Karara State School (1145) Queensland State School Reporting 2012 School Annual Report

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1 T DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Karara State School (1145) Queensland State School Reporting 2012 School Annual Report YPEOVER TO INSERT SCHOOL NAME Postal address PO Box 48 Karara 4352 Phone (07) Fax (07) Webpages Contact Person Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Ryan Pedley - Principal Principal s foreword Introduction At Karara State School we seek to engage our students in lifelong learning through academic, physical and social skilling activities. We endeavour to create clever and creative young men and women who are able to enrich their own lives and the lives of others. By embracing the strong community and family orientated atmosphere, Karara State School provides students with the opportunity to develop skills that will better enable them to survive in a rapidly changing learning environment. The children at the school are passionately supported by professional and caring staff members who create exciting and challenging programs designed to allow them to demonstrate their capabilities. The resources at the school include a multi - purpose area, two shaded playgrounds, and two well resourced classrooms. The grounds are carefully maintained by the P&C and all the parents are on the garden roster. The school caters from Prep to Seven where students come together in their different year levels to learn either as a whole class, age level, ability level groups, or in individualised lessons and activities. This enables students to support each other with peer learning while strengthening their own understanding of concepts and processes. Students engage in learning through excursions, camps, day trips and are enriched through engagement with visiting personnel. The students also participate in community activities such as CWA International Day, School Plays and Camp Drafts. Thanks to the P&C, parents and the community for being such an important and real presence in the students lives and supporting the school in so many ways. School progress towards its goals in 2012 Curriculum Plan In 2012 we implemented the Australian Curriculum. The new curriculum has currently been written for Maths, English, Science and History. SOSE, HPE and LOTE are delivered via the Queensland Curriculum to ensure that all facets of the students learning is covered. The school has adopted the C2C unit plans as a vehicle to implement the Australian Curriculum. The School will receive a Teaching and Learning Curriculum Audit and will continue to develop and evolve it s curriculum planning. An Audit Action Plan based on the auditor s responses will allow the school to stride confidently forward in its dedicated delivery of quality programs to the students. Assessment Data is actively utilised to make informed judgements on student s progress and assists in the tailoring of specific

2 DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2012 School Annual Report programs to foster learning needs. The school uses PAT testing across all curriculum areas. NAPLAN Improvement A NAPLAN action plan was developed and put in place aiming to improve NAPLAN results and developing strategies to ensure student improvement. In 2012 the school had tremendous NAPLAN success, recording some of it s highest results since the implementation of NAPLAN. Parent and Community Communication Parents are provided with information sessions to provide help in the understanding of school culture and to demonstrate school expectations. Opportunities are given to explain reading strategies, explore spelling strategies and explain the home reader program. A weekly Newsletter is published and distributed to 84 households throughout the school community. Community partnerships have been formed with many local businesses including businesses as far reaching as Toowoomba. P&C meetings are held once a month and through a very supportive group, the P&C runs an annual Trail Bike Ride which raises significant funds for the school. Future outlook Curriculum Plan At Karara State School we are continuing to improve the learning opportunities given to students by providing them with a multi-modal approach to learning. In implementing the C2C and utilising its imbedded ICT links, we continue to develop a culture of digital learners. The staff continue to do a wonderful job with the implementation of the Australian Curriculum and are constantly evolving in their pedagogy. Teachers are actively engaged in an Explicit Teaching Framework and are given regular Professional Development opportunities to expand on their delivery methods. A Pedagogical Framework is currently being developed and will be deployed to the schools website upon completion. NAPLAN Improvement A concerted effort in exploring NAPLAN results and developing strategies to ensure student improvement has continued School Strategies are in place and targets for each child are set. The staff understand that they are accountable for the improvement of the students and that all students can improve their results. All curriculum planning and specific targets in planning relate to individual plans. Developing Performance Framework A Principal Personal Performance Plan is developed in conjunction with the Principal s supervisor which drives the Principal s capability ensuring that all staff are benefitting from the Principal s leadership. Admin Officer, teachers and teacher aides will develop Personal Plans in consultation with the Principal to ensure that each member of staff has a goal to achieve through a certain time period. Parent and Community Communication Parents and the community will be kept up-to-date with the schools progress of implementing the Australian Curriculum and information sessions will be provided. Communication will continue through newsletters and involvement in community events to advertise the benefits of the school. The school has also recently released its new website. A broad scope of information can be accessed here which will help the community stay in tune with what is happening at their school. The school is currently developing a Parent and Community Engagement Framework in close consultation with the P&C and key stakeholders amongst the community. School Promotion To further promote excellence of the school and P&C within broader community we utilise local newspapers, Art Shows, District displays, Computer courses, community newsletters and a new website. Greater involvement in local events including campdraft, dog trials and quick shears. All this promotion will ensure that there are greater enrolments at the school, more community involvement from a broader area, increased community participation and a greater awareness of Karara State School within the community. The school will continue it s partnerships with the Edible Gardens Program, Queensland Exports, and Better Homes and Gardens into 2014 which will continue to promote the school on a national and local basis.

3 Our school at a glance School Profile Coeducational or single sex: Coeducational levels offered in 2012: Prep - 7 Total student enrolments for this school: Enrolment Continuity Total Girls Boys (Feb Nov) % % % Student counts are based on the Census (August) enrolment collection. Characteristics of the student body: There is a strong representation across year levels 1, 4 and 6. Students from the area represent mixed backgrounds. Wool harvesters, mine workers and professionals provide strong parenting to the schools students. Average Class sizes Average Class Size Phase Prep School Disciplinary Absences Count of Incidents Disciplinary Absences Short Suspensions - 1 to 5 days Long Suspensions - 6 to 20 days Exclusions Cancellations of Enrolment 0 0 0

4 Our school at a glance Curriculum offerings Our distinctive curriculum offerings Our Curriculum for Prep 7 has a central focus on high levels of Literacy and Numeracy skills with the remaining syllabuses delivered as Integrated Units of Study. The distinctive features within this design are that:- All Integrated Units of Study planned and taught to incorporate an investigative process, higher order thinking tasks, excursion opportunities, meaningful assessment and a focus on criterion based assessment to produce quality work. Individualised learning plans constructed to maximise the talents and future opportunities for our students. Knowing and understanding each student, the teacher employs the optimal techniques to challenge and extend every student in a calm and caring classroom; and Individual progress is mapped, recorded and reported against Essential Learnings relating to what a student should know and be able to do. Extra curricula activities In addition to this formal curriculum our students have the opportunity to access extra curricula activities including: Joining students from similar schools in the Cluster for sports days and excursions. Individually and collectively participating in local shows and community and Regional Council events Annual school Swag-outs. Under 8 s Day. Young Leaders Conference as part of our Leadership Program for Senior Students How Information and Communication Technologies are used to assist learning Our vision is that students will be comfortable, competent, confident and critical when using ICT as a tool for learning. With future positive outcomes for students in the workforce, their recreational pursuits and society as a whole, we believe successful integration of ICT s in the classroom is integral to the success of our students as lifelong learners. Currently the computers and tablets are used to broaden the educational options and opportunities available for our students. The computers will be used to allow students to access interactive curriculum articles and support their research based assignments. ICT s will also be used to allow teachers to network with other teachers outside of the school, engaging in learning and development activities and forming networks. Social climate Parents and the Community support the high standards expected in behaviour and work ethic at Karara State School. The students find the school to be a safe and enjoyable place to learn and parents are positive in their attitudes and conversations about the school and staff. The school has a zero tolerance on bullying and parents are routinely informed on behaviour issues that take place at school. Positive reinforcement is heavily utilised with the students. The school promotes a culture of encouraging, supporting and motivating students who intrinsically strive to achieve their best. Parent, student and staff satisfaction with the school Karara State School Parents, Students and Staff believe that the opportunities, safety and value for learning are relevant and prevalent at Karara. The satisfaction levels of parents, students and staff are high and this high level has been maintained for a number of years. It is hoped that this expected level of interest in the school continues for many years to come due to excellent parent support and involvement, combined with quality learning and teaching and high expectations from the teaching staff. Performance measure (Nationally agreed items shown*)

5 Our school at a glance Percentage of parents/caregivers who agree that: 2012 # their child is getting a good education at school 100.0% this is a good school 100.0% their child likes being at this school* 100.0% their child feels safe at this school* 80.0% their child's learning needs are being met at this school* 80.0% their child is making good progress at this school* 100.0% teachers at this school expect their child to do his or her best* 80.0% teachers at this school provide their child with useful feedback about his or her school work* 80.0% teachers at this school motivate their child to learn* 80.0% teachers at this school treat students fairly* 80.0% they can talk to their child's teachers about their concerns* 100.0% this school works with them to support their child's learning* 100.0% this school takes parents' opinions seriously* 60.0% student behaviour is well managed at this school* 100.0% this school looks for ways to improve* 100.0% this school is well maintained* 100.0% Performance measure (Nationally agreed items shown*) Percentage of students who agree that: 2012 # they are getting a good education at school 100.0% they like being at their school* 100.0% they feel safe at their school* 100.0% their teachers motivate them to learn* 100.0% their teachers expect them to do their best* 100.0% their teachers provide them with useful feedback about their school work* 100.0% teachers treat students fairly at their school* 100.0% they can talk to their teachers about their concerns* 100.0% their school takes students' opinions seriously* 100.0% student behaviour is well managed at their school* 100.0%

6 Our school at a glance their school looks for ways to improve* 100.0% their school is well maintained* 100.0% their school gives them opportunities to do interesting things* 100.0% Performance measure (Nationally agreed items shown*) Percentage of school staff who agree: 2012 # that they have good access to quality professional development 100.0% with the individual staff morale items 100.0% * Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in # Percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to changes to the School Opinion Surveys in 2012, comparisons with results for previous years are not recommended. DW = Data withheld to ensure confidentiality.

7 Our school at a glance Involving parents in their child s education Parents are involved in the education of their children through participation in a number of activities. Tuckshop and school events are occasions for parents to play a part in the running of the school. The monthly P&C Meeting also creates opportunities for parents to discuss and reflect on issues that come up in the course of the school year. These meetings are efficiently run by the P&C President. Weekly newsletters inform parents of upcoming events and dates. A consistently updated website gives the P&C a place to post their news and events. Parent/Teacher interviews are available at any time throughout the year, but are usually sought at the end of each Semester in conjunction with report cards. Parents also support the school by taking students to sports days, Young Leader Conferences, Under 8 s Day, swimming lessons, working bees, as well as other cultural and sporting events. Reducing the school s environmental footprint Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns. The school has reduced the cost and use of electricity with the instalment of solar panels and an energy saving approach to electricity usage. Water usage has dropped significantly with the purchase of new water tanks and water saving techniques implemented into the day to day routines. The school has also planted a veggie patch and established two new native gardens on it s grounds. A SEMP or (Sustainable Environmental Management Plan) outlines the school s continued approach to reducing it s environmental footprint. The SEMP document can be found on the school s website. Environmental footprint indicators Electricity kwh Water kl , , ,917 0

8 Our staff profile Staff composition, including Indigenous staff 2012 Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff Headcounts Full-time equivalents Qualifications of all teachers Highest level of attainment Number of classroom teachers and school leaders at the school Doctorate Masters Bachelor degree 1 Doctorate Masters Bachelor degree Diploma Certificate Diploma 4 Doctorate Masters Bachelor degree Certificate 1 Diploma Certificate Expenditure on and teacher participation in professional development The total funds expended on teacher professional development in 2012 were $6000. The major professional development initiatives are as follows: Administrator Days (One School Training) Administrator Days LOTE Workshop iconnect Sessions (Curriculum Development) Literacy Training (LOTE Teachers)

9 Our staff profile Teacher Observation QSA Conference Moderation Small Schools Cluster Meeting Early s Conference Behaviour Management Conference Workplace Health and Safety Meeting Warwick Administrators Road Trip Cleaning Training First Aid Update The proportion of the teaching staff involved in professional development activities during 2012 was 100%. Average staff attendance Staff attendance for permanent and temporary staff and school leaders. 97.6% 98.7% 99.6% Proportion of staff retained from the previous school year From the end of the previous school year, 92.4% of staff was retained by the school for the entire 2012 school year. School income broken down by funding source School income broken down by funding source is available via the My School website at 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 says Search by school name, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school s My School entry web page. School financial information is available by selecting School finances in the menu box in the top left corner of the school s entry web page. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

10 Performance of our students Key student outcomes Student attendance The overall attendance rate for the students at this school (shown as a percentage). 94% 90% 95% The overall attendance rate in 2012 for all Queensland state Primary schools was 93%. Student attendance rate for each year level (shown as a percentage) % 94% 95% 95% 94% 91% 2011 DW 92% 94% DW 94% 95% % 98% 97% DW = Data withheld to ensure confidentiality. Student Attendance Distribution The proportions of students by attendance range. Attendance: 0% to <85% 85% to <90% 90% to <95% 95% to 100% % 20% 40% 60% 80% 100% Proportion of Students 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. At Karara State School the role is marked every day and students are continually noted if they are absent. Due to the nature of the school other children within the family will know why, but all parents are strongly encouraged to call the school before the day begins. If a child has been absent for 3 days with no explanation then a phone call is made home on the third day for confirmation and to display duty of care. Parents of students who arrive late at school are required to sign in at the main office and provide a reason for being late. The school uses a positive approach to having improved attendance. This approach is closely linked to the school s positive behaviour management plan. National Assessment Program Literacy and Numeracy (NAPLAN) results our reading, writing, spelling, grammar and punctuation, and numeracy results for the s 3, 5, 7 and 9. Our reading, writing, spelling, grammar and punctuation, and numeracy results for the s 3, 5, 7 and 9 are available via the My School website at

11 Performance of our students 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 says Search by school name, type in the name of the school whose NAPLAN results you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school s NAPLAN results. Achievement Closing the Gap In 2012, Karara State School did not have any Aboriginal or Torres Strait Islander students enrolled at the school.

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