QUEENSLAND STATE SCHOOL REPORTING Bundamba State Secondary College (2130)

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1 QUEENSLAND STATE SCHOOL REPORTING Bundamba State Secondary College (2130). Postal address PO Box 311 Booval 4304 Phone (07) Fax (07) Webpages Contact Person the.principal@bundambassc.eq.edu.au enquiries@bundambassc.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Department s Right to Information site. Kathy Blinks Principal Principal s foreword Introduction 2009 was another successful year for Bundamba State Secondary College with extensive facilities renewal in addition to significant progress for our students and staff. An increase in our school based traineeship data and our senior outcomes data were particular successes in With improvement across all areas of the Year 12 outcomes data our staff and students were able to celebrate the success of newly introduced strategies for whole school improvement. Our enrolment of 829 students comprised a rich cultural mix with 112 indigenous students and 93 Pacifica students. In 2009, our students progressed to the final of the Bring It On dance competition and were highly recommended. One indigenous student received a scholarship for the Aboriginal and Torres Strait Islander Education to Employment Scheme. In 2009 we embarked on the Schoolwide Positive Behaviour Support program with the development of 4 behaviour expectations for the College: Respect, Responsibility, Pride and Empowerment. A rewards program and implementation of specific lessons to explicity teach behaviour expectations responded directly to data analysis. Our school motto of A Community of Confident Achievers guides our actions. Bundamba State Secondary College has varied curriculum options allowing students to participate in tuition, training, and work experience to maximise individual talents and abilities. Our graduates continue to be successful in their transition from school to employment, traineeships, apprenticeships and further education. It is with pleasure that I invite you to our vibrant community. We look forward to the learning journey with you and your student in Kathy Blinks Principal

2 QUEENSLAND STATE SCHOOL REPORTING Bundamba State Secondary College (2130) School progress towards its goals in 2009 Bundamba State Secondary College experienced an improvement in student results in 2009 as a result of the strategies outlined in the annual operational plan. Through pathways planning, cohort management, and an extensive focus on Queensland Core Skills Test preparation, senior outcomes were significantly improved from previous years and showed greater improvement overall than surrounding schools in the Ipswich area. This placed Bundamba State Secondary College as one of the most academically improved schools in the local area. Our staff are very proud of the results of their efforts and I believe that parents should be happy with the choice they have made to send their students to Bundamba. A snapshot of this improvement can be seen in the following data: Year % students awarded a QCE % students who graduated with no qualification % students who received an OP 1-15 Bundamba State Secondary College % 18% 32% % 8% 44% Future outlook In 2010, Bundamba State Secondary College seeks to continue its explicit improvement agenda to achieve the best possible outcomes for all of our students. The addition of new facilities and upgrades throughout the school enable us to respond to the needs of our students in a rapidly changing world. Specifically, Bundamba State Secondary College will focus on increasing pathways for students, improving student outcomes, further connecting with our community, and the development of whole college learning engagement systems presents a new opportunity for us to again focus our attentions on the need for all of our students to be learning. With our commencement as a National Partnerships school we have been allocated approximately $2.5 milllion in additional funding which has enabled us to employ additional staff to ensure the targets outlined in our strategic plan are realised. This document can be referred to on our website. In 2010, particular focus will be placed on improvements in literacy and numeracy across the school in addition to closing the gap for our indigenous students. With the introduction of Schoolwide Positive Behaviour Support, a refocussing on learning engagement systems within the school has also occurred. Early in 2010, an audit of teaching and learning confirmed the directions outlined in the school strategic plan and an annual operational plan has been developed that is reflective of the recommendations and strategies outlined in these key documents. Additional staff members have been employed under the National Partnership Agreement to ensure that focussed analysis and discussion of data occurs to ensure the continued improvement in effective teaching practices.

3 Our school at a glance School Profile Coeducational or single sex: Coeducational Year levels offered: 8-12 Total student enrolments for this school: Total Enrolment Girls Boys Enrolment Continuity (Feb 2009 Nov 2009) % Characteristics of the student body: The Bundamba State Secondary College student body is characterised by a student population of 837. Of this, 11% identify as indigenous and 9% as Pacific Islander. Class sizes Proportion of school classes achieving class size targets in 2009 Phase Prep Year 3 Average Class Size Percentage of classes in the school On or under target Under Target On Target Over Target Year 4 Year % 81% 9% 10% Year 11 Year % 87% 6% 7% All Classes 20 91% 83% 8% 9% School Disciplinary Absences Disciplinary Absences Count of Incidents Short Suspensions - 1 to 5 days 723 Long Suspensions - 6 to 20 days 56 Exclusions 6 Cancellations of Enrolment 5 Curriculum offerings Our distinctive curriculum offerings The curriculum at Bundamba State Secondary College offers a planned course of study from Years The two distinct divisions are that of the Middle School (Years 8 10) and Senior School (Years 11-12). Students in year 10 complete a Senior Education and Training Plan (SETP) that links to their subject selection for Senior. Bundamba State Secondary College has a strong and distinctive curriculum which offers individualised pathways for achievement in a range of areas:

4 Our school at a glance Whole-of-School Literacy within the curriculum program Award winning B-TADS (Bundamba Training and Development Squad) Year 8 Boys Motivational Programme Bundamba Development Program Life Skills / Values Education / Career preparation The Senior School curriculum is a broad range of Queensland Studies Authority subjects (Category A,B,C, Authority and SAS) to suit student needs Access to School Based Traineeships and Apprenticeships Access to the school s TAFE program Multi-Literacy Program Special Education Program

5 Our school at a glance Extra curricula activities Bundamba State Secondary College offers an extensive range of extra-curricula activities including: Instrumental music Interschool Sport Musicals biennially Arts & Drama Night Talent Quest How Information and Communication Technologies are used to assist learning Bundamba State Secondary College enjoys the use of a large number of computers and interactive technology tools. This infrastructure is supported by a full-time ICT Coordinator and a Computer Technician. The use of information and communication technologies is embedded across all curriculum areas and is directly linked to faculty plans and the school ICT plan. Performance measure Result Number computer labs (25+ computers) 7 Number of computer pods (10-17 computers) 5 Desktop PCs for student use 320 Apple imacs 6 Laptops for student Use 40 Interactive Whiteboards 26 Social climate Supplementing the aim of all staff to provide a safe environment are the specialist services of a Guidance Officer, School Nurse, Youth Worker, Chaplain, Education Support Program Teacher-Aides, Community Education Counsellor, and a Polynesian Liaison Officer. All students are assigned a pastoral care group that is multi-aged and linked to a house group and a sense of belonging. Students are able to engage in decision-making through the Student Representative Council School Opinion Survey results indicate a staff belief that they have good access to quality professional development with the school mean having increased from previous years. In the areas of understanding indigenous cultures and including indigenous perspectives in their work, staff satisfaction is above like schools data. Staff Survey School State Like Schools I have good access to quality professional development This school gives me opportunities to improve my skills My work skills enable me to make a worthwhile contribution to this school Understanding Indigenous cultures Including Indigenous perspectives in your work Opportunities to develop skills in teaching about Indigenous cultures Opportunities to develop skills in engaging Indigenous students

6 Our school at a glance It was pleasing to note in the student survey that many believed they were doing the best they could in their school and that they are happy with the opportunities to use the internet for learning with the mean above both the state and like schools means in these two areas. Continued focus on student engagement has been targeted as a priority in the 2010 strategic plan Student Survey School State Like Schools With the opportunities you have to use the internet for learning at school With the computer technology skills you have learnt at school The P & C has been very supportive of the students and staff of our school. We are very appreciative of their efforts and ongoing support. Parent responses to the School Opinion Survey support the student opinions in relation to computer technology with all responses higher than state and like school means. Responses also indicate that parents believe that Bundamba State Secondary College is developing their child s social skills with a higher mean than both like schools and the state mean. Parent Survey School State Like Schools That the school is developing your child s social skills That your child is confident using computer technology at school With the access your child has to computer technology at school With the access your child has to the internet at school Parent, student and teacher satisfaction with the school School Opinion Survey data has informed the school strategic plan with a focus on addressing some of the concerns outlined in the survey. Specifically, a focus on community engagement and education has been implemented to respond to parent satisfaction data. Professional development has focussed on building capacity with staff. Performance measure Result 2009 Percentage of parents/caregivers satisfied that their child is getting a good education at school 39% Percentage of students satisfied that they are getting a good education at school 50% Percentage of parents/caregivers satisfied with their child s school 50% Percentage of school workforce satisfied with access to professional development opportunities that relate to school and systemic initiatives 66% Percentage of staff members satisfied with morale in the school 51% Involving parents in their child s education. Caregivers are important members of our college community. The support provided by many interested parents

7 Our school at a glance enhances many facets of the school including sporting involvement and successes; cultural pursuits, and academic achievement. Caregivers are invited to contact staff with concerns and suggestions. The Parent & Citizens Association meets on the third Tuesday of the month and welcome new members. Indigenous and Pacifica parent forums are held once per term and are an informal update on school progress combined with discussion on any specific concerns. Parents and the community are kept informed of school activities through the electronic school newsletter and correspondence related to educational issues and excursions. Our reporting program of 2 reports per semester and parent/teacher interviews twice a year assist in keeping parents informed of student progress.

8 Our staff profile Staff composition, including Indigenous Staff Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff Headcounts Full-time equivalents Qualifications of all teachers. Highest level of attainm ent Number of classroom teachers and school leaders at the school Doctorate Bachelor degree Certificate Masters Diploma Doctorate 0 Masters 6 7%0% 0%9% 84% Bachelor degree 57 Diploma 5 Certificate 0 Principal Kathy Blinks (Master of Education, Graduate Diploma of Education, Bachelor of Science) Deputy Principal York McFadzean (Bachelor of Arts, Master of Educational Studies, Grad Dip (T.Lib), Grad Dip (ESL), Grad Cert (Chinese) Deputy Principal Neil Fynes-Clinton (Bachelor of Educational Studies) Expenditure on and teacher participation in professional development. The total funds expended on teacher professional development in 2009 was $38,000. The major professional development initiatives are as follows: First-Aid Training, Literacy/Numeracy, VET, QCAR, Disability Services, Social Emotional Learning, Code of Conduct, Middle Phase of Learning, Senior Phase of Learning, Indigenous Education. The involvement of the teaching staff in professional development activities during 2009 was 100 %.

9 Our staff profile Average staff attendance For permanent and temporary staff and school leaders, the staff attendance rate was 95% in Proportion of staff retained from the previous school year. From the end of the 2009 school year, 92% of staff were retained by the school for the entire 2009 school year.

10 Performance of our students Key student outcomes Attendance Student attendance The average attendance rate for the whole school as a percentage in 2009 was 82%. Student attendance for each year level Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 86% 82% 80% Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. The college utilises the software package IDAttend to mark class rolls each period of the day. Parents are informed of unexplained absences and late attendance via text messaging. Unexplained absences greater than two days are followed up by a letter to the parent / guardian. Achievement Years 3, 5, 7, and 9 National Assessment Program Literacy and Numeracy (NAPLAN) results our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9. Domain Measures Yr 3 Yr 5 Yr 7 Yr 9 Average score for the school in Average score for Australia in Reading For the school the percentage of students at or above the national minimum standard. For the school the percentage of students in the upper two bands % % % % Writing Average score for the school in Average score for Australia in For the school the percentage of students at or %

11 Performance of our students Domain Measures Yr 3 Yr 5 Yr 7 Yr 9 above the national minimum standard % For the school the percentage of students in the upper two bands % % Average score for the school in Average score for Australia in Spelling For the school the percentage of students at or above the national minimum standard. For the school the percentage of students in the upper two bands % % % % Average score for the school in Average score for Australia in Grammar and Punctuation For the school the percentage of students at or above the national minimum standard. For the school the percentage of students in the upper two bands % % % % Average score for the school in Average score for Australia in Numeracy For the school the percentage of students at or above the national minimum standard. For the school the percentage of students in the upper two bands % % % % Attainment and Achievement Year 12 Apparent retention rates Year 10 to Year 12. Year 12 student enrolment as a percentage of the Year 10 student cohort. 49% Outcomes for our Year 12 cohort of 2009 Number of students receiving a Senior Statement 100 Number of students awarded a Queensland Certificate Individual Achievement. 5 Number of students receiving an Overall Position (OP). 43

12 Performance of our students Outcomes for our Year 12 cohort of 2009 Number of students who are completing/continuing a School-based Apprenticeship or Traineeship. 8 Number of students awarded one or more Vocational Educational Training qualifications. 66 Number of students awarded an Australian Qualification Framework (AQF) Certificate II or above. 43 Number of students awarded a Queensland Certificate of Education at the end of Year Number of students awarded an International Baccalaureate Diploma (IBD). 0 Percentage of OP/ IBD eligible students with OP 1-15 or an IBD. 44% 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. 83% Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 73% Overall Position Bands (OP) Number of students in each Band for OP 1 to 25. OP 1-5 OP 6-10 OP OP OP Vocational Educational Training qualification (VET) Number of students awarded certificates under the Australian Qualification Framework (AQF). Certificate I Certificate II Certificate III or above Post-school destination information At the time of publishing this School Annual Report, the results of the 2009 Year 12 post-school destinations survey, Next Step Student Destination Report for the school were not available. Information about these post-school destinations of our students will be incorporated into this Report in September.

13 YEAR STUDENT DESTINATIONS Bundamba State Secondary College Introduction This report is based on the findings of the Queensland Government Next Step survey, which targeted all students who completed Year 12 and gained a Senior Statement in 2009, whether they attended a Government, Catholic or independent school, or a TAFE secondary college. The Office of the Government Statistician conducted the survey between 30 March and 12 May 2010, approximately six months after the young people left school. Responses were predominantly collected via computer-assisted telephone interviewing with a paper-based survey collected from a small number of students for whom telephone details were not available. The statewide and regional reports of the Next Step survey can be located at the Next Step website at Response rate for Bundamba State Secondary College Table 1 below reports the response rate for Bundamba State Secondary College. It expresses the number of respondents from this school, as a percentage of all Year 12 completers attending Bundamba State Secondary College in It has not been possible to ascertain how representative these responses are of all students at this school. Table 1 Survey response rate Number of respondents Number of students who completed Year 12 Response rate (%) Definitions of main destinations The pathways of Year 12 completers were categorised into ten main destinations. Respondents who were both studying and working were reported as studying for their main destination. A table defining these categories can be found in the statewide report at Summary of findings In 2010, 42.4 per cent of young people who completed their Year 12 at Bundamba State Secondary College in 2009 continued in some recognised form of education and training in the year after they left school. The most common study destination was university (14.1 per cent). The combined VET study destinations accounted for 28.2 per cent of respondents, including 22.4 per cent in campus-based VET programs, with 8.2 per cent of Year 12 completers entering programs at Certificate IV level or higher. 5.9 per cent commenced employment-based training, either as an apprentice (3.5 per cent) or trainee (2.4 per cent). In addition to the above study destinations, a further 9.4 per cent of respondents from this school deferred a tertiary offer in 2010 (deferrers are shown in Figure 1 in their current destination) per cent did not enter post-school education or training, and were either employed (28.2 per cent), seeking work (25.9 per cent) or neither studying nor in the labour force (3.5 per cent). Figure 1 Main destinations of Year 12 completers 25.9% 3.5% 14.1% 8.2% 5.9% 8.2% University (degree) (14.1%) VET Cert IV+ (8.2%) * VET Cert III (5.9%) * VET Cert I-II/other (8.2%) * Apprentice (3.5%) * Trainee (2.4%) * Working FT (5.9%) Working PT (22.4%) Seeking work (25.9%) Not studying/nilf (3.5%) 22.4% 3.5% 2.4% 5.9% * included in VET total VET total = 28.2%