018
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) 100% 100% 100%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
DW 100% 100%
students are encouraged to do their best at their school (S2072) 100% 100% 100%
students are treated fairly at their school (S2073) 100% 100% 100%
student behaviour is well managed at their school (S2074) 100% 100% 100%
staff are well supported at their school (S2075) 100% 100% 100%
their school takes staff opinions seriously (S2076) 100% 100% 100%
their school looks for ways to improve (S2077) 100% 100% 100%
their school is well maintained (S2078) 100% 100% 100%
their school gives them opportunities to do interesting things (S2079) 100% 100% 100%
* 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
The school has an open-door policy with parents most welcome to come in and volunteer in activities, including reading groups, student gardening clubs and other activities that occur throughout the school year. Parents are also invited to the school for parent-teacher interviews twice a year and are welcome to discuss other issues/concerns/achievements by making an appointment to speak with the teacher/principal.
The school has an active P&C Association who are holding a number of ongoing fundraising ventures, including a raffle ticket sale that will culminate in 2019. The Association are also finalising the school’s centenary project that will result in a permanent memorial area in the school’s grounds. The P&C have also been active in raising money to obtain sporting equipment to support a perceptual motor program for Prep students at the school.
Respectful relationships education programs
The students are involved in a weekly program run by our school Chaplain that focuses on teamwork, building resilience and demonstrating care and respect for others. The students engage in sporting games, activities and challenges and then reflect on strategies and relationships through debrief discussions. Respectful Relationships are also covered in the Australian Curriculum Health units that students participate in.
Within the curriculum, personal and social capability permeates our curriculum and the students are given opportunities to work collaboratively with others to practice and develop conflict negotiation skills, questioning and listening skills, acknowledging the contributions of others and giving and receiving feedback for future improvements.
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 0 0 0
Long suspensions – 11 to 20 days 0 0 0
Exclusions 0 0 0
Cancellations of enrolment 0 0 0
2018 Annual Report 10 Binjour Plateau State School
Environmental footprint
Reducing this school’s environmental footprint
The school community is conscious of responsible water use and relies on tank and rainwater for its requirements. The school has half-flush toilets, energy-saving lighting, compost bins and drinking fountains. Any plumbing/water issues are monitored and reported promptly so they can be resolved.
In the classroom, paper is reused where possible and we strive to use resources wisely in order to make our classrooms more sustainable. Where possible, electronic resources are used to further decrease our paper usage.
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) 17,987 13,272
Water (kL)
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.
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.
2018 Annual Report 11 Binjour Plateau State School
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 2 6 0
Full-time equivalents 1 2 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
Graduate Diploma etc.*
Bachelor degree 2
Diploma
Certificate
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2018 were $10 049.74.
The major professional development initiatives are as follows:
Regional Moderation
Principal Induction PD
Anita Archer – Getting Them All Engaged
Leading The Teaching Of Reading
Teaching Reading in Prep – Year 2
Principal Symposium
The proportion of the teaching staff involved in professional development activities during 2018 was 100%.
2018 Annual Report 12 Binjour Plateau State School
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. 98% 98% 97%
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.
Table 11: Overall student attendance at this school
Description 2016 2017 2018
Overall attendance rate* for students at this school 97% 88% 89%
Attendance rate for Indigenous** students at this school
* 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 98% 98%
Year 1 90% 91%
Year 2 97% 93%
Year 3 98% 87%
Year 4 DW 84% 84%
Year 5 96% DW 81%
Year 6 99% 88% DW
2018 Annual Report 13 Binjour Plateau State School
Student Attendance Distribution
N.B. Due to the low cohort numbers, this data has been withheld to ensure privacy of information.
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 class roll is marked twice a day – in the morning and afternoon. If students are absent and the school has not previously been informed, the principal attempts to contact families via a text message or phone call.
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.
Due to low cohort numbers, our NAPLAN data was withheld by MySchool for 2018.
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.
