Amiens State School Queensland State School Reporting 2015 School Annual Report Postal address 1337 Amiens Road Amiens 4380 Phone (07) 4683 3177 Fax (07) 4683 3220 Email Webpages Contact person principal@amiensss.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Principal: Ms Dale Minchenton Principal s foreword Introduction Established in 1919, Amiens State School is a multi-grade co-educational state school situated 15 km from Stanthorpe on Amiens Road in a largely horticultural area on Queensland s Granite Belt. We have two classrooms, comprising s Prep to 2 and s 3 to 6 in composite configurations. Our teaching and learning follows the Australian Curriculum, adapting the Education Queensland Curriculum to Classroom (C2C) for our learning context. Our curriculum for Prep to Six focuses on all Key Learning Areas, with an emphasis on Literacy and Numeracy within all learning. We believe in an engaging, real-world approach to learning with a students interests directed approach to teaching and learning activities, adjusted to our context. Within the 2014 School Annual Report, you will find the goals we aimed to achieve in 2014 and believe we have achieved successfully on a positive path with the implementation of programs to ensure our students individual needs are being met. All surveyed parents are satisfied that their child is getting a good education and all are satisfied that the school is a good school. The staff retention rate at the school is very good and this can be evidenced through the staff satisfaction rate in the Opinion Survey Our 'open-door' policy encourages parents to spend time in their children's classrooms Our differentiation strategies are proving effective, reflected in our student data. School progress towards its goals in 2015 Goal Improve problem solving capabilities in Maths Use data in monitoring student achievement levels Introduce Digital Technologies, particularly coding and robotics. Adjust Individual Learning Plans to differentiate learning Progress Commenced to be completed in 2016 Completed ongoing in 2016 Commenced to be continued in 2016 Completed ongoing in 2016
Future outlook In 2016, we look to build on the improvements made in 2015. Particularly, we are building on our capacity in consistent and effective use of data. Our cycle for review of student data is fortnightly and we continue to work on our analysis and discussion. We are actively involved with the School Improvement Assessment Framework to facilitate the best possible outcomes in the School Improvement Full School review. We are working to proactively manage outcomes in all domains. Our school at a glance School Profile Coeducational or single sex: Coeducational Independent Public School: No levels offered in 2015: Prep - 6 Student enrolments for this school: Enrolment Continuity Total Girls Boys Indigenous (Feb Nov) 2013 71 31 40 7 90% 2014 61 25 36 4 68% 2015 32 6 26 79% Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. In 2015, 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 (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html). Characteristics of the student body: The students attending Amiens State School reside on nearby farms or in the town of Stanthorpe. A number of current students are second generation attendees of Amiens State School. The relationship amongst the students is close, as they are all neighbours and have socialised most of their lives. There are no Indigenous students currently at the school, nor any ESL. The school has multi-aged classes due to the size of the school. The grade levels are divided into two main teaching groups Prep to 2 and 3 to 6. There is a predominance of boys attending in 2015. There are currently students in every year level. The majority of students continue their Secondary education in Stanthorpe. The school community play a very active role in the school and support the students in all that they do. They unequivocally place a high value on education and work together to provide many extra resources and experiences for the students.
Average class sizes Average Class Size Phase 2013 2014 2015 Prep 3 21 18 16 4 7 Primary 26 23 7 Secondary 10 11 12 *From 2015, data for all state high schools include 7 students. Prior to 2015, only state high schools offering 7 had these students included in their counts. School Disciplinary Absences Count of Incidents Disciplinary Absences 2013 2014* 2015** Short Suspensions - 1 to 5 days 0 0 0 Long Suspensions - 6 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0 * Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process. Curriculum delivery Our approach to curriculum delivery Differentiation for all students within the daily teaching and learning program. Student-directed learning within the broad curriculum requirements. Multi-aged classes, benefiting students with learning needs as well as extending students working above their year level. Integration of ICTs within all curriculum areas. Extra curricula activities Playgroup Program offered to local children from 0 4 years, every Monday morning. Arts Council Programs when travelling in the area or when available at Millmerran or Goondiwindi. Swimming program - goal of all students with swimming proficiency. Eisteddfod as part of Stanthorpe and District Eisteddfod. Gardening with School Garden Program. Music with a visiting specialist teacher.
How Information and Communication Technologies are used to improve learning Students at Amiens State School are given opportunities to present their learning on computers, ipads or with other digital and manual methods. They are continually challenged to see digital technologies and their programs as resources comparable to pen and paper. Students confidently use the internet, email, digital cameras, electronic whiteboards and other ICT devices. Amiens has a digital device/student ratio of 1:1.5. The students have access to desktop computers, laptops and ipads for research and assessment purposes. Social Climate The overall social climate of the school is very inclusive and supportive, with involvement of 66% of families at the P&C meetings, and 75% of families attending school events. The staff and students have constructive relationships that enhance the teaching and learning experiences at Amiens State School. Parents and community members lead our reading and maths strategies groups. Staff members are well respected and in turn, they respect all students and take a personal interest in each student s welfare and education. All families express the belief that their children feel safe at school and are treated fairly. Staff members are committed to the learning of the students and to the school s direction. Parent, student and staff satisfaction with the school Performance measure Percentage of parent/caregivers who agree # that: 2013 2014 2015 their child is getting a good education at school (S2016) 100% 71% 100% this is a good school (S2035) 100% 76% 90% their child likes being at this school (S2001) 100% 65% 90% their child feels safe at this school (S2002) 100% 94% 100% their child's learning needs are being met at this school (S2003) 100% 59% 100% their child is making good progress at this school (S2004) 95% 71% 90% teachers at this school expect their child to do his or her best (S2005) teachers at this school provide their child with useful feedback about his or her school work (S2006) 100% 88% 100% 96% 63% 100% teachers at this school motivate their child to learn (S2007) 100% 76% 100% teachers at this school treat students fairly (S2008) 95% 65% 90% they can talk to their child's teachers about their concerns (S2009) this school works with them to support their child's learning (S2010) 100% 76% 100% 100% 69% 90% this school takes parents' opinions seriously (S2011) 100% 63% 80% student behaviour is well managed at this school (S2012) 95% 82% 90% this school looks for ways to improve (S2013) 95% 82% 90% this school is well maintained (S2014) 100% 100% 100% Performance measure
Percentage of students who agree # that: 2013 2014 2015 they are getting a good education at school (S2048) 100% 71% 100% they like being at their school (S2036) 100% 81% 100% they feel safe at their school (S2037) 96% 90% 100% their teachers motivate them to learn (S2038) 100% 76% 100% their teachers expect them to do their best (S2039) 96% 95% 100% their teachers provide them with useful feedback about their school work (S2040) 100% 84% 100% teachers treat students fairly at their school (S2041) 96% 80% 100% they can talk to their teachers about their concerns (S2042) 100% 71% 100% their school takes students' opinions seriously (S2043) 96% 65% 100% student behaviour is well managed at their school (S2044) 100% 76% 100% their school looks for ways to improve (S2045) 95% 95% 100% their school is well maintained (S2046) 100% 71% 100% their school gives them opportunities to do interesting things (S2047) 96% 71% 100% Performance measure Percentage of school staff who agree # that: 2013 2014 2015 they enjoy working at their school (S2069) 100% 100% 100% they feel that their school is a safe place in which to work (S2070) they receive useful feedback about their work at their school (S2071) they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) students are encouraged to do their best at their school (S2072) 100% 100% 100% 100% 100% 100% 100% 100% DW 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 100% 90% 100% (S2079) # 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 parents and community of Amiens State School are heavily involved in their children s education; with the delivery of curriculum, extra-curricular activities and the general running of the school. We are proud of our Open door policy where parents are always welcome. Parents within the community are seen as important role models in the student s lives and are encouraged to share their knowledge and expertise in a range of areas when participating in relevant learning experiences. Parents are encouraged to communicate with the school through emails, phone calls, informal/formal meetings and general discussions whenever required.
Parents also attend our weekly Assembly on a Monday morning participate in the Weekly Awards presentation. Students run the assembly, rotating through the roles. Each year, the P&C fundraises extensively and contributes to activities and resources for the students and their learning. The focus for 2016 is to fund School Camp to support maximum attendance. Reducing the school s environmental footprint Amiens State School has solar panels installed on the school roof which have generated solar electricity input to the electricity grid saving carbon dioxide. Rainwater tanks capture rain water from roofs which is used for drinking. The spring-fed well water is used to maintain the grounds and gardens. Garden waste goes into a compost bin for the vegetable garden when it is replanted in Spring. The natural light and wind through the windows is used more often than air conditioning in summer. All students and staff have made very conscious efforts in lowering our carbon footprint at Amiens. All of the school light bulbs are energy efficient which will lower energy usage s Environmental footprint indicators Electricity kwh 2012-2013 24,380 0 2013-2014 19,506 0 2014-2015 19,820 Water kl *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. Our staff profile Staff composition, including Indigenous staff 2015 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff Headcounts 3 5 <5 Full-time equivalents 2 3 <5 Qualification of all teachers
Highest level of attainment Number of Teaching Staff * Certificate 0 Diploma 0 Advanced Diploma 1 Bachelor Degree 1 Graduate Diploma etc.** 1 Masters 0 1.2 1 0.8 0.6 0.4 0.2 0 0 0 1 1 1 0 0 Doctorate 0 Total 3 *Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate. Expenditure on and teacher participation in professional development The total funds expended on teacher professional development in 2015 were $14,223.65. The major professional development initiatives are as follows: Data analysis and reporting; Differentiation assistive technologies; Principal business meetings; and Granite Belt Schools Cluster moderation. The proportion of the teaching staff involved in professional development activities during 2014 was 83%. Average staff attendance 2013 2014 2015 Staff attendance for permanent and temporary staff and school leaders. 95% 96% 96% Proportion of staff retained from the previous school year From the end of the previous school year, 55% of staff was retained by the school for the entire 2015 school year. School income broken down by funding source School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/. 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 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. Performance of our students Key student outcomes Student attendance 2013 2014 2015 The overall attendance rate for the students at this school (shown as a percentage). 95% 93% 94% The attendance rate for Indigenous students at this school (shown as a percentage). 96% 94% 96% 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 attendance rate in 2015 for all Queensland Primary schools was 93%. Student attendance rate for each year level (shown as a percentage) Prep 1 2 3 4 5 6 7 8 9 10 11 12 2013 93% 92% 93% 97% 97% 95% 94% 97% 2014 93% 95% 96% 95% 91% 91% 93% 92% 2015 94% 94% 96% 95% 98% 97% 90% *From 2013, the methodology used for calculating attendance rates effectively counts 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 distribution The proportions of students by attendance range. Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100% 2013 8 4 26 62 2014 4 13 42 41 2015 8 11 30 51 0% 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 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. 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 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 says 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.