T DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Cannonvale State School Queensland State School Reporting 2013 School Annual Report YPEOVER TO INSERT SCHOOL NAME Postal address PO Box 117 Cannonvale 4802 Phone (07) 4946 2333 Fax (07) 4946 2300 Email Webpages Contact Person the.principal@cannonvass.eq.edu.au Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Ms Angie Kelly Principal s foreword Introduction Our school s motto My Best Always is the motivation for our whole school community to work together to provide a safe and supportive learning environment which focuses on achievement and success to allow each of our students to reach his/her potential. Our school rules: Be a Learner, Be Respectful, Be Safe and Be Friendly guide our actions in all areas of our school. The following report measures our improvement and successes in various areas and provides our focus for the coming year.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2013 School Annual Report School progress towards its goals in 2013 In 2013 Cannonvale State School had a strong focus on Reading Writing including spelling, grammar & punctuation Attendance & Retention Closing the Gap The green highlighted indicates what was achieved and is ongoing. The yellow highlighter indicates what was started and will be continued into the following year. Create Curriculum Snapshot which includes a whole-school curriculum, assessment and reporting plan. Continue documentation of school planning within the One School environment, including differentiation and mark books. Implement School-Wide Assessment and Internal Monitoring Schedule. Indicators and Targets for 2013 to assist in planning for improvement. Purchase smart-boards, laptops and laptop trolley for trial classes to assist in embedding ICTs in all KLAs and delivering the C2C units. Develop cluster/local school plan including liaising with local State High Schools. Create website to ensure compliance with EQ requirements and communicate improvement agenda. Encourage all parents to attend Information Night. Engage parents to consistently adhere to the North Queensland Region Attendance Policy. Communicate with all parents/caregivers to actively involve themselves with their children s improvement by discussing and celebrating student targets with them. Purchase and use site licenses to support KLAs and children working at home. Encourage parent engagement in school activities. Ensure parents access formal parent/teacher interviews each semester. Present Ready Reader Parent Program on site at Cannonvale State School. Continue implementation of School-Wide Positive Behaviour system, complete responsible behaviour plan, create consequence matrix and design logo. Encourage P&C, children and wider community to be active citizens through identifying and fundraising. Engage the P&C association in school decision making. Encourage and train more parents/volunteers to assist with whole school reading sessions. Promote Cannonvale State School s various partnerships via the newsletter, website and newspaper. Promote Gifted and Talented agenda in the school and link to the community through putting on a large scale dance/drama/music performance. Form Indigenous consultative committee to enact Embedding Aboriginal and Torres Strait Islander Perspectives into School. Promote NAIDOC Day and encourage Indigenous community members to be involved. Continue to inform and engage whole school community in our journey into becoming an Earth Smart School by writing School Environmental Management plan. Continue partnership with Reef HQ to maintain our Reef Guardian School status and develop 2013 project strategy. Develop community partnership with local businesses.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2013 School Annual Report Continue incorporation of Smart Moves into daily programs. Create and implement Learning and Wellbeing Framework. Create Parent and Community Engagement Framework. Develop and implement pedagogical framework and coaching based on DOTL and explicit teaching. Continue implementation of Whole School Reading Program to attend to the core learning priorities. Purchase of PM Benchmark Reading Kits and Informal Prose Inventory kits to measure student improvement in reading. Purchase of more PAT Testing materials to gather data. Collect data to inform teaching and learning cycle. Create mark books in One School to store data. Review and amend Intervention document in consultation with all teaching staff each Term to identify and implement early whole school, small group and individual intervention required. Collaborate and co-construct best practice teaching place-mats for each KLA. Achieve differentiation by: o Speech/Language Pathologist training learning support teacher to implement speech language program to identified children. o Liaise with Learning Support Teachers, Special Needs Teacher, AVTs and GO to adjust curriculum to meet the needs of students with disabilities. o Plan timetables to be streamlined across whole school to facilitate differentiation. o Teach learners to set academic and personal targets and give regular feedback and assistance to attain these goals. o Develop student feedback to teacher s document. o Differentiating planning in One School. Continued implementation of the Developing Performance Framework by conducting conversations and creating plans with all staff and reviewing them each year. This includes the Principal s Capability and Leadership Framework. Create and implement Professional Development Plan based on Staff Developing Performance Framework and school priorities Continue to engage Professional Learning Community to identify, promote and share best practice. Implement Closing the Gap Literacy and Numeracy improvement initiatives through additional teacher aide support. Schedule regular meetings with staff to plan the implementation of curriculum to improve learning. Provide Professional development to staff in analysing and interpreting data to effect change and inform planning 5 week data sets. Provide teaching staff with professional development in giving and receiving feedback, using feedback to inform practice and goal setting to inform feedback. Commence staff critiquing each other s teaching and providing detailed feedback using recorded footage. Drive and facilitate moderation of common tasks and assessment across school and like-size cluster schools. Continue EATSIPS journey as a whole school. Centralise resources to increase budget capacity. Develop and lead cohort teams to improve teaching and differentiation.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2013 School Annual Report Future outlook In 2014 Cannonvale has a strong focus on Reading (in all KLAs) Writing including spelling and punctuation & grammar Attendance & Retention Closing the Gap Quality teaching and learning in every classroom To do this we will: Principal and administration team coaching all teaching staff every term. Implement and assess the Australian Curriculum in English, Mathematics, Science, History and Geography using the provided C2C units. Update Curriculum Snapshot which includes a whole-school curriculum, assessment and reporting plan. Implementation of Reading Placemat, including Speech, Sound, Pictures and Cars & Stars as whole school programs and First Steps PD to address reading improvement agenda. Implementation of Spelling Placemat including Spelling Mastery as a whole school program to address spelling improvement agenda. Implementation of Writing Placemat including Reasoning and Writing as a whole school program to address writing improvement agenda. Implementation of Mathematics Placemat including Maths Mastery as a whole school program to address numeracy improvement agenda. Implementation of all Science Placemat to address science improvement agenda. Implement Cannonvale Great Results Guarantee 2 teachers purchased to assist in auctioning targeted intervention in P-3 area. Full implementation of Pedagogical Framework and coaching based on DOTL and explicit teaching. All staff to receive professional development around the Pedagogical Framework. Teaching and Learning Handbook created that prescriptively describes how to teach at Cannonvale State School. All staff to receive professional development unpacking the Teaching and Learning Handbook. Full implementation of Gifted and Talented Framework and Higher Order Thinking Tool. All staff to receive professional development on the G&T Framework and the HOT Tool and implement these in their pedagogy. Full implementation of Whole School Intervention Plan. Every child receiving high quality, differentiated teaching documented through; ILPs, student portfolios, Provisions in One School, Differentiation Cones. All students within the school receive a level of support required number based on a unified system. Classes are rated, support staff are assigned based on these ratings, all staff in the school are timetabled centrally.
DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Queensland State School Reporting 2013 School Annual Report Committee Meetings (Professional Learning Communities) on a 5 week cycle that focus on high effect size strategies e.g. whole staff coaching model, feedback including students giving teacher s feedback, 5 week data sets, moderation. Continue implementation of School-Wide Positive Behaviour system. New Tier 1 Coach trained. All staff to receive updated PD. All staff to receive SWPBS professional development to enable them to manage calm classrooms that maximise learning outcomes. Responsible Behaviour Plan understood and adhered to. Current and past 6/7 teachers to consult with high school to review and update high school transition plan to ensure continued academic success in high school. EATSIPS plan (Embedding Aboriginal and Torres Strait Islander Perspectives into Schools) fully implemented. Attendance strategy adhered to and all Indigenous attendance data tracked. Continued implementation of the Developing Performance Framework by conducting conversations and creating plans with all staff and reviewing them each term. Staff will be matched with mentors from whom they can develop their capability professionally. Principal, admin in banded positions and aspirational staff involved in PPDP process. Create and implement Professional Development Plan based on Staff Developing Performance Framework and school priorities. Purchase smartboards, ipads, laptops and laptop trolleys to assist in embedding ICTs in all KLAs and delivering the C2C units. Upgrade wireless network across school. Purchase site licenses to enhance student learning and provide professional development to staff to implement these technologies. Implement Learning and Wellbeing Plan. Implement Parent and Community Engagement Framework. Engage parents through the following activities; discussing and celebrating student targets, compulsory parent/teacher/student meetings, information nights, parent training sessions about helping your child at home, P&C, Indigenous Consultative Committee, Reef Guardian school, school musical, birth to pre-prep playgroup, Headstart pre-prep program, assemblies, newsletter, the website and various events throughout the year e.g. Under 8 sday. Work with early childcare providers to enable smooth transition for children and parents and caregivers. Barbara Brann PD provided for CSS staff and early childcare providers. Playgroup started to improve oral language development in pre-prep children. Create a safe, supportive environment by providing professional development for a new School Wide Positive Behaviour System Leader. Continued implementation of Cannonvale State School s Attendance Strategy.
Our school at a glance School Profile Coeducational or single sex: Coeducational levels offered in 2013: Prep - 7 Total student enrolments for this school: Enrolment Continuity Total Girls Boys (Feb Nov) 2011 489 238 251 87% 2012 587 288 299 87% 2013 571 284 287 86% Student counts are based on the Census (August) enrolment collection. Characteristics of the student body: In August 2013, there were 571 students enrolled at Cannonvale State School. 5% of these students identified as being Aboriginal or Torres Strait Islander, less than 5% of students who identified as EAL/D and between 4-5% had a verified disability. A significant number of parents are employed in the tourism industry and in the mining industry. A proportion of parents are living away from their families while working at mine sites. A high level of transience amongst the student body is a significant factor impacting on the school. Approximately 5 students come in and out of the school each on average each week. Average Class sizes Average Class Size Phase 2011 2012 2013 Prep 3 23 22 23 4 7 Primary 28 26 27 7 Secondary 10 11 12 School Disciplinary Absences Count of Incidents Disciplinary Absences 2011 2012 2013 Short Suspensions - 1 to 5 days 24 44 25 Long Suspensions - 6 to 20 days 0 0 0 Exclusions 0 0 0 Cancellations of Enrolment 0 0 0
Our school at a glance Curriculum offerings Our distinctive curriculum offerings Languages Other Than English: Japanese Instrumental Music: 4-7 Cannonvale State School is a Reef Guardian School. Programs teaching about sustainability and care for the environment is taught in each year level. We have adopted the Cannonvale Beach. Extra curricula activities Rock Band and Concert Band School Choir Book Buddies Reading Program Dance Club Games Club Computer Club Musical - The Wizard of Oz How Information and Communication Technologies are used to assist learning Our students have access to two computer labs of desktop computers in addition to 3-4 computers in each classroom. Information and communication technologies are used as a tool for learning and are embedded in all key learning areas. Interactive whiteboards are in every classroom. A cohort teaching class is further embedding ICT by having 30 laptops and a trolley between 60 students. The P & C pays for a subscription to Mathletics for each student and the school pays for subscriptions to ABC reading eggs and spelling city. Social climate Cannonvale State School is a School Wide Positive Behaviour School. We also have a Student Support Worker one day each week. There is also a Guidance Officer appointed to the school for two days each week and a behaviour teacher is appointed for 1 ½ days each week. The school has implemented School Wide Positive Behaviour Program and the school community has reviewed the school values Be a Learner, Be Respectful, Be Safe, Be Friendly, and expectations are explicitly taught by classroom teachers and on school assemblies. The school has an anti-bullying strategy which includes both proactive and responsive strategies to address and prevent bullying within the school. School Opinion Survey data for parents, students and staff is positive in almost all areas. Parent, student and staff satisfaction with the school The data for students, parents and staff is higher than the state in almost every question. The data is very positive overall.
Our school at a glance Performance measure (Nationally agreed items shown*) Percentage of parents/caregivers who agree that: 2012 2013 their child is getting a good education at school (S2016) 96% 96% this is a good school (S2035) 96% 100% their child likes being at this school* (S2001) 100% 96% their child feels safe at this school* (S2002) 100% 96% their child's learning needs are being met at this school* (S2003) 100% 93% their child is making good progress at this school* (S2004) 92% 92% teachers at this school expect their child to do his or her best* (S2005) 100% 100% teachers at this school provide their child with useful feedback about his or her school work* (S2006) 91% 96% teachers at this school motivate their child to learn* (S2007) 100% 96% teachers at this school treat students fairly* (S2008) 86% 100% they can talk to their child's teachers about their concerns* (S2009) 91% 100% this school works with them to support their child's learning* (S2010) 96% 100% this school takes parents' opinions seriously* (S2011) 100% 96% student behaviour is well managed at this school* (S2012) 92% 96% this school looks for ways to improve* (S2013) 100% 100% this school is well maintained* (S2014) 96% 100% Performance measure (Nationally agreed items shown*) Percentage of students who agree that: 2012 2013 they are getting a good education at school (S2048) 93% 100% they like being at their school* (S2036) 90% 98% they feel safe at their school* (S2037) 97% 97% their teachers motivate them to learn* (S2038) 99% 98% their teachers expect them to do their best* (S2039) 99% 100% their teachers provide them with useful feedback about their school work* (S2040) 95% 100% teachers treat students fairly at their school* (S2041) 88% 96% they can talk to their teachers about their concerns* (S2042) 90% 97% their school takes students' opinions seriously* (S2043) 87% 97% student behaviour is well managed at their school* (S2044) 83% 95% their school looks for ways to improve* (S2045) 96% 98% their school is well maintained* (S2046) 90% 96% their school gives them opportunities to do interesting things* (S2047) 88% 98%
Our school at a glance Performance measure Percentage of school staff who agree that: 2013 they enjoy working at their school (S2069) 98% they feel that their school is a safe place in which to work (S2070) 100% they receive useful feedback about their work at their school (S2071) 98% students are encouraged to do their best at their school (S2072) 100% students are treated fairly at their school (S2073) 100% student behaviour is well managed at their school (S2074) 100% staff are well supported at their school (S2075) 100% their school takes staff opinions seriously (S2076) 100% their school looks for ways to improve (S2077) 100% their school is well maintained (S2078) 92% their school gives them opportunities to do interesting things (S2079) 100% * Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012. # Percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not recommended. DW = Data withheld to ensure confidentiality.
Our school at a glance Involving parents in their child s education We believe that the best possible outcomes can be achieved when parents work cooperatively with teachers. Parents are encouraged to become involved in the life of the school and support their children in the classroom and in extra-curricular and co-curricular activities. Workshops are run for parents and community members who are interested in developing an understanding and skills to help their children. Workshops include reading and spelling. Parentteacher meetings are held at the beginning of each year and at the end of term 1 and 3. All parents and caregivers attend parent/teacher/student meetings in order to obtain their child s report card. Reducing the school s environmental footprint Strategies to reduce our environmental footprint included: Continued to monitor our water use by weekly checking of taps and toilets and changing of and stopping of watering when possible. Reduced the amount of photocopying. Air-conditioners used only in 1st and 4th terms. Environmental footprint indicators Electricity kwh Water kl 2010-2011 312,975 15,145 2011-2012 253,488 16,353 2012-2013 250,023 12,935 The consumption data is sourced from the validated utilities expenditure return which the school submits at the end of each financial year. The data provides an indication of the consumption trend in each of the utility categories which impact on the schools environmental footprint.
Our staff profile Staff composition, including Indigenous staff 2013 Workforce Composition Teaching Staff * Non-teaching Staff Indigenous Staff Headcounts 36 16 0 Full-time equivalents 35 12 0 Qualifications of all teachers Highest level of attainment Number of Teaching Staff * Certificate 0 30 25 26 Diploma 5 20 Advanced Diploma 0 15 Bachelor Degree 26 Graduate Diploma etc. 3 Masters 2 10 5 0 0 5 0 3 2 0 Doctorate o Total 36 * Teaching Staff includes School Leaders ** Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate
Our staff profile Expenditure on and teacher participation in professional development Total funds expended on teacher professional development in 2013: $28,452 The major professional development initiatives are as follows: Staff Induction National Curriculum Pedagogical Framework EATSIPS Reading Spelling Maths Digital Technologies Inclusive Curriculum Feedback/ Double loop learning Data Analysis Moderation Behaviour Management Learning & Wellbeing Parent & Community Engagement Workplace Health & Safety The proportion of the teaching staff involved in professional development activities during 2013 was 100%. Average staff attendance 2011 2012 2013 Staff attendance for permanent and temporary staff and school leaders. 96% 97% 97% Proportion of staff retained from the previous school year From the end of the previous school year, 91% of staff was retained by the school for the entire 2013 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.
Our staff profile 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.
Performance of our students Key student outcomes e Student attendance 2011 2012 2013 The overall attendance rate for the students at this school (shown as a percentage). 91% 93% 93% The overall attendance rate in 2013 for all Queensland state Primary schools was 92%. Student attendance rate for each year level (shown as a percentage) 1 2 3 4 5 6 7 8 9 10 11 12 2011 92% 91% 89% 93% 91% 92% 90% 2012 93% 93% 92% 92% 93% 93% 93% 2013 93% 94% 93% 92% 92% 93% 92% 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 12 14 25 49 2012 13 10 30 47 2011 15 22 31 31 0% 20% 40% 60% 80% 100% Proportion of Students * The method for calculating attendance changed in 2013 care should be taken when comparing data from 2013 to that of previous years.
Performance of our 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. Student rolls are marked twice daily by teaching staff; once in the morning and once in the afternoon. Teachers follow up any student absences with parents. Staff in the office follow up any student who is absent for three days without explanation. Students who are regular non-attendees are identified and a member of the office contacts the parents/carers daily to find out reasons for non-attending. When concerns with a student s absences continue either the Deputy Principal or Principal arranges a meeting in the first instance to discuss the reasons for absences. If there isn t a change in attendance rates, the procedures outlined in the above policies are implemented. Consistent messages about the importance of attendance Every Day Counts are regularly given on assemblies and in the newsletter. Attendance Awards for sections of the school were introduced in 2013. 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 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.
Performance of our students Achievement Closing the Gap The gap between Indigenous and non-indigenous students mean scale scores in 2013 in reading: in year 3 was 12 in year 5 was 19 in year 7 was 90. The gap between Indigenous and non-indigenous students mean scale scores in 2013 in numeracy: in year 3 was 17 in year 5 was 6 in year 7 was 75 The gap between Indigenous and non-indigenous attendance rates were 3.4%.